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| Characterization of development as a gradual, smooth process of change. |
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| Characterization of development as occurring in distinct phases, with qualitative differences between stages. |
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| A supposed microscopic but fully formed human being from which a fetus was formerly believed to develop |
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| The notion that the form of living things in some sense preexists their development. |
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| an absence of preconceived ideas or predetermined goals; a clean slate. The human mind, esp. at birth, viewed as having no innate ideas. Idea that individuals are born without built-in mental content and that their knowledge comes from experience and perception. |
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| Advocate for the idea tabula rasa. Idea of mind v. brain. Each individual was free to define the content of his or her character - but his or her basic identity as a member of the human species cannot be so altered. Chidren's beh and knowledge are derived from experience, rather than being innately predetermined. He advised parents against forcing or coercing children or acting in ways that would discourage their natural curiosity. |
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| He asserted that parents needed to be aware of and shape children's natural tendencies in order to create morally desirable individuals embodying traits of humility, chastity, and honesty. (ex: Instead of confining infants in swaddling clothes, he advised parents to adopt childrearing practices that would allow the infant to be active and free to move. "Noble savage" |
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| Carried out methodologically rigorous and innovative studies of early physical growth and motor development. First to compare twins and use motion pictures in research. Studied physical, motor and perceptual development. (pg 29) Came to the conclusion that infants have an innate ability to develop in optimal ways, despite variability in experience. |
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Psychosexual Theory, stages:
- Id: biological needs and desires
- Ego: conscious, rational
- Superego: Conscience |
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| The scientific principle that things are usually connected or behave in the simplest or most economical way, esp. with reference to alternative evolutionary pathways. Few explanatory principles to explain broad sets of observations. |
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| Psychological structures exist within child to underlie and control development. |
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| Environment stimulates change. |
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| Ecological approach. Information comes from: environment and events. |
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| (How does the surface afford walking?) An affordance is a quality of an object, or an environment, that allows an individual to perform an action. |
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| Set of concepts or propositions that organize, describe and explain. |
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| Watson, Skinner: Response to the environment, Classical Conditioning, Drive Reduction Theory, Operant Conditioning; Reinforcers, Punishment |
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| Framework for why things happen, characteristic of theories. |
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| Disconfirm, characteristic of theories. |
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| Psychosocial, Neo-Freudian, Trust v. Mistrust (birth - 1), Autonomy v. Shame (1 -3). |
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| Part of the Social Learning Theory, live, symbolic, by model, third person, by behavior, vicarious. |
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Social influences grouped into ever-changing systems.
1. Microsystems
2. Mesosystems: connection between microsystems (ex: day-care)
3. Exosystem: Indirect, settings in which the person does not actively participate but in which significant decisions are made affecting the individuals who do
4. Macrosystem: ideology, systems, laws
5. Chronosystem: time |
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| Zone of Proximal Development, Actual Dev Level v. Potential Dev Level. The difference between what a learner can do without help and what he or she can do with help. |
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| Genes promoting behaviors that contributes to survival and successful reproduction will be common in the next generation than those that don't. |
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| Extent to which one's genes are represent in gene pool of the next generation. |
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| The study of human behavior and social organization from a biological perspective. Adaptive or survival values of behavior and their evolutionary history, Imprinting (Lorenz), Critical period (strict timelines), Sensitive period (best time to learn something), assumes that behavior is genetically controlled. |
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| Naturalistic observation, To record all case activity and required documentation that is handwritten. |
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| The conditions that they are interested in studying |
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| In order to see how the affect behaviors of interest |
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| Charts individual change or stability over time. Can reveal relations between early functioning and later development; is ideal for showing long-term effects of interventions. Time-consuming, expensive, susceptible to attrition of participants over time. Results may apply only to the cohort of participants studied. |
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| Ss from different age groups studied repeatedly over a period of months or years. |
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| Does not provide information about individual change or stability. Does not provide information about participants at later ages. Economical and efficient, with lower chance of attrition. Does not differentiate between differences due to age and differences due to cohort. |
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| Repeatedly showing them something. Downward sloping line, change in attention w/repetition, 50% reduction in looking, |
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| Measured by amount of looking time. |
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| Event-Related Potential, useful in the study of infants' cognitive abilities, including attention, memory and language comprehension. Measures electrical activity resulting from the presentation of discrete stimuli. Problems: Muscle or eye movements can produce responses that are not related to the stimulus under study. |
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| Any chromosome that isn't an sex-chromosome. 22 pairs. |
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| Head: Haploid nucleus covered by cap-like acrosome (substance that allows ovum penetration), Body: Mitochondria, Tail: Flagellum for movement. |
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| 23 chromosomes (?), Large, fatty, mostly nucleus, contained in a jelly-like layer. Housed in follicle. |
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1. Sperm surrounds ovum.
2. Ovum has plasma membrane, glycoprotein envelop, and jelly coating.
3. Acrosome enzymes digest covering around egg.
4. Filament attaches to receptor on jelly layer.
5. Filament and receptor reaction species-specific (true of most organisms).
6. Fusion: Zygote forms. |
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| 1st week. Outer single layer of cells, gives rise to the chorion. Secretes enzymes to digest away some tissue and blood vessel of the uterine wall. |
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| Sphere of cells. No more reduction division. Mitosis occurs and creates a morula which turns into a blastula. |
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| 1st stage of development. Nuclear fusion occurs, 23 pairs of chromosomes. |
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| Ball of cells, forms into the blastula. The morula is produced by embryonic cleavage, the rapid division of the zygote. |
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| More rapid division of cells at one end of blastula, causes in pocketing known as gastrula. Two germs layers initially present. |
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| Implantation, when zygote travels down the oviduct and implants uterine wall between 7th and 9th day. During traveling cellular division is occurring. |
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| Beginning in oviduct. Hollow mass of cells. 3rd day embryo reaches uterus and becomes a morula. By 5th day it becomes a blastocyst. |
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| Fluid-filled cavity contained in within blastocyst, responsible for nutrient-waste exchange. |
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| Skin, hair, nails, brain. nervous system, lining of the mouth, lining of the rectum. |
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| Muscle, skeleton, circulatory system, excretory system (cept bladder), gonads, dermis. |
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| Lining of digestive system, respiratory tract, parts of the liver, pancreas, lining of bladder. |
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| Neurogenesis, newly formed mesoderm cells along main axis coalesce to form dorsal notachord, later to be replaced by vertebral column. |
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| Neurogenesis. Cells on dorsal surface of embryo thicken forming neural plate. Neural folds develop on either sides of neural groove. Becomes neural tube when folds fuse. Top of neural tube swells, and anterior end develops into the brain. Formed from ectoderm. |
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| Develops 1st and fastest, from ectoderm. Cells on dorsal surface of embryo thicken to form neural plate. The brain and the spinal cord develop from an ectodermal plate that thickens and then folds upon itself to become a neural tube. |
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| Neurogenesis. Neural folds develop on either sides of the neural groove. |
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| After differentiation it turns into the neural tubes. |
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| Developmental Process. Change in shape and form of a body part, cell migration and pattern formation. |
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| Undifferentiated cells, can become anything. During implantation. |
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| Surrounds embryo, cushions it with fluids. Amnion and its cavity are where the fetus (embryo) dev. Its fluid protects against thermal changes. |
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| Connects fetus to placenta. |
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| Develops from cells in the trophoblast and from cells in the uterine lining. Contains a network of blood vessels and is connected to the embyro by the umbilical cord. Separates mother's blood stream from embryo (fetal) blood stream, nutrient/waste exchange. |
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| Developed in fetal half of placenta. Surrounds the amnion, outer layer of amniotic sac, produce villi (blood vessels). Made possible by trophoblast. Support structure. |
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| Fire hair present on body, 4th mo. |
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| 4th mo., waxy substance that protects fetus. |
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| 5th mo. Increase in fetal activity, you can actually feel it moving around. |
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| What are baby biographies and how are/ were they used to study child development? |
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| Observation records made by parents or other caregivers of an infants' early development. Gave legitimacy to the systematic study of children. |
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| What are the characteristics of the scientific method? |
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Emprical - use sense to describe
Purpose - reasons why we want to know somthing
Systematic - testing, very specific
Replicable - can this be duplicated?
Communicative - articles, journals
Self-correcting - people scrutinizing, new technology
Cumulative endeavor - everyone coming together |
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| What are some of the challenges to studying infant? |
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| Limited language and verbal ability, lack of reading ability, limited response capabilities, limited attention, crying/fussing, sleep. |
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| What research strategies are used to study infants and why? |
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1. Preferential looking - looking longer at thins they are interested in.
2. Reaching - reach for things they can grab or are interested in
3. Habituation - repeatedly showing them something
4. HAS - sucking
5. ERP - looking at scalp impulses |
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| How does fertilization of the ovum occur? |
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| Fert becomes possible when an egg matures in one of the ovaries, a process that occurs over a continuous 28-day cycle. |
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| What are Bowlby’s four distinguishing characteristics of attachment? |
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1. Proximity maintenance: the desire to be near
2. Safe haven:returning to attachment figure for comfort.
3. Secure Base: attachment figure acts as base for exploration.
4. Separation distress: anxiety due to separation. |
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