Human Development Study Guide

Human Development Study Guide Layout: **10 True/False** **15 Definitions** **15 Multiple Choice** **8 Short Answers** **Chapter 1:** Culture: the totality of our shared language, knowledge, material objects, and behavior Cultural relativity: an appreciation for cultural differences and the u...

Human Development Study Guide Layout: **10 True/False** **15 Definitions** **15 Multiple Choice** **8 Short Answers** **Chapter 1:** Culture: the totality of our shared language, knowledge, material objects, and behavior Cultural relativity: an appreciation for cultural differences and the understanding that cultural practices are best understood from the standpoint of that particular culture Ecological System Theory: - Developed by Urie Bronfenbrenner - Provides framework for understanding and studying the many influences on human development - Human interaction -- influenced by larger social forces - an understanding of these forces is essential for understanding an individual - individual is impacted by several systems - **microsystem**: setting and those who have direct significant contact wit the person (parents, siblings) - **Mesosystem**: larger organizational structures (School, family, religion) - **Exosystem**: larger contexts of community - **Macrosystem**: cultural elements - **Chronosystem**: historical context in which these experiences occur Erikson's stages: 1. Trust vs mistrust (HOPE): a. Infancy: 0-1 year b. Trust (or mistrust) that basic needs, such as nourishment and affection, will be met 2. Autonomy vs Shame/doubt (WILL): c. Early Childhood: 1-3 years d. Develop a sense of independence in many tasks 3. Initiative vs guilt (PURPOSE): e. Play age: 3-6 years f. Take initiative on some activities -- may develop guilt when unsuccessful or boundaries overstepped 4. Industry vs inferiority (COMPETENCE): g. School age: 7-11 years h. Develop self-confidence in abilities when competent or sense of inferiority when not 5. Identity vs confusion (FIDELITY): i. Adolescence: 12-18 years j. Experiment with and develop identity and roles 6. Intimacy vs isolation (LOVE): k. Early adulthood: 19-29 years l. Establish intimacy and relationships with others 7. Generativity vs stagnation (CARE): m. Middle age: 20-64 years n. Contribute to society and be part of a family 8. Integrity vs despair (WISDOM): o. Old age: 65 onward p. Assess and make sense of life and meaning contributions Ethnocentrism: the belief that our own culture is superior Lifespan perspective: - Development is lifelong - Change is apparent across the lifespan - No age period is more crucial, characterizes, or dominates human development - Development is multidirectional - Change in many directions - Gain in some areas of development, lose in others - Finishing high school, married, becoming a parent -- both growth and loss - Development is multidimensional - We change across 3 general domains - Physical domain - Cognitive domain - Psychosocial domain - Development is characterized by plasticity - Ability to change -- many characteristics are malleable - Development is multi contextual - Normative age-grades influences - Normative history graded influences - Non-normative life influences Physical domain: includes changes in height and weight, sensory capabilities, the nervous system, as well as the propensity for disease and illness Piaget's stages: 1. Sensorimotor a. Birth to 2 years b. Identifies object permanence, object still exists when out of sight c. Recognition of ability to control objects and acts intentionally 2. Preoperational d. 2-7 years e. Begins to use language f. Egocentric thinking difficultly seeing things from other viewpoints g. Classified objects by single feature -- color 3. Concrete operational h. 7 to 11 years i. Logical thinking j. Recognizes conservation of numbers, mass and weight k. Classifies objects by several features and can place them in order 4. Formal operational l. 11 years and onward m. Logical thinking about abstract propositions n. Concerned with the hypothetical and the future o. Create hypotheses and test Piaget's theory: - Childrens intellectual skills change over time and that maturation, rather than training, brings about that change - Children of different ages interpret the world differently - Recognize and map out the ways in which childrens intelligence differs from that of adults Psychosocial domain: focuses on changes in emotion, self perception and interpersonal relationships with families, peers, and friends. Reciprocal determinism: There is interplay between the environment and the individual as well as our personality and the way we interpret events and how they influence us Sensorimotor stage: 1. Sensorimotor a. Birth to 2 years b. Identifies object permanence, object still exists when out of sight c. Recognition of ability to control objects and acts intentionally Social learning theory: learning by watching others **Chapter 2:** Alcohol consumption in pregnancy: - Fetal Alcohol spectrum disorders - The range of effects that can occur due to alcohol consumption during pregnancy - Most severe form of FASD is Fetal Alcohol Syndrome (FAS) Behavioral genetics: the scientific study of the interplay between the genetic and environmental contributions to behavior - Interplay between the environment, behavior, and genetic expression - The environment can affect the expression of genes just as genetic predispositions can impact a person\'s potential Birth preparation: - Good physical condition to help provide a healthy environment for baby to develop - Helping individuals to prepare to accept their new role as parents - More future parents can learn about childbirth and newborn the better prepared they will be - The Lamaze Method - The emphasis of this method is on teaching the birthing individual to be in control in the process of delivery - Bradley Birth Method - Medication-free vaginal childbirth experience - Dark or dim lighting - Solitude - Comfort - Sense of safety - Confidence - Physical relaxation - Controlled breathing - Sleep like relaxation - Breastfeeding directly after childbirth Epigenetics: studies modifications in DNA that affect gene expression and are passed on when the cells divide - Environmental factors, such as nutrition, stress, and teratogens are thought to change gene expression by switching genes on and off Fetal Alcohol Syndrome physical and cognitive features: - Facial features - Head size: below average head circumference - Eyes: smaller than average eye opening, skin folds at corner of eyes - Nose: low nasal bridge, short nose - Midface: smaller than average midface size - Lip and philtrum: thin upper lip, indistinct philtrum - Cognitive features: - Gene expression: - Epigenetics studies modifications in DNA that affect gene expression and are possed on when the cells divide - Environmental factors, such as nutrition, stress, and teratogens are thought to change gene expression by switching genes on and off Genotype Environment Correlations: - Genotype environment correlations refer to the processes by which the genetic factors contribute to variations in the environment - Passive genotype environment correlations occurs when children passively inherit the genes and the environments their family provides - Evocative genotype environment correlations refers to how the social environment reacts to individuals based on their inherited characteristics - Active genotype environment correlations occurs when individuals seek out environments that support their genetic tendencies Mental illness in pregnancy: - Stress - High levels can cause complications -- premature birth, low-birth weights - Stress related hormones may cause these complications by affecting a birthing persons immune systems resulting in an infection and premature birth - Depression - Consequences -- premature, low birthweight, more irritable, less active, less attentive, fewer facial expressions - Paternal impact - The age of those who are biologically male at the time of conception is also an important factor in health risks for children. - According to Nippoldt (2015) offspring of biological males over 40 face an increased risk of miscarriages, autism, birth defects, achondroplasia (bone growth disorder) and schizophrenia. - These increased health risks are thought to be due to accumulated chromosomal aberrations and mutations during the maturation of sperm cells in older biological men Neonatal Abstinence syndrome: sudden discontinuation of fetal exposure to substances that were used or abused by the mother during pregnancy - Jittery - Shakey - Tight muscle tone - High pitched cry -- hard to soothe - Difficulty eating - Weight loss Postpartum depression: peripartum onset of depression; a type of depression that occurs during pregnancy or in the 4 weeks following pregnancy SSRI's in pregnancy: - It is important that birthing individuals taking antidepressants during pregnancy discuss the medication with a health care provider as some medications can cause harm to the developing organism Teratogens: environmental factors that can contribute to birth defects, and include some maternal diseases, pollutants, drugs and alcohol. - Factors influencing prenatal risks - Timing of the exposure - Amount of exposure - Number of teratogens - Genetics - Being male or female - Most common teratogen is alcohol - Other teratogens - Tobacco - Prescription / otc drugs - Illicit drugs - Pollutants - Lead, pesticides, bisphenol A (BPA), radiation, mercury, toxoplasmosis, STDs - HIV - Measles **Chapter 3:** Bayley Scales of development: - Comprehensively assess children within the age range of 1 to 42 months - Children are evaluated in 5 key developmental domains - Cognition - Language - Social-emotional behavior - Motor behavior - Adaptive behavior - By identifying developmental delays in the very young, the bayley scales can highlight which early intervention techniques might be most beneficial Brain growth in infancy (slide 6): - Cortex: where most of neural activity occurs - Thin outer covering of the brain involved in voluntary activity and thinking - Frontal lobe: behind the forehead - Responsible primarily for thinking, planning, memory, and judgement - Parietal lobe: extends from the middle to the back of the skull - Responsible primarily for processing information about touch - Occipital lobe: very back of the skull - Processes visual information - Temporal lobe: in front of the occipital lobe between the ears - Responsible for hearing and language - Brain grows rapidly during infancy, specific brain regions do not mature at the same rate - Primary motor areas develop earlier than primary sensory areas - The prefrontal cortex is the least developed Lateralization: the process in which different functions become localized primarily on one side of the brain - In most adults - Left hemisphere -- language production - Right hemisphere -- visuospatial abilities - Process develops over time, however, structural asymmetries between the hemispheres have been reported even in fetuses Neuroplasticity: the brains ability to change, both physically and chemically, to enhance its adaptability to environmental change and compensate for injury - The brain constantly creates new neural communication routes and rewires existing ones - Environmental experiences, such as stimulation and events within a persons body, such as hormones and genes, affect the brains plasticity Object permanence: the understanding that even if something is out of sight, it still exists Personality: - Personality is made up of many other features besides temperament - Childrens developing self-concept - Their motivations to achieve or to socialize - Their values and goals - Their coping styles - Their sense of responsibility and conscientiousness - These qualities influenced by biological dispositions, but more by the childs experiences with others, particularly in close relationships, that guide the growth of individual characteristics - Development begins with the biological foundations of temperament but becomes increasingly elaborated, extended, and refined over Reactive Attachment Disorder: - According to the DSM-5-TR, those children experiencing neglectful situations and also displaying markedly disturbed and developmentally inappropriate attachment behavior, such as being inhibited and withdrawn, minimal social and emotional responsiveness to others, and limited positive affect, may be diagnosed with reactive attachment disorder. Schema: a framework for organizing information - Children develop schemata through the processes of assimilation and accommodation Secondary circular reactions: - The infant begins to interact with objects in the environment. - At first the infant interacts with objects (e.g., a crib mobile) accidentally, but then these contacts with the objects are deliberate and become a repeated activity. - The infant becomes more and more actively engaged in the outside world and takes delight in being able to make things happen. - Repeated motion brings particular interest as, for example, the infant is able to bang two lids together from the cupboard when seated on the kitchen floor Secure base: Bowlby believed that children need a parental presence that gives the child a sense of safety as the child explores the surroundings Sensorimotor substages: 1. Reflexes a. Newborns learn about their world through the use of their reflexes, sucking, reaching, grasping b. Use of reflexes becomes more deliberate and purposeful 2. Primary circular reactions c. Infants begin to actively involve their own body in some form of repeated activity d. Accidentally engage in a behavior and find it interesting such as making a vocalization e. Interest motivates trying to do it again and helps infant learn new behaviors that originally occurred by chance f. Identified as circular because of the repetition and as primary because it centers on the infants own body 3. Secondary circular reactions g. Infant begins to interact with objects in the environment h. At first the infant interacts with objects (e.g., a crib mobile) accidentally, but\ then these contacts with the objects are deliberate and become a repeated\ activity. i. The infant becomes more and more actively engaged in the outside world and\ takes delight in being able to make things happen. j. Repeated motion brings particular interest as, for example, the infant is able\ to bang two lids together from the cupboard when seated on the kitchen floor. 4. Coordination of secondary circular reactions k. The infant combines these basic reflexes and simple behaviors and uses\ planning and coordination to achieve a specific goal. l. Now the infant can engage in behaviors that others perform and anticipate\ upcoming events. m. Perhaps because of continued maturation of the prefrontal cortex, the infant\ become capable of having a thought and carrying out a planned,\ goal-directed activity. n. For example, an infant sees a toy car under the kitchen table and then crawls,\ reaches, and grabs the toy. The infant is coordinating both internal and\ external activities to achieve a planned goal. 5. Tertiary Circular Reactions o. The toddler is considered a "little scientist" and begins exploring the world in a\ trial-and-error manner, using both motor skills and planning abilities. p. For example, the child might throw her ball down the stairs to see what\ happens. q. The toddler's active engagement in experimentation helps them learn about\ their world. 6. Beginning of Representational Thought r. The sensorimotor period ends with the appearance of symbolic or\ representational thought. s. The toddler now has a basic understanding that objects can be used as\ symbols. t. Additionally, the child is able to solve problems using mental strategies, to\ remember something heard days before and repeat it, and to engage in\ pretend play. u. This initial movement from a "hands-on" approach to knowing about the world\ to the more mental world of substage six marks the transition to\ preoperational thought Social referencing: the process whereby infants seek out information from others to clarify a situation and then use that information to act - Visual cliff scenario - Parent acts like nothing is wrong -- child will crawl over - Parent acts worried and scared -- child wont crawl over Stranger Anxiety: a fear of unfamiliar people - Develop at the same time as object permanence - Results when a child is unable to assimilate the stranger into an existing schema, therefore they cant predict what their experience with that stranger will be like, which results in a fear response Temperament: the innate characteristics of the infact, including mood, activity level, and emotional reactivity, noticeable soon after birth - New York longitudinal study - Based on infants behavioral profiles, they were categorized into 3 general types of temperament - Easy child -- doesn't need much extra attention - Slow to warm up child -- may need advance warning if new people or situations are going to be introduced - Difficult child - May need to be given extra time to burn off their energy