Development
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| Continuous Development | No Stages: Theorists: Vygotsky, Horney, Kagan
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| Discontinuous Development | Stage Theorists: Piaget, Freud, Erikson, Kohlberg
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| Nature | Heredity, Innate, Genetic
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| Nurture | Environment, Learning by Observation
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| Stable | Traits that remain fixed from birth
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| Unstable | Traits that can change from birth
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| Cross-sectional Studies | Groups studied for a brief amount of time--a snapshot of your study
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| Longitudinal Studies | Groups studied for a longer period of time over months or years
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| Cross-sequential Studies | Begins as a cross-sectional study and continues into a longitudinal study because of an interesting outcome found in the cross-sectional study
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| Cohort | Each group in a study
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| Cohort Effect | If something unusual occurs with a cohort that would cause the study to be skewed, then the cohort must be eliminated from the study
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| Germinal Period of Prenatal Development: Stage One | First two weeks after conception. Zygote travels down the fallopian tube and attaches to the uterus. Umbilical cord forms
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| zygote | 46 chromos, 23 from each parent
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| Difference between fertilization and pregnancy | Fertilization is when sperm penetrates the egg and zygote is formed. Pregnancy is when and if the zygote attaches to the uterus and pregnancy hormones produce. 20% of fertilizations or pregnancies are ended during this time.
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| Embryonic Period: Stage Two | From end of second week to end of the eighth week. Cells begin to specialize and organs begin to form.
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| Fetal Period: Stage Three | From beginning of ninth week to Birth. Organs begin to interact and become stable
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| Chromosomal Irregularities | 1. Turner Syndrome
2. Kleinfelter Syndrome
3. Down Syndrome
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| Turner Syndrome | Females: Only one X with a partial X or missing the second X chromosomes. Irregular growth, ovaries are missing, low functioning IQ, tumors behind the eyes
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| Kleinfelter Syndrome | Two X and one Y chromosomes on 23rd pair for males. Overweight with breasts and sterile
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| Down Syndrome | Extra chromosome #21: Functioning on spectrum, abnormal facial characteristics
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| Recessive Trait Irregularities | 1. Ashkenazi Jewish descent: Tay Sachs
2. Sub Sahara African descent: Sickle Cell Anemia
3. Cystic Fibrosis
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| Tay Sachs Disease | Irregularity of nervous system. Death at 2-3 years old
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| Sickle cell Anemia | Red blood cells with irregular shape like a sickle. Not enough area to carry proper amount of oxygen.
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| Cystic Fibrosis | Thickened mucous that collects in the lungs making pulmonary problems
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| On the no eat list of foods during pregnancy | Caffeine, sushi, deli meats, soft cheeses, fish, salt
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| Caffeine | Stimulant
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| Sushi | Bacteria and parasites
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| Fish | Some like tuna high in mercury
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| Deli Meats | Bacteria and high in salt
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| Salt | Increase in water weight gain, high blood pressure, pre-eclampsis
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| Soft Cheeses | Bacteria
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| Soda | High sugar and food dye
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| Know the effects of substances | Smoking tobacco or weed, cocaine, narcotics, alcohol
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| Physical Development | 1. Supporting neck; 2. Supporting chest; 3. Roll over; 4. Sit; 5. Crawl; 6. pull up to stand; 7. cruise; 8. stand alone; 9. walk; 10. navigate stairs
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| Puberty | Hormonal changes for adolescent development
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| Primary Sex Characteristics | Birth sex organs
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| Secondary Sex Characteristics | Males: Increase in testosterone and facial and body hair--pubic and underarm
Females: Increase in estrogen; First period, breast development, pubic and underarm hair
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| Menarche | Appearance of first period
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| Menopause | Cessation of monthly periods
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| Aging Physical Debilities | Decreased eyesight and hearing; balance problems
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| Elizabeth Kubler Ross | Five Stages of Grief
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
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| schema | Set of ideas about an object or event
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| assimilation | taking in new information into an existing schema
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| Accommodation | Discovering that new information does not fit the schema, so you create a new schema
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| object permanence | stages of discovering that an object doesn't disappear even though it can't be seen
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| Conservation | Although the form of matter changes, the amount does not
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| Sensorimotor Stage | Birth to two years old. Infants reason with their movement and senses
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| Preoperational Stage | Two to five years old. Egotistical Stage. Cannot reason about an event without putting themselves in the middle of the reason
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| Concrete Operational Stage | Six to eleven years old: If they witness the event, they can reason about it
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| Formal Operational Stage | Ages 12+ They can reason hypothetically--how and why did this event occur?
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| Vygotsky | sociocultural theorist but still a cognitive theory. Uses the Zone of Proximal Development to explain how a child learns. The difference between their achievement with an expert and their original aptitude without the expert. Scaffolding
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| Scaffolding | Vygotsky's idea of student-centered learning--teacher prepares a 2-3 day lesson, and student groups work together and teach other. Teacher provides bridging comments to groups but does not teach.
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| Information Processing Theory | Brain works like a computer
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| Apgar Score | Infant scored at one minute after birth and again at five minutes for appearance, respiration, heart rate, muscle tone, grimace reflex
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| Ten physical milestones | support head, support chest (tummy time), roll over, sit, crawl, stand upright pulling up, cruising, stand up and balance alone, walk, negotiate stairs
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| Reflexes checked at one/two months | Babinski, Palmer Grasping, Moro Startle, Rooting, Sucking, Stepping
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| Babinski | Stroke bottom of foot and toes will fan out
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| Palmer Grasping | If object touches baby's palm, they will grasp it with fingers curled around it
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| Moro Startle | Make loud noise and baby will throw arms out and bring them back over chest
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| Rooting | Baby will turn head toward the cheek being stroked
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| Sucking | Must be able to suck to thrive with breast or bottle
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| Stepping | Holding baby under arms, hold upright with feet touching a hard surface and they will step across the surface
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| Habituation | When baby loses interest in presented object--now it is in memory
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| Dishabituation | When baby shows interest again in presented object--now out of memory. Tells us how long the memory has endured
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| Kohlberg - Stages of Moral Development | Preconventional, Conventional, Post Conventional
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| Preconventional | Stage one: Child obeys to avoid punishment
Stage two: Child obeys out of self-interest
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| Conventional | Stage 3: Child obeys to please--good girl/good boy
Stage 4: Person obeys because that is the law
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| Post-Conventional | Stage 5: Social contract: citizen has responsibility to call attention an unfair law to government via activism
Stage 6: responsibility to break the law to call attention to it
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| Social-Emotional Development Theorists | Harlow - bonding; Ainsworth - attachment: Kagan - temperament Baumrind - parenting
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| Harlow | Rhesus Monkey Study - know it
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| Ainsworth | Attachment Study - Strange Situation Study - Know it
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| Secure Attachment | Baby is easily soothed by mother on her return - mother has been available to infant to provide needs. Secure in love relationships
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| Anxious-Resistant Attachment | Baby is angry with mother and often hits her. Mother has been inconsistent in her care of her infant. Needy, manipulative, abusive in love relationships
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| Anxious-Avoidant Attachment | Baby doesn't care when mother leaves nor when she returns. Mother has rejected the baby. Non-committal in future love relationships
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| Kagan | Know his experiment about temperament
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| Temperament | Nature: intensity of mood when introduced to strange stimuli
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| Easy Going | No reaction to the balloon waving
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| Difficult | Infant stiffens up, flails around and cries
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| Slow to Warm | Infant stiffens then relaxes
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| Diana Baumrind | Parenting expert
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| Authoritarian | My way or the highway - no discussion: children timid with authority or rebel
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| Authoritative | Best style: Set boundaries, child knows consequences, parents will discuss - children good problem solvers and high self-confidence
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| Permissive | Parents want to be child's friend--few limitations. Child confused about boundaries
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| Negligent | Parents have few rules, no communication with children. Children are attention seeking, at risk kids
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| Self-Monitoring/Self-Referencing | Parents and teachers help children in new situations, "Behave like the other children are behaving." Discuss with them. Very little social anxiety for these people.
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| Cephalocaudal Dev | Infant physical development moves from head to feet
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| Proximodistal Dev | Infant physical development moves from midline chest and outward
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