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PSYC 185 EXAM 1 WITH COMPLETE SOLUTIONS
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developmental science interdisciplinary field (psychology, anthropology, biology, linguistics, neuroscience, sociology) that focuses on changes over time
periods of development prenatal, infancy, early childhood, middle childhood, adolescence
domains of development cognitive, social, emotional, physical
contexts of development cultures, schools, home, peers, neighborhoods/communities, governments
historical beliefs about children vs now -picking up crying or fussy child will make than spoiled → positive and responsive caregiving -children play important only because it promotes physical development → built to stimulate the mind, imagination, and body
historical beliefs -viewed as miniature adults in medieval times, with children as young as 3 taking care of babies -protestant reformation: children are born in original sin -industrial revolution (late 19th, early 20th): farm factory → school, mortality rates
decreased, birth rates decreased
darwin's theory had an impact on the beginning of developmental science
william preyer's sequences of behavior strictly observe children to identify sequences of behavior (crawling to walking) and how biological and environmental factors influence a child's development
james baldwin children's abilities progress through a series of specific stages...first of many stage theories of development
stanford-binet first widely used intelligence test..identified schoolchildren who could benefit from special instruction
Four fundamental issues of development science
- source of development (nature v nurture)
- plasticity 3.continuous v discontinuous 4.individual differences
plasticity how likely development is open to change and intervention -sensitive period: more sensitive to learning language in first few years of live, if not exposed to any until 7, incapable of acquiring it
continuous vs discontinuous
freud: psychoanalysis all biological drives have a goal of survival and propagation of the species..all serve the fundamental sex drive
-id: present from birth, consists of biological drives that demand immediate gratification
-ego: begins to emerge in early childhood, rational component of personality that attempts to mediate between id and world
-superego: emerges last and attempts to suppress id and force ego to make choices that are morally acceptable
erik erikson emphasized social and cultural factors as the major scour behind development; believed the main challenge of life is the quest for identity... "who am i?" → each stage of life they arrive at a different answer... conflicts (trust vs mistrust)
behaviorism theories that focus on development as a result of learning and on changes in behavior as a result of forming associations between behavior and its consequences
law of effect behaviors that produce a satisfying effect in a given situation are likely to be repeated in the same or similar situations, whereas behaviors that produce an uncomfortable effect are less likely to be repeated
Vygotsky -Domain: cognitive
-Name: sociocultural theory (development = biological factors + social factors)
-Terms: zone of proximal development (the range of skill which child can accomplish task w/ support)
-scaffolding: a theory that focuses on a student's ability to learn information through the help of a more informed individual
Piaget -Domain: cognitive
-Name: constructivist theory - active participant
-Terms: stage, discontinuous
-Idea: cognitive development is driven by the interaction of children's biologically driven motivation to learn and explore, the maturation of their brain and body, and all the experiences that they learn from their actions in the world
-CHILDREN DO NOT DISCOVER THE WORLD AND THE WAR IT WORKS, BUT, RATHER, ACTIVELY CONSTRUCT AN UNDERSTANDING OF THE WORLD ON THE BASIS OF THEIR EXPERIENCES WITH IT
individuals modify a scheme so it can be applied to both old and new experiences
equilibration achieving a balance between the child's present understanding and the child's new experiences... balancing assimilation + accommodation to develop understanding
disequilibrium new encounters that undermine old belief
modern theories evolutionary, social learning, information processing, systems
evolutionary theory theories that explain human behavior in terms of how it contributes to the survival of the species and that look at how our evolutionary past influences individual development
social learning theories theories that emphasize the behavior consequences associations that children learn by observing and interacting with others in social situations
information processing theories theories that look at cognitive development in terms of how children come to perceive, remember, organize, and manipulate information in increasingly efficient ways
systems theories theories that envision development in terms of complex wholes made up of parts that explore how thee wholes and their parts are organized and interact and change over time
dynamic systems theory a theory that addresses how new, complex systems of behavior develop from the interaction of less complex parts
Brofenbrenmer
- ecological systems theory (bioecological mode)
-microsystem : direct contact with
-Mesosystem: school system, connective link between parent/school
-Exosystem: affects, but does not include child; parent employment policy/status
-Macrosystem: values, customs, traditions
-Chronosystem: life altering personal transitions, time/period (Great Depression, COVID, etc.)
Three categories of research
longitudinal -collects info about a group of people over a period of time
//dis: expensive, long term commitment may lead to dropout, risk of confounding age differences with cohort differences
cohort sequential -combines longitudinal and cross sectional approaches by studying several cohorts over time
//ad: age related factors in change can be separated from cohort factors //dis: same was long and cros sec, but to a lesser extent
cross sectional -collects information about groups of various ages at one time
//ad: less time consuming and expensive //dis: groups may have more than just age differences
microgenetic -focuses on development over short periods, especially when children are on the threshold of a change
//ad: provides a record of change, revealing change processes //dis: limited to changes occurring over short periods of time
ethical standard guidelines freedom from harm, informed consent, confidentiality
12 weeks growth 6 pounds 4 inches
cephalocaudal head down growth
proximodistal center out growth
baby brain birth facts -babies brain is malleable to be able to come out -fontanels (soft spots) close after both
neurons
growth in brain volume is due to an increase in the size and complexity of gray matter (synapses) and white matter, which includes myelin, an insulating material that forms a sheath around certain axons, speeding the transfer of information from one neuron to the next
myelinated axons transmit signals anywhere from 10 to 100 times faster than unmyelinated axons
synaptogenesis connections between neurons increase (synapse formation)
exuberant synaptogenesis a rapid growth in synaptic density that prepares the brain for a vast range of possible experiences
synapses gray matter
synaptic pruning start disappearing at 14 years old to get rid of unused ones
myelination
proliferation increases of myelin in the axon
central nervous system: three major sections spinal cord, brain stem, cerebral cortex
spinal cord the part of the central nervous system that extends from below the waist to the base of the brain; nerves here carry messages back and forth from the brain to the spinal nerves that branch out from the spinal cord and communicate with specific areas of the body
brain stem the base of the brain, which controls such elementary reactions as blinking and sucking, as well as such vital functions as breathing and sleeping
cerebral cortex brain's outermost layer. The networks of neurons in the cerebral cortex integrate information from several sensory sources with memories of past experiences, processing them in a way that results in human forms of thought and action (complex motor sequences, planning, decision making, speech)
occipital lobes vision
visual preference technique a common behavioral method used to evaluate infant sensory capacities, which involves presenting two different stimuli at once to determine if the baby displays a preference by looking at one longer than the other
habituation the process in which attention to novelty decreases with repeated exposure
dishabituation the term used to describe the process in which an infant's interest is renewed after a change in the stimulus
multimodal perception the ability to perceive an object or event by more than one sensory system simultaneously
babinski toes curl... grip
moro reflex fall prevention
rooting ready to eat
sucking to eat
tonic neck sign of development
stepping rhythmic leg movements
classical conditioning learning in which previously existing behaviors come to be elicited by new stimuli
operant conditioning learning in which changes in behavior are shaped by the consequences of that behavior, thereby giving rise to new and more complete behaviors
9 key traits of temperament
sleeper effects the detrimental effects of early life adversity that occur only later in development
social referencing checking in with a caregiver for cues on how to behave
visual proprioception the visual feedback that one gets from moving around, linked to the development of wariness of heights in infancy
object permanence the understanding that objects have substance, maintain their identity when their location is changed, and ordinarily continue to exist when out of sight
deferred imitation the imitation of an action observed in the past
representation internal, mental symbols of experience; according to Piaget, the ability to form mental symbols emerges during sensorimotor substage 6
A-not-B error explanations: role of memory
do not remember where the object was hidden
A-not-B error explanations: the role of preservation motor preservation - repeat a movement rather than modify it to fit new events (infants look but not reach at B location)
A-not-B error explanations: capture error a tendency of people at all ages to continue using a once successful solution whenever possible → infants have the representational competence but lack the performance skills required to successfully demonstrate that competence on the task
violations of expectations method a test of mental representation in which the child is habituated to an even and then presented with possible and impossible variants of the event
the role of experience hidden and unhidden object..preference for unhidden
counting can sort of count
causal vs noncausal
