Developmental psych exam 1 Study guide PDF

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Chapter 1 and related classes 1. What is lifespan development?  Refers to age-related changes that occur from birth, throughout a person's life into and during old age 2. What is the nature-nurture debate and why are developmentalists concerned with this issue?  Disagreement among theorist about whether genetic or environmental factors are more important influences on development 3. What is the “discontinuity” versus “continuity” debate?  Continuous changes is the underlying factor can result in the discontinuous change in behavior 4. What is the universal versus context-specific development debate?  Universal development are things that all children learn to do the same or develop in the same way no matter what culture they come from. Ex: all children learn to crawl, stand, and walk the same  Context-specific development is the aspects of the child's life that would be directly affected by their culture. Ex: it may be normal for one culture to walk around naked whereas in another culture someone walking around naked may be institutionalized. 5. What are age-graded, history-graded, and nonnormative influences? Can you give an example of each?  Age grade: biological, sociocultural, and environmental influences that are similar for individuals in a particular age group  History graded: influences that are common to people of a particular generation because of historical circumstances  Nonnormative influences: unusual occurrences that have a major impact on an individual's life; events do not happen to all people 6. Summarize each of the major theoretical perspectives (psychoanalytic, behaviorism and social learning, cognitive, ecological, ethology and evolutionary) in terms of its focus and how it explains individual development. Which of these theories best fits your own view of development?  Psychoanalytic: An approach to personality development introduced by Freud that assumes people move through a series of stage in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person's ability to learn, to get along with others, and to cope with anxiety.  Behaviorism: an approach that regards directly observable events- stimuli and responses- as the appropriate focus of study and views the development of behavior as taking place through classical and operant conditioning.  Social learning: an approach that emphasizes the role of modeling, also known as imitation or observational learning, as a powerful source of development.

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Cognitive: Piaget's view that children actively construct knowledge as they manipulate and explore their world and that cognitive development takes place in stages.  Ecological: Bronfenbrenner's approach, which views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values and programs.  Ethology: an approach concerned with the adaptive, or survival, values of behavior and its evolutionary history.  Evolutionary: An area of research that seeks to understand the adaptive value of species-wide cognitive, emotional, and social competencies as those competencies change with age. 7. Briefly describe Erikson’s theory of psychosocial development.  Emphasizes that in each Freudian stage, individuals not only develop a unique personality but also acquire attitudes and skills that make them active, contributing members of their society. Recognizes the lifespan nature of development. 8. What is behaviorism? Briefly describe reinforcement and punishment.  Behaviorism: an approach that regards directly observable events- stimuli and responses- as the appropriate focus of study and views the development of behavior as taking place through classical and operant conditioning.  Reinforcement: in operant conditioning, the stimulus that increases the occurrence of a response.  Punishment: In operant conditioning, removal of the desirable stimulus or presentation of an unpleasant one to decrease the occurrence of a response. 9. Describe the four components of Bronfenbrenner’s ecological theory. Give an example of each component.  Microsystem: Adults affects children's behavior but children social and physical attributes can affect adults behavior.  Mesosystem: child's academic process depends on how involved the parent is from the school  Exosystem: consists of social setting which no development is taking place but there is an immediate reaction. Formal example religious institution informal social network.  Macrosystem: cultural values and/or laws support received in inner levels of environment 10.List and define the common research methodologies (e.g., observational, selfreport, and so on).  Observational study draws inferences from a sample to a population where the independent variable is not under the control of the researcher because of ethical concerns or logistical constraints.  Self report: A self-report study is a type of survey, questionnaire, or poll in which respondents read the question and select a response by themselves without researcher inference.

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Experimental: In an experimental study, the investigator actively manipulates which groups receive the agent or exposure under study.  Ethnography:  Case study: 11.What is the goal of correlational research? Describe the characteristics of correlation coefficients and problems with their interpretation.  Identify association between factors either a positive or negative correlations. This does not cause causation 12.What is the goal of experimental research? What are independent and dependent variables?  A research design in which investigators randomly assign participants to two or more treatment conditions and then study the effect that manipulating an independent variable has on a dependent variable. Permits inferences about cause and effect.  Independent: in an experiment, the variable the investigator expects to cause changes in another variable and that the researcher manipulates by randomly assigning participants to different treatment conditions.  Dependent: the variable the researcher expects to be influenced by the independent variable in the experiment. 13.Describe three developmental designs, noting their strengths and limitations.  Correlational design o Know relationship but not causation  Experimental design  Observational 14.What ethical concerns arise in research on human development?  Physical mental harm, warn for risks, informed consent, avoid deception, anonymous/confidential Chapter 2 and related classes 1. What are chromosomes? How many pairs do humans normally have? How do autosomes and sex chromosomes differ?  Chromosomes: rodlike structures in the cell nucleus that store and transmit genetic information  23 pairs  Sex chromosomes: the twenty-third pair of chromosomes, which determines the sex of the individual. In females, it is called XX; in males, XY.  Auto: the 22 matching pairs of chromosomes in each human cell. 2. What are genotype and phenotype? How are they related?  Genotype: genetic makeup of an individual  Phenotype: an individual's directly observable physical and behavioral characteristics, which are determined by both genetic and environmental factors.  They are related through genetics 3. What is Down syndrome? Describe its cause and consequences.

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Presence of an extra chromosome consequences include intellectual disability, memory, speech, limited vocabulary. 4. What are some syndromes that are the result of abnormal sex chromosomes?  Klinefelter, fragile X, turner, XYY 5. Describe briefly genetic counseling and prenatal diagnostic methods.  Communicating process designed helped couples of giving birth  Procedure detects development problems before birth 6. What are some ways the family influences development? What are some ways the cultural context influences development?  Research indicates that the development of a child's behavior is strongly influenced by how well his or her family functions.  Children learn language, skill, and social and moral values of their culture  Coparenting 7. Researchers have used several terms to describe the interaction between genes and the environment. What is the general nature of this interaction? What is a reaction range?  Because of genetic makeup individuals differ in responses to environment 8. Describe the logic of kinship studies (e.g., twin studies and adoption studies). What general pattern of results would we predict for traits with genetic components?  Compare characteristics of family members; if people who are genetically more alike are also more similar in intelligence and personality, then the researcher assumes heredity plays important role 9. Describe the epigenetic framework. According to this framework how are environment, behavior, and genes related?  Development resulting from ongoing, bidirectional exchanges between heredity and all levels of the environment Chapter 3 and related classes 1. What events mark the beginning and end of the period of the zygote? Briefly describe the major events that occur during this prenatal period. Also, briefly describe the physical structures that are necessary for prenatal development.  The newly fertilized cell formed by the union of sperm and ovum at conception 2. What events mark the beginning and end of the period of the embryo? Briefly describe the major events that occur during this prenatal period.  Implantation to eighth week  Ground work is laid for all body and organ structures 3. What events mark the beginning and end of the period of the fetus? Briefly describe the major events that occur during this prenatal period. What is the age of viability? What are the greatest obstacles to survival?  9th to end of pregnancy  Growing and finishing stage  Viability- 22 to 26 weeks 4. What is a teratogen? What factors influence the effects of teratogens? List three examples of teratogens, and describe their effects.

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Any environmental agent that causes damage during the prenatal period Type, dose, time of exposures, genetic susceptibility 5. Describe the effects of cocaine use during pregnancy. Why is it difficult to know which developmental problems are definitely due to a mother’s use of cocaine during pregnancy?  Low birth weight, premature, physical defects, brain abnormalities, breathing issues, death  Probably using other drugs 6. Describe the effects of smoking during pregnancy.  Low birth weight, miscarriage, cleft lip, blood vessel abnormalities, impaired heart, asthma, cancer, death 7. Describe Fetal Alcohol Syndrome.  Encompasses and range of physical mental and behavior issues due to exposure of alcohol 8. Why are nutrition, stress, and age so important to prenatal development? Give examples to illustrate your position.  To keep the baby safe 10.Describe the three stages of labor.  Contraction/enlargement of cervix  Birth to baby  Expelling placenta 11.What is the apgar scale?  A rating system used to assess a newborn baby's physical condition immediately after birth on the basis of five characteristics: heart rate, respiratory effort, reflex irritability, muscle tone, and color 12.Are childbirth classes beneficial? If so, in what ways?  Less stress on mother to know what's going to happen have a support system helps 13.What are some of the different approaches to childbirth? What are some of the issues parents should consider when deciding which approach to take (e.g., home vs. hospital delivery)  Home, hospital  Drugs or natural 14.What risks are associated with preterm birth and low birth weight?  Obstacles for healthy development  Brain abnormalities, delayed physical growth, frequent illness, sensory impairments, poor motor coordination, inattention, overactivity, language delays, low intelligence test scores, deficits in school learning, emotional and behavior problems  Under stress, undernourished, exposed to harmful environmental influences. 15.What is a reflex? Why do we assess infant reflexes? When are they usually evident?  An inborn, automatic response to particular form of stimulation  Assessing reflexes reveals the health of the baby's nervous system  Can signal brain damage if reflexes are to week or exaggerated

16.Describe four examples of infant reflexes. What’s one explanation for why we have reflexes?  Grasp  Stepping  Sucking  Startle 17.What are the characteristics of crying in infancy (i.e., typical reasons, duration)?  Communication of what they want 18.What are the characteristics of sleep in infancy (i.e., duration, type)?

Central nervous system abnormalities REM sleep vital for growth for the CNS NREM sleep 19. What are the characteristics of infant vision? How does vision (acuity, color vision, depth perception) increase over development?  Supported by visual maturation of visual center and cerberal cortex; about 2 months can see as well as adults  Cannot focus eyes well perceive objects at a distance of 20 feet   ...