developmental psych exam 2

Ovulation

day 14 of the cycle is -------- (2 weeks)

development from conception to birth

we go from a single cell organism to a fully-fledged baby.

Three stages of prenatal development

Germinal period (period of zygote)

Embryonic period

fetal period

germinal period

It lasts for two weeks

fertilization usually occurs withing 24 hours of ovulation

single cell zygote begins to divide called morula that travels down the fallopian tube to uterus.

Blastocyst size of pin head attaches to the wall of uterus.

Stem cells

False

Blastocysts are viable if it attaches to the fallopian tube or anywhere else but the uterus. True or False

Stem cells

undifferentiated cells, cells that do not have a purpose.

Embryonic Period

occurs the third to eight week after conception

Last longer than the germinal period

Successful implantation of morula= embryo

there is differentiation.

three layers called ectoderm, mesoderm and endoderm.

ovaries and testes are evident

bones are the last thing.

Organogenesis

differentiation

when transformation of the cells are occurring.

Ectoderm

(outer cell layer) Folds into neural tube will become nervous system, also hair and skin

Mesoderm

Layer of cell

heart (circulatory system) Muscles and bones

Endoderm

layer of cell

digestive-system and lungs

Organogenesis

the phase of embryonic development that starts at the end of gastrulation and continues until birth. the production and development of the organs

true

Head reaches development first.

cephalocaudal??? True or false

semi-permeable

When Something’s can pass through, but some cannot.

False

X isn’t the natural default. Infact, you don’t need a X at all to make a human baby. True or false?

Fetal period

nine weeks after conception until birth

increase in size, fat, brain, systems begin to function (raspatory system)

Lanugo, Vernix

at this point, Malnutrition can affect growth.

Lanugo

Downy hair that helps monitor temperature of fetus.

Vernix

Slippery stuff that helps baby slide through cervix

True

raspatory is the last system to develop. True or false

DeCasper and Spence (1986)

Pregnant women recited a particular speech passage aloud each day during their last 6 weeks of pregnancy.

newborns were tested with electronic nipples to see how they’d respond to two stimuli. A random passage, or the passage their mother read during the pregnancy.

Results showed that they sucked harder for the passage of Cat in the Hat than anything else.

Ustun and colleagues (2022)

Can babies taste things in utero ?

carrot capsule and Kale capsule

results showed that, yes, they can taste, and that fetuses do not like kale and grimaced while carrot babies smiled.

True

babies can taste during the last three months of pregnancy. True or false

Three general environmental factors of prenatal development

Nutrition

Stress

and age of parent

Normura and colleagues (2022)

studies how hurricane sandy stress and depression is linked to prenatal development. Girls had more internalizing problems

boys had more externalizing problems.

folic acid

helps prevent spinal bifida

prolonged stress

stress you cannot turn off

older

\---- mothers are more likely to have difficulty getting pregnant, miscarriages, stillbirths, low-birth-weight

True

it is not the age of the mother that effects pregnancy; it is the age of the egg. True or false

Fathers

the------ age determines whether the baby will have dwarfism, schizophrenia, autism. the older the ------- the more likely.

5

how many principles of teratogens are there?

Principles of teratogens

Depends on genotype

Impact changes over course of development (critical period)

Specific and unique

Dosage

Damage not always evident at birth

genotype Principle of Teratogens

may be slightly different for any two individuals if they aren’t identical twins Principle of teratogens.

Impact changes over course of development Principles of Teratogens

when environmental factors play a critical role in development (during the critical stage-embryonic stage) Principle of teratogens.

Specific and unique Principles of Teratogens

no two teratogens are the exact same thing

Rebella= attacks the heart and eyes. Lead= Attacks the brain. Principle of teratogens.

Dosage principles of teratogens

When one glass of wine leaves baby at less of risk than a whole bottle of wine Principle of teratogens.

Damage is not always evident at birth Principle of teratogens.

defects like autism won’t show at birth and you’d see it later in baby’s life. Principle of teratogens.

Thalidomide

for morning sickness, left babies defected

Fetal Alcohol Syndrome (FAS)

Cognitive deficits, low birth weight, slowed growth, and other effects caused by this defect

Because births have a lot of fluids

why would many diseases attack at birth?

Anoxia

Inadequate blood and oxygen to baby

Cesarean section

c section, baby removed form surgical opening of abdomen and uterus

Cephalopelvic disproportion

Main reason on why people have c section. It means that the head is too big or baby is too big

Werner (1995; 2005)

Longitudinal study (over 40 years) almost 700 babies

Compares outcomes: LBW babies vs. normal weight

Results: LBW+ stable home= Same as normal BW

LBW+unstable homes= amplified problems

protective factors of resilience

Individual characteristics- Crying all the time, smiling all the time

family- as long as a child has one person to be attached to they will be fine

community- having members of community that looks out for you

Maternal morality

U.S has a high rate of --------- than other developed countries

apgar test

Five vital signs tested

How the infant brain become more efficient

In the first few years of life, more than 1 million new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient.

rapid proliferation

rapid increase in numbers

specific

myelination, formation of dendrites, synaptic pruning and synaptogenesis are all ------ changes occurring to the neurons.

myelination

Myelin is an insulated layer that surrounds the axon of neurons. Myelin helps prevent action potentials, which are electrical signals that travel along axons. Myelinated axons conduct action potentials more quickly and more efficiently than unmyelinated axons. this is the process called -------

Formation of dendrites

develop when we are actively pursuing a task or doing something on loop.

\
Dendrites grow out of neurons when we listen, talk, practice something, and so forth. The growth of new dendrites is a tedious process. The point of contact among several dendrites that grow together is known as the synapse. As per studies, the more we practice, the size of dendrites gets thicker with a fatty layering of myelin.

plasticity

Grows and changes with experiences. Can be good or bad.

\
\
babies are soft plastic, and the older you get the harder the plastic gets before it becomes fully shaped.

True

True or false: doctors do c sections, not because it benefits the mom or the baby, but so they can control what is happening. It’s for the doctors Benefit

Hubel and Wiesel

research with kittens. deprived kittens’ visual stimuli 8 weeks (or as little as 1).

connections to visual cortex impaired- one week were enough to impair the visual cortex.

Critical or sensitive periods- the eyes didn’t have experience, they loss their sight.

adult cats didn’t gain impairments after same study.

how environment affects brain development

enriched vs. deprived environment

enriched vs. deprived environment

being given stimulating task and activates vs. being given the bare minimum (food warmth shelter)

Hodel and Colleagues

children who were adopted by 12 months.

had brain scans taken at 12-14 years

results showed prefrontal differences and hippocampal differences than children who weren’t put into systems

had shown signs of stress when institutionalized.

Appaerance

0 points if pale or blue

1 point if blue extremities pink body

2 points if body and extremities are pink, no cyanosis

Pulse

0 points if absent

1 point if >100 BPM

2 points if

Grimace

0 points if there is no response to stimulation

1 point if grimace on suction or aggressive simulation

2 points if crying on stimulation

activity

0 points for not moving

1 point if some flexion in arms and legs

2 points active flexion against resistance

Respiration

0 points if absent

1 point if weak or irregular

2 points if it is strong crying

brain development

time of growth, the brain is recognizing itself, so they may have different way than adults when it comes to doing things. this is what ----- ------- is like in adolescent

adolescence brain development

Emotional maturity develops before intellectual maturity, which causes irrational decision making. This is what ------ ---- -------- looks like.

context; related to behavior

Teens are able to weight pros and cons of a decision that will affect them later on like a certain procedure or surgery. ------ is important because depending on it, adolescence will make risker decisions (if they have friends with them or not, or why where to so mad they decided to murder someone) Teens like immediate rewards. This all shows how brain changes can be ----- -- -----

cell proliferation

An increase in the number of cells as a result of cell growth and cell division. there is a decline in this in the adolescent brain, as the main focus is now strengthening the network of connections between neurons

Synaptogenesis

the formation of synapses, the points of contact where information is transmitted between neurons. The second surge of ------------------ occurs in the brain during the adolescent years. they are learning super fast and makin quick correlations

synaptic pruning

brain eliminates extra synapses. unused connections are removed in order to maximise efficiency.

prefrontal cortex

responsible for thinking, reasoning and logic.

this is not fully developed for adolescents, so it does not light up or work.

striatum

responsible for the reward system. it is super sensitive for teens, and usually it is not because they do not know the consequences of doing something, but how strong the need for reward is that they make bad decisions.

amygdala

responsible to emotions. when this lights up for adults, do does the prefrontal cortex so that they start to rationalize. For adolescents, there prefrontal cortex doesn’t light up. this causes their emotion with 0 rationality.

nucleus accumbens

neural interface between motivation and action. **highly sensitive** in adolescents, sending out impulses to act when faced with the opportunity to obtain something desirable.

individual differences for risk

less **sleep**= more riskier

**stress**= riskier behavior (mostly in teens boys)

**Culture** doesn’t affect risk, but it does effect the self report of the risk taking

**Context**→ more friends means more likely to partake in risker behavior

Gardner and Streinberg

recruit adolescents young adult and adults to play a car game and every time you try and run a yellow light, you have a higher chance of “dying”. half are told to bring peers with them and half do not. found that with peers, adolescents took more risk than young adults who took more risk than adults.

Nesi and Colleagues

Adult brain development gains and losses.

Gains

* prefrontal cortex works

losses

* Less Neurogenesis than adolescents
* Process information more slowly

Describe brain development in adulthood and older age?

* Still changing
* filled with gains and losses.
* Exercise can help this specific group learn better.
* Adults experience loss of neurons (degeneration)

what are factors associated with aging well?

* Staying active
* genetics (but taking care of what you got is just as important)
* being adaptable (able to change with the times)
* healthy eating habits/ avoiding unhealthy habits
* being Conscientious (health check ups)
* living in blue zones

what would promote neurogenesis?

Staying active

Pereira & Colleagues

a study about aging well

N= small group of older adults

were giving learning task and

some where given 3 months of aerobic exercise.

Results: exercise improved learning blood volume in the brain and found that it was twice as high in the hippocampus after the exercise program

Snowdon study?

n= 678 nuns ranging from 75 to 106 years.

chose to study them because of how similar they were in SES, housing health care, and diet.

findings= Nuns with college degrees lived longer and were more likely to remain independent, nuns who were active physically and mentally lived longer and healthier, and older nuns who were healthy had used more complex vocabulary in their autobiographies decades later.

What specific things did Snowdon \n conclude are important for longevity

Education

What are the prominent theories or approaches to perceptual development?

Empirical approach’s account

cognitive approach’s account

Gibson’s approach

empirical approach’s account

Said that we have pure perception, and there is absolutely no knowledge that goes into our perception.

sensory leads directly to perception/ knowledge

experience doesn’t affect perception/knowledge

perception is one way.

perception = knowledge

Cognitive approach theory

development of sensation, perception, and the obtaining of knowledge

things can be taught or pointed out, that would change your perception

Knowledge influence perception

Gibson’s approach

development of sensation, perception, and the obtaining of knowledge

Experience is necessary. You have to have pre known knowledge before someone can point it out

builds off of cognitive experience.

* being in the world helps us know where to direct out attention
* we do not pay attention to things that don’t make sense to us

Must learn to differentiate- pull out info important and leave non important out.

Perception= Learning what to look for. You wouldn’t know what to look at in an X ray because you were not trained to know.

Habituation

When you stop responding to stimuli because it had been presented over and over.

how is habituation used to study perception?

Habituation is tested on babies and one study specifically was that of sounds. The baby would hear a new unheard sound, and would suck harder on the nipple. After a while, the baby goes through habituation- doesn’t react to the stimuli.

A new sound starts up, they suck harder again and that is called dishabituation

Describe the high-amplitude sucking technique and how it is used to study perceptual development

The baby would hear a new unheard sound, and would suck harder on the nipple. After a while, the baby goes through habituation- doesn’t react to the stimuli.

A new sound starts up, they suck harder again and that is called dishabituation

Explain the preferential looking technique and how it is used to study perceptual development

when you present a baby with two stimuli- things in high contrast like a face because babies can’t see well- the eye is very immature and because of this babies will look at what they can see.

Describe how evoked potentials and physiological responses are used to examine perceptual \n development

Evoked potentials and physiological responses like brain waves and heart rate. You could tell by the brain waves what a baby might be precepting.

Explain what infants can see and why their vision improves in the first year of life.

At birth, they can’t see the big E on a vision chart ( 20/600)

they can’t focus because there is no visual accommodation, so everything is blurry.

Infants also use edges to identify objects, they like contrast (similar to humans face or a simple checkered board.

What can infants see? What do they like to look at? Why?

Cassia and colleagues study

things in contrast (contour- so like faces)

edges on objects to identify them

They showed babies scrambled us facial features and babies turned out to like the top heavy patterns due to perceptual principle

Explain what the visual cliff is used to measure and how social cues are used in this situation

A study by Gibson and Walk.

the visual cliff used to measure if we as babies can perceive depth.

The baby relied on social cues when it was close to ‘danger’. The mother would make a face of fear as the baby was nearing the cliff, and the baby would pause and try to understand not to go off the cliff.

Explain what infants can hear, taste, smell, and feel

Hear- pitches in range of human speech, they use hearing to get familiar with environment because they cannot see well.

Taste- highly developed at birth, they cannot detect salt.

Olfaction- The most developed, innate preference for sweet smalls, odor discrimination= 1-3 days old

touch-Way lower pain tolerance, nerves present at birth.

Identify four key characteristics of language.

Its meaningful,

symbolic- it has to mean something to the baby

productive- knowing what something is and how to talk about it,

and rule-governed

Describe the basic elements of language (grammar)

Grammar, phonology, phonemes, syntax, semantics, morphemes, and pragmatics

Grammar

rules about which combinations of sounds and words are permissible and which are not.

Phonology

rules for combining words “s” followed by “t” “p” ‘l” “k” and “m” and not “d” “b” or “r”

Phonemes

basic unit of sound, no two languages have the same.

the difference between “ba” and “pa”.