| Term 
 
        | 3 BIG Questions associated with Holistic Theories |  | Definition 
 
        | 1) Continuous vs. Discontinuous 2) Same vs. Different course of developement
 3) Nature vs. Nurture
 |  | 
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        | Term 
 | Definition 
 
        | Presenting a good stimulus while trying to maintain a behavior |  | 
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        | Term 
 | Definition 
 
        | Removing a bad stimulus to maintain a behavior |  | 
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        | Term 
 | Definition 
 
        | Presenting a bad stimulus to decrease/get rid of a behavior |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Removing a good stimulus to decrease/get rid of a behavior |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Children learn from observing others being reinforced/punished |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | An example of Social Learning Theory where children watch adults being reninforced/punished for hitting the doll |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | We have a naturally selected biology (our bodies adapt over time for survival) and we adapt to our environment to fit into culture or overcome certain obstables (ex. shyness) |  | 
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        | Term 
 
        | Ecological Systems Theory |  | Definition 
 
        | Bi-directional (relationship between a child and his environment) and based on hierarchial systems |  | 
        |  | 
        
        | Term 
 
        | What are the 5 hierarchial systems in the Ecological Systems Theory? |  | Definition 
 
        | 1. Microsystem 2. Mesosytem
 3. Exosystem
 4. Macrosystem
 5. Chronosystem
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The environments a child is directly interacting with (ex. family, school, playground, peergroups)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The connections within the microsystem (ex. family being involved with school)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Environments that a child is not directly involved in but affect his/her life (ex. parent's work place)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The cultural values and ideals within a child's life (ex. is childcare/education/parenthood valued?)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | All the systems changing over the course of a child's life (ex. new siblings, NCLB)
 |  | 
        |  | 
        
        | Term 
 
        | John takes the trash out so his mom will stop nagging him. This is an example of...
 |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Camilla is put in time out for stealing. This is an example of...
 |  | Definition 
 
        | Negative Punishment 
 Removing a good stimulus (playtime with her friends) in order to decrease the behavior of stealing.
 |  | 
        |  | 
        
        | Term 
 
        | Trudy is given a cookie for earning an A+ on her paper. This is an example of...
 |  | Definition 
 | 
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        | Term 
 
        | Randy's mom yells at him for not eating his vegetables. This is an example of...
 |  | Definition 
 
        | Positive Punishment 
 Presenting a bad stimulus (yelling) in order to decrease the behavior of not eating his vegetables.
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Observing behaviors in a natural setting |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Creating an environment to observe specific behaviors, such as a lab. 
 (ex. Still-face experiment)
 |  | 
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        | Term 
 
        | Problems with Observation |  | Definition 
 
        | 1) Observer Influence (observed know they are being watched which affects their behavior) 2) Observer Bias
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Free-flowing conversation with no specific set of questions |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Uses a specific set of questions but limited with the information you recieve |  | 
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        | Term 
 
        | Problem with Self-Reports |  | Definition 
 
        | People tend to not be very honest |  | 
        |  | 
        
        | Term 
 
        | Psychophysiological methods of research |  | Definition 
 
        | CAT scans, measuring heartrate, etc 
 Trying to link physiology to actual behavoir/emotions/cognitions
 
 Problem: you have to make assumptions that there is a link
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | DOES NOT EQUAL CAUSATION 
 Most commonly used
 No random assingments
 
 There are often confounding variables (X + Y & Z)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Random assignment to groups and manipulation of variables |  | 
        |  | 
        
        | Term 
 
        | 2 Types of Correlational & True Experiment Studies |  | Definition 
 
        | 1) Longitudinal 
 2) Cross-Sectional
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The individual contribution of genes or environment to development |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The extent to what genes contribute to differences in children |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | What our genes spell out for us (ex. height)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | How genotype is expressed in environment |  | 
        |  | 
        
        | Term 
 
        | Estimates of heritability range from... |  | Definition 
 
        | 0.0 (no influence of genes) 
 to
 
 1.0 (total influence of genes)
 |  | 
        |  | 
        
        | Term 
 
        | What is the heritability of depression? |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | What is the heritability of IQ? |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | The Heritability of twins = |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Limitations of Twin Studies |  | Definition 
 
        | Adoption environments very similar |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | 1) Coercive Processes: when children are reinforced for being aggressive 2) Modeling: children observe aggressive behavior and then become aggressive
 3) Authoritarian parenting: lack of warmth leads to aggression
 |  | 
        |  | 
        
        | Term 
 
        | The Heritability of Antisocial behavior is... |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | The expression of genotype depends on... |  | Definition 
 
        | environment 
 (known as G-E Interaction)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | In YOUNG children where parents choose their environments 
 (ex. encouraging them to read, play sports)
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | In OLDER children where the child chooses environment that affects his/her genes. |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Choosing environments that support our own abilities |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Bi-directorial- children's own genes lead to certain behaviors 
 Child evokes certain environmental responses
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Moving large apendagies such as arms and legs |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Moving small apendagies such as hands and fingers |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | "head to toe" 
 When an infant lifts head up before arms and rest of body.
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | center outwards 
 When an infant moves trunk of body before fine motor skill parts (such as fingers)
 |  | 
        |  | 
        
        | Term 
 
        | CNS (Central Nervous System) Development |  | Definition 
 
        | As our brain developes, we require more advanced movement. 
 GENES play a big role
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | How we are able to move our body. 
 GENES play a big role
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Stimulation in the environment (ex. toys, people)
 
 ENVIRONMENT plays a big role
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The role of the caregiver by reinforcing child for motor exploration 
 ENVIRONMENT
 |  | 
        |  | 
        
        | Term 
 
        | 4 Factors involved in a child's motor skill development |  | Definition 
 
        | 1) CNS Development 2) Body's movement capacity
 3) Child's goals/motivation
 4) Environmental supports
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | A reflex, from birth, that stops at about 7 weeks of age |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | voluntary movement that starts at about 3 months of age |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | - 3 months of age - reach out with fairly good aim
 - put fingers to palm
 - pick up large objects
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | - 12 months of age - index finger and thumb together
 - a fine motor skill
 |  | 
        |  | 
        
        | Term 
 
        | Developmental Milestones (infancy-toddler)
 |  | Definition 
 
        | 6 weeks - holds head up 
 7 months - crawls
 
 11 months, 3 weeks - walks alone
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | When multiple parts of the body coordinate for more advanced movement (ex. running, skipping)
 |  | 
        |  | 
        
        | Term 
 
        | Developtmental Milestones (Early/Middle childhood)
 |  | Definition 
 
        | 2-3 years - run/jump/throw 
 4-5 years - body rotation
 
 5-6 years - rides bicycle w/ training wheels
 
 7-12 years - improved accuracy and speed
 |  | 
        |  | 
        
        | Term 
 
        | Prenatal TOUCH Perception |  | Definition 
 
        | 8 weeks: first sensitivity to touch 
 32 weeks: every part of body is sensitive to touch
 |  | 
        |  | 
        
        | Term 
 
        | Prenatal TASTE Perception |  | Definition 
 
        | 13-15 weeks: taste buds develope 
 Taste preference for things mther ate while pregnant
 |  | 
        |  | 
        
        | Term 
 
        | Prenatal SMELL Perception |  | Definition 
 
        | 11-15 weeks: nose developes 
 Perfer smell of mother when born
 |  | 
        |  | 
        
        | Term 
 
        | Prenatal HEARING Perception |  | Definition 
 
        | 18 weeks: ear fully developed 
 Fetus gets all information from sound and shows a preference for mother's voice when born
 |  | 
        |  | 
        
        | Term 
 
        | Prenatal SIGHT Perception |  | Definition 
 
        | Least developed at birth 
 26 weeks: eyes open
 33 weeks: pupils dialate in response to light
 |  | 
        |  | 
        
        | Term 
 
        | Physiological Response to Habituation |  | Definition 
 
        | Heart/breathing rate decrease because object is no longer stimulating |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | After looking at an object the child is no longer interested. This is how we know they see colors. |  | 
        |  | 
        
        | Term 
 | Definition 
 | 
        |  | 
        
        | Term 
 
        | 4-5 Month old habituation rate |  | Definition 
 | 
        |  | 
        
        | Term 
 | Definition 
 
        | a hormone released when we feel pain |  | 
        |  | 
        
        | Term 
 
        | Infants perfer ____ tasting foods when born. |  | Definition 
 
        | sweet, because breast milk is sweet |  | 
        |  | 
        
        | Term 
 
        | At 6-8 months, infants' sense of hearing... |  | Definition 
 
        | zone in on their native language and ignore non-native sounds. |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | - least developed when born 
 - 2 months: ability to focus
 - 6 months: improvement in acuety
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | 2 months: percieve depth but crawl right over 
 7 months: develop "height anxiety" and refuse to cross cliff
 |  | 
        |  | 
        
        | Term 
 
        | Exclusive breastfeeding for _____ and continued up to _____ of age. |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Benefits of Breastfeeding |  | Definition 
 
        | - provides essential energy and nutrients - protection against infectious diseases
 - decreases infant mortality and health problems
 - enhances cognitive development
 |  | 
        |  | 
        
        | Term 
 
        | Innate Preferences of Infants Taste |  | Definition 
 
        | Sweet - consume more, positive 
 Bitter & Sour - rejection, negative
 
 Salt - neutral until 4months, positive
 |  | 
        |  | 
        
        | Term 
 
        | Neophobic tendencies are an _______ survival response to the unfamiliar. |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | From around age __ girls add more ___ than boys. |  | Definition 
 | 
        |  | 
        
        | Term 
 | Definition 
 
        | Basic building blocks for brain development and have more than we need when born |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Helps to reduce the amount of connections. The most improtant are left for survival.
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Speeds up transmition of information |  | 
        |  | 
        
        | Term 
 
        | At birth the brain is at __% of it's adult weight. At age 2 it is __% and age 6 it is __%.
 |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | The cerebral cortex is __ % of the brain's weight. |  | Definition 
 | 
        |  | 
        
        | Term 
 | Definition 
 
        | Brain split into 2 hemispheres where information is stored. Makes brain more efficient.
 |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | The brain's ability to make up for damage when injured. |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | When part of the brain is removed, the part that is left becomes overcrowded with information. |  | 
        |  | 
        
        | Term 
 
        | Experience-Expectant Growth |  | Definition 
 
        | Ordinary levels of stimulation that the brain expects to recieve |  | 
        |  | 
        
        | Term 
 
        | Experience-Dependant Growth |  | Definition 
 
        | Extra brain development due to environmental stimulation |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | Innate, automatic responses to particular forms of stimulation |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | If a baby is dropped, he/she will reach out and grab something |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | When an infant is overstimulated they drawback and curl up |  | 
        |  | 
        
        | Term 
 
        | Reflexes in infants drops out around _____ of life. |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Inappropriate absence/presence of reflexes = |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Who was the creator of Social Learning Theory? |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Who are the 3 main behaviorlists? |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | Who was the creator of Ecological Systems Theory? |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | What is the heritability of temperament? |  | Definition 
 | 
        |  | 
        
        | Term 
 
        | What is the heritability of schizophrenia? |  | Definition 
 | 
        |  |