PeeplesEllys PeeplesHD 101Exam 1 Study GuideChapter 1Human development: the multidisciplinary study of how people change and how they remain the same over time.Nature- nurture: the degree to which genetic or hereditary influence (nature) and experiential or environment influence (nurture) determine the kind of person you are.Biopsychosocial Framework: a useful way to organize the biological, psychological, and sociocultural forces on human development1. Biological forces- include all genetic and health-related factors that affect development.2. Psychological forces- include all internal perceptual, cognitive, emotional, and personality factors that affect development. <- most used3. Sociocultural forces- include interpersonal, societal, cultural, and ethnic factors that affect development.4. Life-cycle forces- reflect differences in how the same event affect people of different ages. Theory- organized set of ideas that is designed to explain development Psychosocial theory- Erikson’s proposal that personality development is determined by the interaction of an internal maturational plan and external societal demands Epigenetic principle- in Erikson’s theory, the idea that each psychosocial strength has itsown special period of particular importance Erikson’s 8 Stages of Psychosocial Development (p.11)Learning Theory-> Behaviorism: reinforcement, punishment.Social learning: imitation. Social learning Theory- learning that occurs by simply watching how others behave. Self-efficacy- people’s beliefs about their own abilities and talents -> BanduraPiaget’s Four Stages of Cognitive Development Theory (p.14) 1. Sensorimotor2. Preoperational thought3. Concrete operational thought4. Formal operational thought1PeeplesBronfenbrenner’s Ecological Approach- (p.16) emphasizes the interaction across different systems in which people operate. Baltes’s Life- Span Perspective- view that human development is multiply determined and cannot be understood within the scope of a single framework - Multidirectionality- Plasticity - Historical context- Multiple causation Systematic Observation- watching people and carefully recoding what they do or sayNaturalistic: technique in which people are observed as they behave spontaneously in some “real life” situation.Structured: technique in which a researcher creates a setting that is likely to elicit the behavior of interest.Sampling behavior with tasksSelf-reportsPhysiological measures Reliability- extent to which a measure provides a “consistent” index of a characteristicValidity- extent to which a measure actually assesses what researchers think it doesDesigns for Studying Development:Longitudinal study- longitudinal study research design in which the same individuals are observed or tested repeatedly at different points in their lives.Microgenetic study- a special type of longitudinal design in which participant aretested repeatedly over a span of days or weeks, typically with the aim of observing change directly as it occurs. Cross- sectional studies- study in which developmental differences are indentified by testing people of different ages. Sequential design- developmental research design based on cross-sectional and longitudinal designs.Conducting Research Ethically:- Minimize risks to research participants.- Describe the research to potential participants so they can determine whether they wish to participate. - Avoid deceptions; if participants must be deceived, provide a thorough explanation of the true nature of the experiment as soon as possible - Results should be anonymous or confidential. 2PeeplesChapter 2Chromosomes- threadlike structures in the nuclei of cells that contain genetic materialAutosomes- first 22 pairs of chromosomesHomozygous- when the alleles in a pair of chromosomes are the sameHeterozygous- when the alleles in a pair of chromosomes differ from each otherDown syndrome- extra 21st chromosome. Older age is at risk.Monozygotic – identical: the result of a single fertilized egg splitting to form two new individualsDizygotic- fraternal: the result of two separate eggs fertilized by two spermPrenatal development- the many changes that turn a fertilized egg into a newborn humanPeriod of the Zygote – Weeks 1-2Period of the Embryo- Weeks 3-8Period of the Fetus- Weeks 9-38Placenta- structure through which nutrients and wastes are exchanged between the mother and the developing childAge of viability- age at which a fetus can survive because most of its bodily systems function adequately; typically at 7 months after conception. 22 weeksGeneral Risk Factors: nutrition, stress, mother’s ageTeratogen- an agent that causes abnormal prenatal developmentUltrasound- prenatal diagnostic technique that uses sound waves to generate an image ofthe fetusAmniocentesis- prenatal diagnostic technique that uses a syringe to withdraw a sample ofamniotic fluid through the mother’s abdomenChorionic villus sampling- prenatal diagnostic technique that involves taking a sample of tissue from the chorion 3PeeplesLabor: In stage 1, which may last from 12 to 24 hours for a firth birthday, the uterus starts to contract. The first contractions are weak and irregular. Gradually, they become stronger and more rhythmic, enlarging the cervix to approximately 10 cm.In stage 2, the baby passes through the cervix and enters the vagina. The mother helps push the baby along by contracting muscles in her abdomen. Crowning occurs.Around in hour a baby is delivered. In stage 3, which lasts only minutes, the mother pushes a few more times to expel the placenta. Doula- person familiar with childbirth who provides emotional and physical support throughout labor and delivery.Hypoxia- a birth complication in which umbilical blood flow is disrupted and the infant does not receive adequate oxygen.Preterm- babies born before the 36th week after conception Low birth weight- less than 5 lbs.Go over video handout!!Chapter 3Newborn reflexes: Babinski, blink, more, palmar, rooting, stepping, suckingApgar factors- heart rate, respiration, muscle, skin tone, reflexesAutonomic: the newborn’s ability to control body functions such as breathing and temperature regulationMotor: the newborn’s ability to control body movements and activity levelState: the newborn’s ability to maintain a stateSocial: the newborn’s ability to interact with peopleThe Newborn’s States: Alert inactivity- calm, attentive, inspectingWaking activity- unfocused, moving