FMST 210 2023 Midterm

development

process that we go through as we grow (stay the same or become different)

cognitive development

maturation of mental processes: thinking, gaining knowledge, problem-solving

socioemotional development

maturation of social/emotional functions: personality, emotions, relationship

physical development

body maturation and growth: body size, appearance, health

primary emotion

basic, inborn emotion eg: happiness

secondary emotion

emotions based on primary emotions, what we learn through others, eg: disgust, annoyance

sensation

when our senses pick up on something (we may not consciously realize)

perception

how we become aware of something through senses

development is: lifelong

we may decline in one way and improve in another

development is: multidimensional

aspects of development are interconnected

development is: multidirectional

not linear, may gain/regress skills

development is: plastic

malleability, traits can be influenced. includes strengths and weaknesses

normative age-graded influence

typical for everyone regardless of outside factors, eg: puberty

normative history-graded influences

influences of specific time period/society/location, eg: pandemic

non-normative influences

influences not common to everyone based on age, eg: bullying, parents' divorce

hypothesis

proposed explanation for a phenomenon that is tested

theory

organized set of observations, describe/explain/predict a phenomenon

psychoanalytic perspective

unconscious inner drives influence behaviour

behaviouralist/social learning theories

environment impacts development

cognitive theories

how mental processes/thoughts influence behaviour

sociocultural system theory

impact of society on development

scientific method

1. develop research method

2. form hypothesis

3. do experiment

4. draw conclusion from results

chromosome

46 'rods' of 23 paired strands of DNA

gene

unit of heredity on a specific location on a chromosome

gamete

reproductive cell

zygote

single-celled organism from a fertilized egg

genetic inheritance

when traits and characteristics are inherited predictably

allele

one of 2+ different forms of the same gene on the same location on the chromosome

homozygous

chromosomal pair of identical alleles

heterozygous

chromosomal pair of different alleles

genotype

organism's genetic makeup, eg: Aa

incomplete dominance

both alleles are expressed equally

codominance

neither allele is dominant or recessive

polygenic inheritance

trait come from multiple inherited genes, interacting with each other

chromosomal abnormality

abnormality tied to a specific chromosome, which can affect more genes on the chromosome

genetic abnormality

abnormality tied to a specific gene

meiosis, mitosis, or damage afterwards

when do chromosomal abnormalities occur?

genetic disorders

• issues caused by defects in the genes or by inherited characteristics

• not often inherited thru dom/rec (would end in miscarriage)

genetic mutation

• sudden permanent change in DNA structure, occurs spontaneously

• can be a result of exposure to environmental toxins

carrier screening

blood tests to detect chromosomal abnormalities, dom/rec genes for disorders

prenatal screening

provides information about likelihood of genetic/chromosomal disorder, non-invasive

prenatal testing

confirmation of genetic/chromosomal disorders

eFTS, NIPT

examples of prenatal screening

chorionic villus sampling, amniocentesis

examples of prenatal testing

eFTS

• provides info about chance of chromosomal differences

• nuchal translucency ultrasound and bloodwork done

• results in screen positive or screen negative, no guarantee

NIPT

• non-invasive prenatal testing

• provides info about having specific chromosomal abnormalities

• occurs after 9 weeks gestation, after circulatory system is developed

• blood test (mixture of fetal/maternal DNA)

• generally more accurate than eFTS

invasive diagnostic testing (CVS or amnio)

• optional testing for a definitve answer about genetic/chromosomal differences

• small risk of spontaneous miscarriage, infection by needle, leak in amniotic fluid (1/1000)

epigenetic framework

states that development comes from gene and environment interactions

niche-picking

seeking out experiences to complement their genes

teratogen

environmental factor causing damage to prenatal development

critical period

time during gestation where exposure to certain teratogen can be extremely harmful

cephalocaudal development

growth from head down

proximodistal development

growth from centre of body outward

growth norms

expectations for gains/variation in height/weight based on age, ethnicity, sex

hormone

chemicals produced/secreted into bloodstream, influence physiological functions

puberty

biological transition to adulthood, hormones cause body to mature for sexual reproduction

adolescent growth spurt

• rapid gain in height/weight

• cephalocaudal growth diminishes, proximodistal begins

what age is the adolescent growth spurt?

10 for girls, 12 in boys

menarche

female's first period, approx. age 10-13

spermarche

male's first ejaculation, approx. age 14

precocious puberty

puberty begins before 8 in girls, 8 in boys

delayed puberty

• no puberty past normal age

• can be protective factor in girls against depression

0.24% (75,000)

number of transgender Canadians

puberty blockers

medication that suppress puberty for trans youth (reversible)

age-related changes

• skin is drier, loses elasticity, wrinkles

• reduced muscle and increased fat

• bone density declines

• cardio/resp capacity declines

• immune system less reliable

13%

percentage of food-insecure Canadian households

infant formula vs breast milk

• infant formula: no bioactive components

• breast milk: stem cells, probiotics, natural immunity

sudden infant death syndrome

when an infant infant stops breathing during night, and suddenly dies if not woken up

6 months

when infants eat solids, need to be able to hold their head up

gagging

spitting out, repulsion but can still breathe

choking

cannot breathe, medical emergency

neuron

nerve cell that stores and transmits information

neurogenesis

production of new neurons

experience-expectant brain development

brain development is based on basic environmental experience to develop normally (eg: visual/auditory stimulation, is universal)

experience-dependent brain development

brain development occurs in response to specific learning experience

synaptogenesis

formation of new synapses

synaptic pruning

process in which unused neural connections will disappear

myelination

neurons are coated in myelin (fatty substance) to speed up neural connection

plasticity

ability to adapt, mold, and change according to specific experiences

adolescence

when synaptic pruning is at its peak

limbic system

brain structures responsible for emotion

dual process model

• 2 systems, 1 emotional and 1 rational

• during adolescence, emotions heightened

• irrational behaviour

• more self-conscious

gross motor development

ability to control large body movements, eg: sitting, standing

fine motor development

ability to control small movements of the fingers, eg: eating with a fork, holding a pen, grabbing

dynamic system

motor systems from ongoing interactions from physical, cognitive, and socioemotional influences and supports from environment

vision

• least developed sense at birth

• how infants explore this changes with age

visual tracking

abiliy to follow an object’s movements with eyes

depth perception

ability to perceive distance of objects from each other and ourselves

hearing

• capacity to hear develops prenatally

• most well-developed sense

touch

• mouth is most sensitive prenatally and after birth

• infants don’t have temperature control

smell/taste

• well-developed at birth

• infants show innate preferences for tastes

intermodal perception

process of combining information from different sensory systems

Piaget

first to systematically examine children’s thinking/reasoning

schema

• cognitive framework developed based on past experiences, way of interacting with the world

• make sense of surroundings

assimilation

process of interpreting new experiences, integrating into pre-existing schemas

accomodation

process of modifying and/or creating new schemas to include a new experience

cognitive equilibrium

balance between assimilation and accomodation

disequilibrium

leads to cognitive growth due to discomfort of schema’s and reality not matching

sensorimotor stage

• birth-2

• discover the world through the five senses

• object permanence

• not capable of mental representation

reflexive (sensorimotor substage)

• 0-1m

• reflexes are strengthened