CPSY2301 Midterm

study of mind and behavior over the course of childhood

sought to provide universal descriptions, predictions, and explanations of child development

knowledge that addresses the ways that individuals are unique

knowledge that focuses on what is distinctive about the psychology of particular cultural and social groups

Linear development

developing in bursts

Focuses on unconscious mental processes; First brought to light by Frued

humans create knowledge through the interaction of their experiences and ideas

the effects of media on children

humans are social and social beliefs and cultural norms shape ones development; Created by Vygotsky

The cultural environment that people experience and the different levels of how those environments interact. Created by Bronfenbrenner

Microsystem: immediate environment (family, coworkers, friends)
Mesosystem: interaction between microsystem and exosystem
Exosystem: societal institutions that have indirect influences on development (religious institutions, school)
Macrosystem: broad system of cultural beliefs,values, economic systems, governement
Chronosystem: Historical context

DNA -> RNA -> Amino Acids -> Protein -> Cell

amino acid sequence

influenced by multiple genes

Race does not effect genetics, but culture can effect genetic expression

changes to gene expression are not due to changes in DNA sequence itself

form of a gene

long connecting fibers

array of short fibers that look like branches on a tree

tiny gaps between neurons

process of growth of myelin sheath around axon of neuron

tremendous spurt in new synaptic connections

dendritic connection that are unused whither away

behaviors, environments, and bodily conditions that could be harmful to the developing organism (like a fetus)

midwives in the west
older women in traditional cultures

Tests appearance (body color), pulse, grimace (reflex irritability), activity (muscle tone), and respiration. Administered directly after birth

Contains 27 items such as reflexes, physical states, response to social stimulation, and nervous system instability. Administered one day after birth

less than 3.5 lbs; at risk for death

infants spend a proportionally high amount of their sleep in REM; they sleep for a total of 14 hours/day, usually about 6 hours in a row at night; in traditional cultures, neonates are constantly in contact with their mother meaning they sleep more often than the Western baby

arch back, flinging out arms and then bring arms together in embrace; in response to falling; 3 months

turn head and open mouth; helps find breast; 4 months

helps hang onto something; 4 months

happens when object or substance is put in mouth; 4 months

press and stroke both palms; mouth opens, eyes close, head tilts forward; 3 months

stroke sole of foot; foot twists in, toes fan out; 8 months

touch

sight

crying peaks by the end of the second month then declines

start in head and work to lower body

start in the middle of the body and work outward

putting new ideas into understanding and practice while aligning them with older ideas and practice

changing older ideas and concepts into new and completely different concepts and ideas because of experiencing new information

cognitive structures for processing, organizing, and interpreting information

-ages 0-2; capable of coordinating the activities of the senses with motor activities
-object permanence
-deferred imitation
-categorization
-ends with the ability to form mental representations

-ages 2-7; capable of symbolic representation, but limited ability to use mental operations
-thinking becomes systematic and logical; allows for discussion of things not happening
-large gains in mental representations
-mistakes in conservation, egocentrism, classification

-ages 7-11; capable of using mental operations in concrete immediate experiences, difficulty thinking hypothetically
-master: conservation/classification
-new ability: seriation

-ages 11-15 and up; capable of thinking logically and abstractly, capable of forming and testing hypotheses systematically, more complex thinking & metacognition
-more fluid, complex thinkers
-huge range of attainment