Psych Exam 2

DTP

Early Childhood Immunization

Protects against:

* diphtheria-  bacterial disease, without treatment about ½ of the ill die, causes heart and brain damage, death rate higher in babies and elderly
* tetnis-  aka “lockjaw,” not passed person to person, present in soil, typical way to get it is to puncture yourself, you can get lockjaw, stiffness and muscle spasms, 30% of untreated cases result in death, shots good for about 10 years
* pertussis- aka “whooping cough,” highly cintageous, prolonged coughing spells that can last for months, when they breathe in their airways collapses, 50/10,000 of those with the disease die

MMR

Early Childhood Immunization

Protects Against:

* Measles- airborne illness, can be serious, ⅕ people need to be hospitalized today, 1/1000 people with measles develop complication where the membranes around brain swell up, compromising to the brain, cognitive impairment, 1-3/1000 die even with the best of care
* Mumps- 200,000 cases a year with 20-30 deaths before treatment, infection in parodied glands by jaw where they swell up very large, flu like symptoms, muscle aches and pains, rare complication: mumps infect testicles, and when that happens it can cause sterility (very rare)
* Rubella- taratogen, about 30,000 stillbirths in the 1960’s, about 20,000 children born w significant problems including cognitive impairment, damage to auditory system, deafness

IPV

Early Childhood Immunization

Protects Against:

* polio - average 50,000 cases a year before vaccine, caused death, paralysis

HIB

Early Childhood Vaccine

Protects Against:

* Influenza type B vaccine- kills about 600 kids a year before vaccination, can also be meningitis, seizure conditions, cognitive impairment, incidents of HIB dropped by 90%

Hepatitis B

Early Childhood Vaccination

Protects Against:

* Liver infections caused by hepatitis virus B, transmitted in blood, semen, bodily fluids, can be spread mother to baby during pregnancy, acute infection (short term and fought off) but can become chronic, can be related to age of infection (infants haven’t more of a chance to be chronically infected than adults) if untreated ¼ people die of liver failure

Hepatitis A

Early Childhood Vaccination

Protects Against:

* Liver infections caused by hepatitis virus A, transmitted person to person or through eating shit, outbreaks associated with food, doesn’t tend to result in chronic infections, 70-100 deaths per year

Chickenpox

Early Childhood Vaccination

Protects Against:

* Herpes virus, contagious, can lead to severe illness, can lead to complications, itchy rash, when they stretch the skin can get infected, flu like symptoms, pnemonia is a complication, when it appears to be done when the rash goes away the virus goes dormant and when your immune system is compromised there is a risk of shingles
* Vaccination to chickenpox also prevents shingles 

Flu

Early Childhood Vaccinations

Protects Against:

* High fever, respiratory symptoms, 30-150,000 deaths mostly from elderly, ¼ people (mostly elderly) get complications from flu including severe pneumonia

Pneumococcal 

Early Childhood Vaccination

Protects Against:

* Bacteria is spread by coughing and sneezing, most common cause of pneumonia, complications include meningitis, septus (infection in the blood stream), ear infection, sinus infections, OM cases went down after vaccine came out

“Language is arbitrary” meaning

words have no correlation with what they mean

interpersonal language

polite speaking, talking to children differently than adults 

Morphemes

the basic meaning units of language, different words have 1/2/3, words have a root/ ending/ plurals/ prefixes/ suffix (anything that changes the basic meaning of a word)

Productive of Expressive Language Development

1. crying at birth
2. Cooing
3. Babbling
4. Expressive Jargoning
5. First word
6. Two Word Utterance

Cooing

* 2-4 months
* breathy noises “ooh” “ahh”

Babbling

* 4+ months
* making harsh consonant sounds

First Word

* around 12-13 months
* Holophrase- when one word has a lot of meaning (ex. Saying “mommy!” loudly and excitedly because she’s been at work all day and theyre happy to see her)

Two Word Utterances

* 18-24 months
* Telegraphic speech and word spurt

Parentese

speaking slowly, precisely, repetitively, higher picthed voice, a lot of expression

overextension

using a term too widely (using “cat” for all animals)

Underextension

using a word not enough (only using the word “dog” for their dog)

Overregularization

 ignoring exception in language (saying i “runned” instead of ran)

Easy child

3 Classifications of Kids

predictable, adaptable, good with new things, generally pleasant

Difficult Child

3 Classifications of Kids

unpredictable, don’t adapt well to change, withdraw from new things

Slow to Warm up Child

3 Classifications of Kids

in between about things, dont like change in the environment- but do not react very intensely

Goodness of Fit Model

You would think that having an easy baby would be the best thing, but the most important thing is how the parents react to the child’s temperament 

Masai Example

Evaluating qualities from the NYLS one time, then there was a horrible drought, and at the end the babies that were difficult were the ones that were still alive. Likely because the babies that fussed and cried more were given more because they demanded it

Cuppord Theory of Attachment

 babies attach because their parents feed them

What is Harlow’s Work

* worked with infant monkeys
* reading monkeys in isolation and noticed they were not developing
* found the monkeys spent all of their time on the cloth mother which shows the importance of contact touch

Effect of touch therapy on humans

* increase in seretonin and dopamine
* self reported decrease in lonliness

Ethological Theory of Attachment Bowlby

* Development of attachment 
* Reattachment phase (birth - 6 weeks) 
* Attachment in the making phase (6 weeks - 6/8 months)
* Clear Cut attachment (6/8 months - 18/24 months)
* Formation of reciprocal relationship (18 months - on)

Attachment in the making phase (6 weeks - 6/8 months)

Ethological Theory of Attachment

* Recognizes visually their parents 
* Start to look for parents

Clear Cut attachment (6/8 months - 18/24 months)

Ethological Theory of Attachment

* Very attached
* Show separation distress
* Use parent as a base to explore
* Check in with parents
* Show stranger distress or anxiety 
* Obvious change in the babies behavior 
* Child gets upset when the parents leave (shows object permanence)

Formation of Reciprocal Relationship

* Self reliance 
* Decline in reparation anxiety
* Decline in stranger anxiety
* Understand that you can trust parents to come back and pick them up from daycare

trust vs. mistrust

Erikson

mistrust is established at first, if parents respond appropriately, consistency, and rapidly, babies form trust

Autonomy vs. Shame and Doubt

Erikson

being separate from their family and environment, giving kids a good view of themselves or a bad one

Initiative vs. Guilt

Want to try new things so they push the limits through play and social interaction

Industry vs. Inferiority

elementary school age, assuming new adult responsibilities, when kids start helping their families, learning to read which transitions to reading to learn, sense of inferiority if you’re not as good, parental response may be to take away extracurricular activities but this is not good because it takes away the areas that make the child happy because they’re good and gain confidence

Identity vs. role confusion

Construct identities, time of conformity but also where people start noticing how they’re different from their peers, religion, race, ethnicity, sexuality, danger of an identity being imposed upon them (often about career) which can lead to role confusion

intimacy vs. isolation

they can share themselves with others (intimacy) with relationships and friendships

Generatively vs. Stagnation

taking part in community, volunteering and helping with community classes, mentoring younger peers at work, if not they have a sense of unimportance like they’re not doing anything important in their life

Ego Integrity vs. Despair

Acknowledging that sometimes you make mistakes, if you cant get over the mistakes you’ve met- at high risk of despair, more likely to face death with fear

Theory of Mind

Understanding the mental states of others, may be ours but are potentially differently than ours

* testing this with the smarties box

Is there a link between autism and vaccinations?

Wakefield 1998- study was retracted and lost his license in 2010, published a paper in a prestigious medical journal with a very small sample, symptoms of ASD occurred a month after receiving MMR vaccine. Postulated that MMR causes gastronintenstinal problems and something went to their brain and caused autism. Was going to use a vaccine he was going to make in replacement of the MMR vaccine- bias. (called Vaxxed)

dunning kruger effect

googling things and evaluating the things we find, your research on the internet is equivalent to the doctors qualifications

survivorship bias

concentrating on the people who have survived and overlooking those that did not because of their lack of visibility

illusory correlation

seeing relationships that exist between variables whe no such relationships exist (ex. Autism and vaccine fake correlation and causation) unreal relationships

omission bias

seeing that the act of not doing something (vaccinating) is better than doing it. Exagertaing the risks of action of the risks of inaction when inaction is far riskier.

neglect of probability

dont consider probability when making vaccine decisions. (ex. You can still get covid if you get vaccinated, meanwhile the chances of getting very sick/dying are must smaller if you are vaccinated)

interposition reclusion

hiding certain parts of things in a drawing based on perspective

metric art

straight lines are straight, if something is parallel in real life it is parallel in the drawing, do best to conserve angles, doesn’t look three dimensional or drawn in perspective, looks flat (ex. Ancient Egyptian art)

affine art

straight lines are straight, parallel lines are parallel, angles are NOT conserved, vantage point looking down from from far away

projective art

straight lines are straight, parallel lines are not parallel, angles are not conserved (ex. the last supper)

synthesis incapacity

Piaget’s Theory of Drawing

children show simple social relationships, difficulty coordinating a system of social relationships like a person in front of their house on the street

intellectual realism

Piaget’s Theory of Drawing

they draw what they know, not what they see. (ex. Drawing the handle of a mug even tho you can't see it because it's turned way)

visual realism

Piaget’s Theory of Drawing

perspective drawing, drawing like the castle

the development of gifted artists (golomb)

Looked at saved childhood drawings of professional artists, these kids used the whole page for their drawing, drawings already show a difference when they are young by coordinating a spatial system

Anomalous drawing in a small sample of autistic children (selfe)

Proficient drawers at early ages, attempt for 3D, showed depth in drawing, using linear perspective and convergence, inclusion (showing parts if things), Nadia drew chickens, as she began developing language and social skills she lost her ability to draw

unoccupied play

baby in infancy kicking and wiggling, more movement, not very structured 

solitary play

playing and stacking blocks, dolls, not just movement, themes, multiple steps, but alone

onlooker play

little kids like to watch older kids play, being in the room/area, how they learn about play

parallel play

two kids playing next to each other but not interacting

associative play

kids still doing their own thing but they’re helping each other, sharing things, exchanging toys, but not playing together

cooperative play

(preschool age) play together, interact, common goal (building something together)

sensorimotor play

basic muscle exercise, repetitive, working on motor skills

functional (practice) play

involves an object(ex. Kid rolling a car on race track)

constrictive play

building something

social play

kids playing with each other 

dramatic play

play with a theme  (ex. Kids are characters going on a quest)

games

games like monopoly, candy land, softball, can be sports/ board games, competitive, winners and losers, rules 

Wolffian Duct

male reproductive tract

Mullerian duct

female reproductive tract

SRY gene

present on Y chromosome, if present can pick up development on the path of the medula becoming testes, in the absense of SRY, the cortex develops and the medulla doesnt 

Gene on X chromosome DXX

mullerian ducts form and Wolffian duct doesn’t

Turner’s Syndrome

* Genitals look feminine


* Indentified when teenagers do not menstruate
* Condition with genetic mosicaism, some cells are XX and some are just X, the percentage of this correlates to the effects
* Uterus and filophian tubes don’t develop
* Physically looks like a woman but their reproductive system is not developed 
* Tend to be very small, have poor spatial ability, fine in all other areas of cognition

5 Alpha Reductase

* Less than 5 people in the world


* Look female, female at birth, at puberty genitals change to male
* When they hit puberty they make an easy adjustment, theory is called “gender neutrality” idea that when kids are born theyre gender neurtral and construct their gender as they grow

gender identity

knowledge of being male, female, both, neither, or one on one day vice versa

gender dysphoria

Trans kids present around age 2 or 3 

gender role

knowledge of cultures, attitudes, traits, beliefs, that we associate with one sex, binary and very rigid

gender role stereotypes

imposing roles strictly and being very upset when they do not stick

Health Care Issues with trangender youth

* Transgender youth report facing challenges to assessing culturally competent and gender affirming health care


* Lack of provider knowledge of transgender issues
* Inconsistent use of chosen name and pronouns

Transgender Youth School Environment

* Transgender youth reported feeling isolated and excluded in school environments


* Transgender youth expressed resilience by actively coping with these stressors through advocating for their needs and seeking out (and finding) connection with supportive staff and friends

parents of transgender youth

\
* Transgender youth report parents struggled to provide support to their gender identity, such as


* Being emotionally supportive when youth come out to their parents as transgender
* Chosen name and pronoun usage, and
* Assistance with social, legal, and medical gender affirmation processes 
* Transgender youth report receving parental support in the form of: housing, advice, affirmation, expressions of love or caring

Oedipal conflict

little boys drawn to mothers, sexually attracted,  dislike fathers for being with their mothers but scared that their father will castrate them

Electra Conflict

girls are attracted to fathers, resentful to mothers for not giving then a penis (penis envy)

penis envy

People think girls envy things that come w the penis, like more independence, being able to cross the street by yourself, not have parents wait at the bus for you

Social Learning Theory with Gender

* Takes reinforcement, modeling, and adds in imitation


* Kids learn their gender by reinforcement, modeling, imitation
* Symbolic modeing- imitating media 

Kohlberg’s Stages of Gender

1. gender identity
2. gender stability
3. gender constancy

gender identity kohlberg

 (2yrs old) constructing the knowledge of if they’re male or female

gender stability kohlberg

(3-4 yrs old) understanding this construction is stable (unchanging)

gender constancy kohlberg

(5-7 yrs old) gender is not going to change for themselves and people around you


1. After this, children tend to dislike things of the opposite gender

gender schema

* Combines social learning and cognitive developmental


* Children learn through imitation (role models) reinforcement and punishment 
* Parent reinforce gender type way in children before they know what gender is (usually subtly) 
* BUT children also use this information to construct gender schema 

Dittmar et. al. study

162 little girls (5-8 y/o) were shown barbie dolls or emmy dolls (plus size, dark colored clothes, pale) or no dolls. Then they completed assessments on body image. Girls exposed to body showed low body esteem and showed a higher desire for a slimmer body compared to the two other groups

Rheingold and cook study (1975)

* Method examined the rooms of 48 boys and 48 girls (all under 6 yrs of age)


* Results rooms had very different contents showing marked gender differences
* Boys: lots of vehicles, cars, toy animals, little machinery, military toys, animal motifs
* Girls: more dolls, doll houses, domestic toys like kitchen sets, floral motifs, curtain and bedding more likely to have fringe and lace and ruffles

Blakemore and Centers Study

* Method: had undergrads evaluate boys and girls toys
* 300 undergrads rated 120 toys to see if they were suitable for boys, girls or both. Established 5 types of toys: strongly masculine, moderately masculine, neutral, moderately feminine, strongly feminine.
* Had 700 undergraduate evaluate sets of toys for developmental domain (what are these toys good for/ what are they about)
* Found girls toys associated with physical attractiveness and domestic skills
* Boys toys associated with danger, violence
* Moderately masculine and neutral toys were mostly good for development over the other types of toys
* Strongly gender types toys are less helpful with development

Pomerleau, Bolduc, Malciut & Cossette study (2004)

* Method physical environment 120 girls and boys were compared


* Results: toys, clothing, and rooms were all different
* Boys had more sports equipment, vehicles, pretend tools, boys clothing was blue, red, white, blue pacifiers, blue bedding, curtains blue
* Girls had more dolls, child size furniture, girls clothing was more pink, more multicolor clothes, pink pacifiers, jewerly, girls bedding yellow
* Conclusion: boys and girls being raised in very different environment 
* Female relatives buying these things for them 

Randall et.al study (2007)

* Examined room contents of 239 8th and 9th graders


* Influnecs by older teens, the media, celebrities
* Girls: more pictures, stuffed animals
* Boys: building sets

Obsesogenic environment

* different food avaibale for different people, related to socioeconomic status or where you live (food deserts)


* Could have something to do with screen time (sedintary kid behavior)
* Available sugar in school lunches, what parents provide for them

externality hypothesis

overweight individuals are more likely to be induced to eat by salient external cues than normal weight individuals.

TV (screen time) and obesity

* Time sprint in front of the TV is one of the best predictors of future obesity in school age children


* TV time and adult obseity is correlated 

Center for Science in the Public Interest Study (2009)

* 80% of ads on Nickelodeon were for junk food


* Of 435 foods and beverages that were advertised, 267 (60%) were sub par nutritionally