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PSYC 250: EXAM 1
multifinality
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1 thing can have multiple possible outcomes
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equifinality
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multiple things can result in the same outcome
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age grades
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roles, status, responsibilities associated with specific age groups
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age norms
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behavioral expectations
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7 key assumptions of modern life-span perspective
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lifelong
multidirectional
gains & losses
plasticity
historical/cultural context
multiply-influenced
multidisciplinary
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Freud's psychosexual stages
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oral
anal
phallic
latency
genital
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Erikson's 8 psychosocial stages
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trust vs. mistrust
autonomy vs. shame/doubt
initiative vs. guilt
industry vs. inferiority
identity vs. role confusion
intimacy vs. isolation
generativity vs. stagnation
ego integrity vs. despair
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Brofenbrenner's Ecological Systems Theory
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Microsystem-child+immediate surroundings
Mesosystem-2+ immediate surroundings interacting
Exosystem-things affecting the microsystem, but not the child directly
Macrosystem-culture in general
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Reciprocal causation
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Individual behavior shapes, and is shaped by the social environment
difficult to find starting point/cause
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Active Gene-Environment Interaction
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Phenomenon in which individuals actively seek an environment conducive to their heredity.
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passive gene/environment interaction
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the interactive environment created by parents with particular genetic predispositions who encourage the expression of these tendencies in their children
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evocative gene-environment interaction
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when children's genetic endowment causes them to act in a way that draws out or "evokes" certain responses from those around them
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Canalization
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genetic restriction of a phenotype to a small number of outcomes
ex) babbling = highly canalized (small # of outcomes- pretty much everyone does)
intelligence = low canalization (deviance based on environment expected; diff for every person)
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experiential canalization
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the environment that limits the expression of genes
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range of reaction
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range/limit of expression set by genes
environment determines specific outcome
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norm of reaction
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absence of explicit predictability of gene expression
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Acetylation |
Addition of acetyl
positive control--activation of genes through binding of a regulatory protein
activates histones- loosens chromatin, enhancing transcription (de-condensing of chromatin, making DNA more accessible)
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methylation
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adding -CH3 to tails promotes condensation of the chromatin --> decreased expression of gene
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Probabilistic epigenesis
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Bidirectional influences, based on four levels of analysis on dev. of an organism
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Endoderm
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Innermost of the three primary cell layers of the animal embryo; gives rise to the gut and most of the respiratory tract (INTERNAL ORGANS)
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mesoderm
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rise to muscles and skeleton
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exoderm
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nervous system, eyes, ears, skin
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Differential Susceptibility Model
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Refinement of diathesis-stress model; posits that some individuals are more malleable to the environment, for better or worse
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Diathesis stress model
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both an inherited tendency (vulnerability) and specific stressful conditions are required to produce a disorder
talks only of maladaptive factors/risks
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thalidomide
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limb malformation
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nicotine/smoking
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cleft palate
increased HR
ectopic pregnancies
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alcohol
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Fetal Alcohol Syndrome (FAS)
irritability
ADHD
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cocaine
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SIDS
PROM (Premature Rupture of Membranes)
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Rubella
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first 8 weeks: eye/heart defects
6-13 weeks: deafness
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AIDS
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transmitted from mom to child:
-prenatally (placenta)
-during birth (blood exchange, umbilical cord separation)
-postnatally (breastfeeding)
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stages of human development
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prenatal (til birth)
infancy (9-18 months)
toddlerhood (18-months-3 years)
preschool (3-5)
middle childhood (6-12)
adolescence (12-20)
young adulthood (20-40)
middle age (40-65)
old age (65+)
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development
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systematic continuities and changes in the individual that occur between conception and death
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normative vs. idiographic development
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-Normative development – looking for trends across children,
being able to generalize
- Idiographic development – looking for differences across children, being able to understand why we differ
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maturation |
biologically-driven cause of development
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learning
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experience-driven cause of development
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theory |
heuristic
falsifiable
parsimonious
goals: organize, describe, explain
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hypothesis
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specific prediction generated by theory
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Fixation
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According to Freud, failure to move forward from one psychosexual stage to another as expected.
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regression
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retreat to earlier developmental levels
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Watson & classical conditioning
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unconditioned stimulus = food
unconditioned response = drool
conditioned stimulus = bell
conditioned response = drool
HABIT FORMING
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operation conditioning
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reinforcement (+, -)
punishment (+, -)
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Piaget |
kids make same mistakes at same time
children actively construct new understanding of the world based on THEIR OWN EXPERIENCES
assimilation, disequilibrium, accommodation
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Vygotsky
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Sociocultural Theory: cognitive growth is a socially-mediated activity
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cross-sectional study
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people who differ in age are measured at ONE point in time
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longitudinal study
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one cohort studied over a long period of time; development observed
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cross-sequential study
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cross-sectional + longitudinal
measure different cohorts throughout time; compare; observe/ID cohort effects (of generations)
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conditional adaptation
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ability for genes to change the phenotype they express to adapt to the unique present environment
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epigenetics
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changes in gene expression caused by things other than changes in underlying DNA sequences
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experience-expectant interactions
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external factors that affect all humans
ex) pollution
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experience-dependent interactions
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external factors that only affect some people
ex) abuse
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germinal period
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conception-week 2
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embryo period
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week 2-8
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fetal period
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week 9-birth
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Principle of Developmental Delay and Sleeper effect
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effects could be delayed or not appear until later on
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maternal age 20-25 (20-30)
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most fertile period
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