development unit exam

zygote/germinal stage

0-2 weeks, cells begin to differentiate and specialize in structure and function; implants into uterine wall and placenta forms, many don’t make it

ectopic pregnancy

zygote stays in fallopian tubes, has to be terminated

embryo stage

2-8 weeks; organs begin to form and develop, stage of greatest vulnerability, embryonic disk forms 3 layers of cells, limbs form, SRY turns on

ectoderm

nervous system and skin

mesoderm

muscles, skeleton, circulatory system, internal organs

endoderm

digestive system, lungs, glands

fetus stage

9th week-end; growth and finishing stage

4th month

bones form, allow mother to feel movement

5th month

can see sex on ultrasound, hair, hiccuping, neurons in place

6th month

stimulated/irritated by sounds, some sight, myelination starts, weight gain

age of viability

3rd trimester; the point at which the fetus can first survive if delivered

teratogens

any environmental agent that causes damage during prenatal period

aspirin effects

low birth weight, infant death at birth, low intelligence

cocaine effects

increase miscarriage and prematurity, jittery, born addicted, physical defects, seizures

heroin effects

born addicted and can die from withdrawal symptoms

nicotine effects

retards fetal growth, death, premature birth, intellectual/emotional deficiencies

alcohol effects

hinders brain development, fetal alcohol syndrome

caffeine effects

prematurity, miscarriage, stunts growth

malnutrition effects

increase in congenital defects, stillbirths

fetal alcohol syndrome

intellectual disabilities, growth deficiencies, learning disabilities, speech and hearing impairment, seizures, abnormal behavior

apgar scale

test given right after birth to test 5 areas: heart rate, respiratory effect, muscle tone, color, reflexes

grasping reflex

automatically grasps onto things, ends at 3-4 m.

rooting reflex

turn head towards touch to help find food, ends at 3 weeks

sucking reflex

suck on whatever is put into mouth to help with feeding

babinski reflex

spread toes when bottom of foot is rubbed, ends at 8-12 m

moro reflex

arches back, extends legs, and throws arms outward when startled, ends at 6 m

newborn vision

poor visual acuity, can perceive color, track moving object at 2 m, perceive depth at crawling

newborn hearing

best developed sense, localize sound immediately after birth and recognize mothers voice

newborn taste

taste differences between sweet, sour, and bitter, prefer salty at 4 m

newborn touch

touch stimulates physical growth, prefer soft, cuddly textures

cephalocaudal trend

head to foot direction of motor development; myelination

proximodistal trend

center outward direction of motor development, can control body as a whole rather than extremities

developmental sequence

average age individuals display various behaviors and abilities, can be used to assess developmental damage

maturation

internally programmed growth, will develop according to this schedule if it isn’t underfed, restricted in movement, and deprived of human contact

lifts head and smiles

4 m

grasps objects

2-7 m

crawl and pull into standing position

5-12 m

walk

9-17 m

recognize self

18-24 m

talk

2 1/2 yrs

fine motor development

6 yrs

language

symbols that convey meaning and a system of rules that allow us to combine those symbols to generate new ideas

phonemes

basic units of sound, 40 in English

morphemes

smallest unit of meaning in a language

grammar

system of rules that allow us to communicate with and understand others

semantics

rules used to derive meaning

syntax

rules used to order words in a sentence

nativist language development

Chomsky thought you were born with principles of language; language acquisition device = biologically based innate system that contains a set of rules common to all languages

behavioral language development

learn language through operant conditioning and imitation, parents reinforce language acquisition by rewarding speaking

interactionist language deveopment

Vygotsky and Bruner; born with language but need interaction with environment, if you don’t learn first language by 13, you won’t master language

language development order

cooing, babbling, specific babbling, first words, holophrases, language growth spurt, telegraphic speech

underextension

apply a word to too few objects

overextension

apply a word to too many objects

overregularization

apply a grammar rule to something that is the exception

cognitive development

transitions in children’s patterns of thinking, including reasoning, remembering, and problem solving

schema theory

children have to actively construct knowledge as they manipulate and explore their world

organization

internal way of rearranging schemas and linking them with other schemas

assimilation

use current schemas to interpret external world

accomodation

create new schemas or adjust old ones

sensorimotor stage

birth - 2; experience through senses and action, working on sensation and movement, object permanence, separation anxiety

object permanence

when a child recognizes that objects continue to exist even when they are no longer visible

preoperational stage

2-7; represent things with words and images, not reasoning, make believe play, egocentrism, centration, don’t understand conservation, reversibility, hierarchical classification

conservation

awareness that you can change some of an object’s characteristics while keeping others the same

centration

tendency to focus on just one feature of a situation, neglecting other important aspects

reversibility

understanding that a relationship that goes in one direction can go in the other direction as well; undoing an action

hierarchical classification

organizing objects into classes and subclasses on the basis of similarities and differences

egocentrism

thinking is characterized by a limited ability to share another person’s viewpoint; can’t see things from another person’s perspective

concrete operational stage

7-11; can think logically and use analogies, limited abstract concepts, reversibility, decentration, classification, decline in egocentrism

decentration

allows a child to focus on more than on feature of a problem simultaneously

formal operational stage

12-adulthood; apply mental observations to abstract concepts in addition to concrete objects, graduate to adult modes of thinking

Piaget cognitive

how children use intelligence, separated into four stages of development

Piaget cognitive strengths

changed early education, showed kids are intelligent

Piaget cognitive criticisms

underestimated young children’s abilities and the environment’s effect, question value of stages

Vygotsky cognitive

fueled by social interactions with role models, language and cognitive development go hand in hand

Kohlberg moral

reasoning determines morality, not base answer, reasoning follows cognitive development, more interaction = higher morality, 6 stages and 3 levels

preconventional level

6 and under, punishment and obedience orientation, instrumental purpose orientation

punishment and obedience orientation

fear of punishment and authority, make decisions based off if it will get them in trouble

instrumental purpose orientation

satisfaction of personal needs, if something benefits them it is right

conventional level

7-11, good boy - good giel orientation, social order maintaining

good boy - good girl orientation

focus on maintaining affection and approval from others, if it get’s someone’s approval, it’s right

instrumental purpose orientation

focus on obeying rules and laws to maintain social order, if it is within the law, it is right

post-conventional level

12-on; social contract orientation, universal ethical principle orientation

social contract orientation

regard laws and rules as flexible instruments for furthering human purpose

universal ethical principle orientation

focus on promoting and preserving human life/rights

temperament

characteristic mood, activity level, and emotional reactivity

Thomas & Chess temperament

longitudinal study of temperament development, found three basic styles of temperament in children: easyk, slow to warm up, and difficult

longitudinal design

observe one group of participants of differing age at a single point in time

cross sectional design

compare groups of participants at different ages at a single point in time

easy children

40%; adaptable, happy, regular eating and sleeping, not readily upset

slow to warm up children

15%; less cheery, less regular sleeping and eating, slow in adapting to change

difficult children

10%; glum, erratic sleeping and eating, resistant to change, irritable

Kagan temperament

inhibited vs. uninhibited temperament

inhibited temperament

15-20%; shy, timid, wariness of unfamiliar people, anxious

uninhibited temperament

25-30%; less restrained, approach unfamiliar people with low trepidation

separation anxiety

emotional distress seen in many infants when they are separated from people with whom they have formed an attachment

Harlow attachment experiment

removed monkeys from their mothers at birth and raised them with 2 artificial mothers, one made of cloth and one made of wire; tested attachment by presenting them with strange toy and seeing if they would go to the mother who fed them (wire) or the one who provided comfort (cloth); went to cloth mother

Ainsworth attachment

attachments fall into 3 categories: secure, anxious-ambivalent, and avoidant; type of attachment depends upon nature of infants temperament and mother’s sensitivity, attachment influences development

secure attachment

most infants; use mother as secure base from which to venture out, comfortable with mother present and become upset when she leaves, calmed by her return

anxious-ambivalent attachment

appear anxious even when mother is near, protest excessively when she leaves, not comforted by return

avoidant attachment

seek little contact with mother, not distressed when she leaves