1Describe the Major Theories that will be Covered in the Course:
1. Psychodynamic - Behavior motivated by inner forces, memories, & conflicts that are often unconscious, most psychodynamic theories see development as discontinuous. 2. Learning - Based on external stimuli like environment, etc. 3. Cognitive - Focus on processes that allow people to know, understand, & think about the world
2List the Major Ways in Which Developmental Theories Differ from Each Other (e.g., scope, importance of early experience, & so on.)
Basic focus, Scope, Role of individual, Importance of early experiences, Recurring Issues (nature, vs. nurture, continuity vs. discontinuity,
3List & Describe Appropriate Types of Measurements When Given Developmental Research (including general & developmental research designs, independent & dependent variables, and reliability/validity of a measure).
General Research Designs - Correlational (identify association between variables), Experimental (DV & IV). IV: Causal variable, DV: Depends on the IV; What is being measured. Evaluating Research Methods - Reliability (does this method consistently measure what is being studied?), Validity (does this measure provide a true picture of what is being studied? Is it measuring what we want it to measure?)
4WEEK 2!
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5Recognize and Explain Different Types of Research Designs, Including General Designs (e.g., experimental, correlational) & Developmental Designs (e.g., longitudinal)
1. Experimental: IV & DV. Correlational: the relationship between 2 variables. 2. Developmental Designs: Cross-Sectional (compare individuals of different ages at one time point), Longitudinal (study same individuals repeatedly over time), Sequential (combination of cross-sectional & longitudinal) (can reveal age changes within and age differences across individuals)
6Articulate the Basics of Genetic Transmission (e.g., genes, chromosomes, epigenome).(
1. Genes: Segments of chromosomes. 2. Chromosomes: Store & transmit genetic information. 3. Epigenome: Record of chemical changes to the DNA & histone proteins of an organism - Changes can be passed down to offspring
7List & Explain the Basic Methods for Studies of Gene-Environment Interaction (e.g., twin studies).
Twin Studies: Monozygotic (identical) Dizygotic (fraternal). Issues w/Twin Studies: Environments often similar, Adults might stress similarities of identical twins more than fraternal twins, Identical twins might perceive themselves as a "set" & play together more than fraternal twins.
8Describe the Different ways Genes & Environments Interact Over Development to Form a PHENOTYPE, & be able to Recognize Examples of These Interactions (e.g., passive gene-evironmental relations).
1. Passive Gene-Environment: Parents contribute both genes & environment. 2. Evocative Gene-Environment: Genotypes evoke reactions from environment. 3. Active Gene-Environment: Individuals actively seek environments related to their genotype (Niche-Picking)
10List & Define the 3 Periods of Prenatal Development, INCLUDING the Timing of Each & what is Developing in each period.
1. Germinal/Zygote - Begins with the formation of the zygote & ends after about 2 weeks, when the outer portion of the zygote's developing cluster of cells has attatched itself to the uterine wall. 2. Embryo - From 2 weeks to about 2 months, the major structures & organs of the body begin to develop, & the embryo starts ti resemble a human being. 3. Fetal - From about 2 months to birth, the developing organism is called a fetus, & throughout very rapid growth, the body structures & organs complete their growth.
11List different risks to Prenatal Development: Nutrition, Stress, Pregnant Woman's Age, & Teratogens.
1. Nutrition: infant can be born premature, underweight, be vulnerable to illness & affect the nervous system. 2. Stress: Cause the fetus to receive less oxygen, weaken pregnant woman's immune system (makes her more susceptible to illness), genetic changes for the child, make pregnant women more likely to drink/smoke. 3. Age: Teen moms are economically disadvantaged, lack good prenatal care, incomplete education, poverty, & marital difficulties. Women in 30s are less fertile (miscarriages), 40s may give birth to Down Syndrome babies. 4. Teratogens: An agent that causes abnormal prenatal development
12Explain factors that increase/decrease risk (e.g., timing of exposure, dose, & genotype).
1. Timing of Exposure: Age, in Prenatal Dev., for INCREASED, in Zygote: cause spontaneous abortion, in Embryonic: cause major defects in bodily structure, in Fetus: can either produce minor defects in bodily structure/causes body systems to function improperly. 2. Dose: the greater the exposure, tthe greater the risk of damage (0 is safest). 3. Genotype: Impact of a teratogen depends on the genotype of the organism.
13List & Define the Stages of Labor.
1. Contractions & enlargement of cervix to approx. 10 cm. 2. Birth of the baby. 3. Afterbirth, Expelling of the placenta.
14Describe different Approaches to Childbirth (e.g., medicated, natural, cesarian/c-section).
1. Medicated: 3 basic kinds of drugs (Anaglesia - opioids, Anesthesia - epidural - cannot do it if the baby enters the birth canal, Oxytocics - Pitocin), Individuals differ from how they react to these medicines. 2. Natural: Reduce mom's pain through (childbirth classes, Relationship w/doctor or midwife, Labor coach). 3. Cesarian: baby is removed through an incision made in the abdomen.
15Describe some possible Birth Complications (e.g., hypoxia, preterm birth, low birthweight).
1. Hypoxia: Umbilical blood flow is disrupted & infant does not receive adequate oxygen. 2. Preterm Birth: Born 3 weeks+ early, may or may not be appropriate weight for length of pregnancy, born before 36th week. 3. Low Birthweight: Newborns who weigh less than 2,500 grams (5.5 lbs)
16List factors that contribute to infant mortality.
Inadequate or NO prenatal care fo pregnant women :(
18Define Reflexes, List examples, & Explain their Adaptive Value.
1. Reflexes: Unlearned, involuntary, organized responses to specific stimuli. 2. Ex: touching infant's cheeck -> Infant turns their head in that particular direction. 2. Allow infants to survive with the changing world
19Recognize examples of different Temperaments & Label the Dimensions.
(Rothbart) 3 Dimensions - 1. Surgency/Extroversion: Referss to the extent to which a child is happy, active, vocal, & regularly seeks interesting stimuli. 2. Negative Affect: Refers to the extent to which a child is angry, fearful, frustrated, shy, & not easily soothed. 3. Effortful Control: Refers to the extent to which a child focuses attention, is not readily distracted, & can inhibit responses.
20Understand & be able to Recognize examples of Experience-Expectant & Experience-Dependent Brain Growth.
1. Experient-Expectant: "growth of visual cortex from light waves entering the eyes after birth", "Growth of auditory cortex from sound waves prior to birth". 2. Experience-Dependent: "Growth of motor cortex from beginning piano lessons at 4 years of age", "Growth of hippocampus in cab drivers from learning to navigate complicated city streets".
21Label the parts of a Basic Neuron, & Explain how Neurons are Organized in the Brain.
Dendrites, Nucleus, Cell Body (soma), Axon Hillock, Axon, Myelin Sheath, Node of Ranvier, Axon Terminal, Synapse
22Define the Basics of Brain Development (e.g., migration, neurogenesis, synaptogenesis, neuronal & synaptic pruning, lateralization).
1. Neurogenesis: Creation of new neurons - Happens PRIOR to birth - Migration: (moving from one area of the brain to the next), 2. Synaptogenesis: Generation of new synapses, 3. Synaptic Pruning: Elimination of unused synapses 4. Neuronal Pruning: Makes space fo connections, elimination of unused neurons - Takes place AFTER birth
23Recognize examples of Fine & Large Motor Development.
1. Fine Motor Dev.: Involves smaller muscle groups - Ex: moving fingers, holding a pencil. 2. Large Motor Dev.: Involves large muscle groups - Ex: Walking, running
24Explain the Dynamic Systems Theory of Motor Development.
Theory that views motor development as involving many distinct skills that are organized & reorganized over time to meet specific needs.
25State when the Senses Develop, with a Focus on Vision & Depth Perception.
1. Vision: Newborn - limited acuity, scan environment, track moving objects, color vision improves within the first 4 months, prefer FACE-like stimuli (perception dev.) 2. Depth Perception: Visual Cliff - glass-covered platform that appears to have a "shallow" side & a "deep" side & is used to study infants' depth perception