Human Development exam 1

dynamic systems theory

• triangle (dynamic triangle) need all three of these

→maturation ←→contextual supports and changes ←→ goals and understandings ←

genotype

• born with (potential)

phenotype

• environment and genetic component

• what’s expressed/influenced by interactions of gnotypes and experiences (end result)

DNA

• contains genes

• make up chromosomes

genes

• type of DNA

• small part of dna

• hereditary codes

order of cells chromosomes genes dna (largest to smallest)

nucleus → chromosomes → DNA → genes

epigenetics

how environmental factors chemically modify gene expression (but does not change DNA itself)

study of impact and influence of genetics and environment

turns things on or off (parents ways can get passed down to kids)

epigenetic framework

human development results from ongoing reciprocal interactions between genetics and environment

environment ←→genetics

behavior genetics

study of influence of hereditary and environment on traits, abilities and behaviors (combine together)

range of reaction

genes set limits on potential

• environment is what determines how much of that potential is achieved

canalization

hereditary narrows range of development to few outcomes

(ie max height even in ideal environment)

Sandra Scarr

studied gene-enviro correlations

3 ways hereditary influences enviro

3 ways heredity influences enviro

SANDRA SCARR

• passive - home life/ parental figures, importance decreases as we age, born with and into (ex- music, schooling…)

• evocative - not born into, but drawn out, linear on graph, (ex- things could be reinforced based on seen potential)

• active - doing it urself, choosing ur environment because of genetic potential (niche picking- finding groups with similarities) increases as you age

prenatal development

• germinal period (0-2)

• embryonic period (2-9)

• fetal period (9-birth)

teratology

study of any influence that can disrupt prenatal development

• depends on periods

• “dose”

• individual differences

teratogens

any influence that can disrupt prenatal development

human development

• interdisciplinary (combines) study of psych and genetics

• developmental psych and sociology

continuous HDF

gradual change as life goes on (quantitative)

discontinuous HDF

qualitative leaps (caterpillar into butterfly)

stage theory (development happens in leaps not growing)

strengths perspective

• instead of focusing on bad → recognize every person and community has strengths and resources

• not just focus on diagnosis

• sense of caring and hope

intersectionality

shows how multiple social identities overlap to create unique dynamics of discrimination privilege and disadvantage (race,gender, class and sexuality)

SES

social economic status

bronfenbrenner bioecological systems theory

microsystem

mesosystem

exosystem

macrosystem

chronosystem

microsystem

any enviro directly involved in (ie- family)

mesosystem

relationship btw 2 microsystems (ie church and family life)

exosystem

not directly involved in, indirect impact

ie- parents work place’s impact on how parent acts

macrosystem

attitudes and ideologies of culture

societies values (healthcare…)

chronosystem

enviro changes over lifetime

time born (like into what generation)

germinal period

• 0-2 weeks

• period of the zygote

• cell division begins

  • cleavage (after 30 hours) - zygote splits into two

  • cell differentiation (72 hours)- 16-32 cells, specialize and aren’t identical

  • blastocyst (hallow balls) (4 days) organism is 60-70 cells

  • implantation (day 6) blastocysts burrow into walls of uterus

embryonic period

• 3- 8 weeks

• all major systems formed (organogenesis)

• period of embryo

• organogenesis (organs forming)

• ectoderm, endoderm, mesoderm

• amnion and placenta develop

• neural tubes (central nervous system) formed at day 22

embryo

developing organism past 3 weeks

fetal period

• 9 weeks- birth (37-42 weeks)

• fetus (organism after 9 weeks)

• limbs grow and start to move

• lanugo, vernix caseosa

• rapid growth, increase of complexity, bones, organs functioning

age of viability

when medical care permits a preterm newborn to survive outside womb

Freud’s psychoanalytic theory

• Id, ego and superego

• importance of early childhood

• we only develop until adolescence

• studied unconscious conflicts/motivations (dreams)

• defense mechanisms

• born with pleasure principle and aggression

id

born with it

pleasure principle

"I want it now”

ego

balance of needs and society

• ego is built through parenting

superego

learned rules of right and wrong (guilt and pride)

“- No i shouldn’t”

operant conditioning (learning)

• Skinner

• learning from consequences

• any behavior rewarded is prob gonna be strenghtened

classical conditioning (learning)

• Pavlov

• repeated behaviors

• ie: smartphone notifications, unable to eat a food after getting sick from it

BEHAVIORISM

• development is a result of learning (ENVIRO/NURTURE)

• operant or classical conditioning

• Skinner and Pavlov

• Sceptical of erikson and freud

Social Cognitive theory

• reciprocal determinism

• environmental impacts behavior and THINKING

• how one thinks impacts how they see environment not just their behaviors

  • takes into account someones homelife or how they might have been raised to view the world and the reasons for their actions

    • ie- a kid raised in hostile home thinks the world is hostile towards them

• unlike behaviorism it takes into account different LENSES

ectoderm

skin nails hair sensory organs and NERVOUS SYSTEM

• developed during embryonic period

• folds in on itself at day 22 and forms neural tube

endoderm

digestive system liver lungs pancreas respiratory

• developed during embryonic period

mesoderm

muscles skeleton circulatory system internal organs

• developed during embryonic period

• forms later and is the middle layer

confirmation bias

human tendency to search for/ interpret/ remember info that matches what we already believe

pattern detection bias

tendency to perceive meaningful connections, trends or rules in random or meaningless data

longitudinal research designs

observational

collect data from same people repeatedly over extended period

cross-sectional research designs

observational

analyzes data from a single, specific point in time

sequential research design

observational

data is collected/analyzed in chronological phases rather than all at once

lifespan human development

• saying that human development continues our entire lives

• erikson agrees

• freud would disagree

context

where and when a person develops

impacts their development

cohort

group of people born at the same time