Study Guide: Terms and Definitions
95 Cards in this Set
| Front | Back |
|---|---|
|
Physical Domain
|
changes in body size, proportions, appearance, functioning of body system, perceptual and motor capacities and physical health
|
|
Cognitive Domain
|
Changes in intellectual abilities, attention, memory, self understanding, knowledge of others, interpersonal skills, friendships, intimate relationships, moral reasoning and behavior
|
|
Emotional and Social Domain
|
Changes in emotional communication patterns in persons surroundings
|
|
Microsystem
|
inter-most level of the environment, activities and interaction patterns in persons surroundings, for example a happy child is a happy adult
|
|
Mesosystem
|
Second level of brofrenbrenner's model; connections between microsystem, for example a childs grades depends on parents and school
|
|
Exosystem
|
Social setting that do not contain the developing person but affect experiences in immediate setting, for example formal organizations, church, parents work hours
|
|
Macrosystem
|
cultural values, laws, customs, and resources, for example good childcare programs create a favorable experience in immediate setting
|
|
Chronosystem
|
time, life changes can be internal or external, since individuals shape their own setting and experiences, person is a product and producer of their own life
|
|
Theory
|
systematic statement of principles and generalizations, framework for understanding how people change over time
|
|
Hypothesis
|
prediction about behavior drawn from a theory
|
|
Psychoanalytical theories
|
people move through a series of stages in which they confront conflicts between biological drives and social expectations, how these are resolves determines a persons ability to work with others and cope
|
|
Cognitive theories
|
development of knowledge, thinking, and problem solving overtime, piaget, information processing
|
|
Learning theories
|
modeling, imitation, observational learning, albert bandura, influence others over our behavior
|
|
Sociocultural theory
|
human development results from the dynamic interaction between developing person and their surrounding society
|
|
Lifespan theories
|
the ways in which various generations experience the physical psychological, social/emotional forces of development in their respective historical context
|
|
Ecological and system approach
|
views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment
|
|
Life course perspective
|
development is...lifelong, multidimensional and mutlidirectional, highly plastic, affected by multiple interacting forces
|
|
Contextual theories
|
unique combinations of personal and environmental circumstances that can result in different paths of change, for example a shy person home vs an outgoing person home
|
|
Cross-sectional studies
|
investigator studies groups of participants differing in age at the same point in time
|
|
Longitudinal studies
|
investigator studies the same group of participants repeatedly at different ages
|
|
Naturalistic studies
|
observation of behavior in natural contexts
|
|
Correlational studies
|
gathered information on individuals, generally in natural life circumstances without altering their experiences. Then looking at the relationship between participants characteristics and their behavior or development
|
|
Case study
|
a full picture of one individuals psychological functioning, obtained by combing interviews, observations and test scores
|
|
Survey
|
self-report, general view, examination or description of someone or something
|
|
Interview
|
Flexible interviewing procedure in which the investigator obtains a complete account of the participants thoughts
|
|
Qualitative research
|
collecting observations
|
|
Quantitative research
|
collecting numbers
|
|
Ethical issues
|
research can sometimes exploit people, it is important to ensure- protection from harm, informed consent, privacy, knowledge of results, beneficial treatments
|
|
Teratogen
|
refers to any environment agent that causes damage during the prenatal period, usually happens withing the first 3-16 weeks
|
|
Age of viability
|
The point at which the fetus can first survive outside the womb, occurs at 22-26 weeks
|
|
Proximal-distal
|
growth neat the center to outer
|
|
Cephalo-caudal
|
head to base of spine
|
|
Dominant
|
only when one allele affects the childs characteristics
|
|
Recessive
|
has no effect on the childs characteristics, unless both alleles are recessive
|
|
Gametes
|
sex cell-the sperm and ovum
|
|
Zygote
|
when sperm and ovum unite at conception
|
|
Blastocyte
|
4th day, zygote has duplicated and forms a hollow fluid filled ball, the inner cells will become the new organism, the outer cells will provide protective coating
|
|
Chromosomes
|
Rod like structure with a cell nucleus, contain our hereditary endowment, made up of genes
|
|
Genes
|
Segments of DNA that send instruction for making rich assortment of proteins
|
|
Amniotic fluid
|
membrane enclosing the fetus is filled with fluid that helps keep the temperature of the prenatal world constant and provides cushion
|
|
Ultrasound
|
helps view fetus and has revolutionized our knowledge of the fetus, sends high frequency sound waves to pick up an image, harmless to the fetus
|
|
Aminocentesis
|
Medical procedure used to diagnose chromosomal abnormalities and fetal infection, sex determination, this is done by sampling the amniotic fluid containing fetal tissue
|
|
Implantation
|
7th and 9th day blastocyte burrows deep into the uterine lining
|
|
Placenta
|
the organ that permits exchange of nutrients and waste products between the bloodstreams of the mother and embryo, prevents blood from mixing
|
|
Lanugo
|
white, downy hair that covers the entire body of the fetus, helping the vernix to stick to the skin
|
|
Fontanels
|
soft spot on infants skull, gaps between the cranial bones
|
|
Vernix
|
a white, cheese like substance that covers the fetus, preventing the skin from chapping due to the constant exposure in the amniotic fluid
|
|
Effacement
|
cervical thinning the process by which the cervix prepares for delivery, the baby is engaged in the pelvis
|
|
Dilation
|
widening of the cervix for child birth
|
|
Episiotomy
|
prevents vaginal tearing, prevents severe scars that are difficult to repair, it is a planned incision on the perineum (vaginal wall), done during the second stage of labor
|
|
Postpartum depression
|
depression after birth
|
|
Preterm
|
infants born several weeks before their due date, can be normal size for age though
|
|
SGA/Small for date
|
maybe born at due date or preterm, but below expected weight for age
|
|
Genotype
|
individuals genetic makeup
|
|
Phenotype
|
observable characteristics and behavioral characteristics, genetic and environmental factors
|
|
Apgar
|
Appearance, Pulse, Grimace, Activity, Respiration
|
|
Babinski
|
stroke foot heel to toe-toe fans out
|
|
Moro
|
loud noise-throws arms out and then in again
|
|
Rooting
|
cheek stroke-turnshead
|
|
Palmar
|
object placed in hand-grasps that object
|
|
Sensorimotor
|
birth-2yrs, thinking is done by acting on the world with eyes, ears, hands, and mouth
|
|
Preoperational
|
2-7yrs, use of symbols to represent the earlier sensorimotor development of language and make beileve
|
|
Concrete operational
|
7-11yrs, reasoning becomes logical, altered objects are their original object still, think in an organized fashion
|
|
Formal operational
|
11 yrs+, capacity for abstract, systematic thinking enables adolescents, evaluate the logic of verbal statements without referring to real-world circumstances
|
|
Longitudinal studies
|
studying the same group of participants repeatedly at different times, allows to compare relationship between early and later events and behavior, but drop out of study is common
|
|
Cross-sectional studies
|
studying groups of participants differing in age at the same point in time, more efficient than longitudinal studies, but doesn't permit the study of individual development
|
|
Experimental
|
through random assignment of participants to treatment conditions, the investigator manipulates an independent variable and examines its effect on a dependent variable, lab or natural environment,
|
|
Correlational
|
the investigator obtains information of participants without altering their experiences, allows study of relationships between variables, does not permit inferences about cause-and-effect relationships
|
|
Research rights
|
protection from harm, informed consent, privacy, knowledge of results, and beneficial treatments
|
|
Scientific research method
|
ask question, background research, hypothesis, test hypothesis in experiment, analyze data, conclusion
|
|
Three stages of childbirth
|
first dilatation and effacement of the cervix 0-4cm, second transition 5-10cm, third pushing 10cm, fourth birth of baby, fifth placenta is delivered
|
|
Reason for Cesarean section
|
medical control over birth, breach birth, medical emergency for instance the cord is wrapped around the babies neck
|
|
Care during pregnancy
|
stress can lead to complications in child behavior, abnormalities, diet should consist of complete nutrients for CNS to grow normally, 25-30lbs should be gained in a healthy pregnancy, regular visits to the doctor are beneficial
|
|
Teenage mothers
|
teen pregnancy can affect a baby due to lack of resources to have a healthy pregnancy because of low income
|
|
Older mothers
|
35+ year old women and menopausal women with aging reproductive organs put their babies at risk for complications
|
|
Nicotine
|
Retarded growth, facial deformities
|
|
Heroine
|
Retarded growth, irritability in newborns
|
|
Marijunana
|
impaired central nervous systems, brain damage; miscarriage, prematurity, stillbirth, childhood deficits in language and memory
|
|
Alochol
|
FAS, cognitive deficits, heart damage, growth retardation
|
|
Asprin
|
deficits in intelligence, attention, and motor skill
|
|
Caffeine
|
lower birth weight and decreased muscle tone
|
|
Fetal alcohol syndrome
|
slow physical growth, face abnormalities, impaired mental function
|
|
Syphilis
|
damage to the CNS, teeth, and bones
|
|
Rubella
|
mental retardation, damage to eyes, ears and heart
|
|
Genital herpes
|
encephalitis, enlarged spleen, improper blood clotting
|
|
HIV/AIDS
|
frequent infections, neurological disorders, death
|
|
Embryo period
|
3-8wks, outer layer will become hair, the outer layer of skin and nervous system the middle layer will form muscles, bones, circulatory system
|
|
Zygote period
|
First 2wks, is a fertilized egg, period ends when zygote implants in uterine wall
|
|
Fetus
|
9-38wks, fetus becomes much larger, body system changes, brain begins to function, finishing touches such as respiration, digestion and vision
|
|
Prenatal counseling
|
helps the mother go through pregnancy and to check up on the baby
|
|
Fetoscopy
|
a small tube with a light source is inserted into the uterus to inspect the fetus for defects of the limbs and face, could risk miscarriage
|
|
Genetic testing
|
asses chances of giving birth to a baby with hereditary disorder and choose the best course of action in view of risks and family goals. Helps either prepare parents for the burden or scares the parents away and puts them up for adoption
|
|
States of arousal
|
regular sleep, irregular sleep, drowsiness, quiet alertness, waking activity and crying
|
|
Newborn reflexes
|
inborn, automatic response to a particular form of stimulation
|
|
Soothing crying infants
|
lifting child to shoulder and walking/rocking, swaddling or holding the baby
|
Study Guide: Terms and Definitions