Quiz 1 Ch 1-3

Know the definition and an be able to give

examples to another person:
Part 1
1.

Naturalistic observations occur in the field and record the behavior

of interest. (not on test)

2.

Social learning theory: emphasizes the role of modeling in the

development of behavior.
3. Behaviorism is a theory that emphasizes the study of directly
observable behavior.
4. Information processing: approach that views the human mind as a
symbol-manipulating system through which information flows.
5. Vygotskys Sociocultural theory focuses on how social
interaction contributes to development.
6. Normative approach: age-related averages are computed to
represent typical development.
7. Ecological systems theory: views the child as developing within a
complex system of relationships affected by multiple levels of the
environment.
8. With structured observations, the investigator sets up a laboratory
situation that evokes the behavior of interest. (not on test)
9. Developmental science: field of study devoted to understanding
constancy and change throughout the lifespan.
10. Eriksons psychosocial theory of development focuses on
resolution of psychological conflicts over the life span.
11.A theory is an orderly, integrated set of statements that describes,
explains and predicts behavior.
12. Ethology is an approach concerned with the adaptive value of behavior
and its evolutionary history.
13. Resilience is the ability to adapt effectively in the face of threats to
development.
14. Nature-nurture controversy: disagreement about whether genetic
or environmental circumstances are more important determinants of
development.
15. Microsystem: in ecological systems theory, activities and interaction
patterns in the childs immediate surroundings.
16. Freuds psychosexual theory emphasizes management of early
sexual and aggressive drives.
17. Lifespan perspective: assumes development is lifelong,
multidimensional, highly plastic, and embedded in multiple contexts.

18. Age-graded influences: events that are fairly predictable in when

they occur and how long they last.
19. Piagets cognitive-developmental theory suggests that
children actively construct knowledge as they manipulate and explore their
world.
20..A(n) experimental design permits inferences about cause-and-effect
relationships. (not on test)
Part 2
1.

Genotype is the complex blend of genetic information that determines

our species and influences all our unique characteristics.

2. SIDS is sudden infant death syndrome.
3. Prenatal diagnostic methods are medical procedures that permit
detection of developmental problems before birth.
4. A zygote is a cell resulting from the union of the sperm and ova at
conception.
5. Implantation is the attachment of the blastocyst to the uterine lining 7-9
days after fertilization.
6. Natural birth is a childbirth approach designed to reduce pain and
medical intervention.
7. The Duplication of DNA is a process called mitosis.
8. Reflex(es) are inborn, automatic response to a particular form of
stimulation.
9. Teratogen(s) are any environmental agent that causes damage during
the prenatal period.
10. Chromosomes are rod like structures in the cell nucleus that store and
transmit genetic information.
11. Visual acuity: fineness of visual discrimination.
12. Cesarean delivery: surgical delivery in which the doctor makes an
incision in the mothers abdomen and lifts the baby out of the uterus.
13. Fetus is the prenatal organism from the beginning of the third month to the
end of pregnancy, during which time completion of body structures and
dramatic growth in size take place.
14. Placenta is the organ that separates the mothers bloodstream from that
of the fetus or embryo but permits exchange of nutrients and waste products.
15. Apgar scale is used to assess the newborns physical condition
immediately after birth.
16. Phenotype(s) are directly observable characteristics.
17. Embryo is the prenatal organism 2-8 weeks after conception, during which
time the foundation for all body structures and internal organs are laid down.
18. Dominant-recessive is the pattern of inheritance in which, under
heterozygous conditions the influence of only one allele is apparent.

19. Genetic counseling: helps couples assess the likelihood of giving birth
to a baby with a hereditary disorder and to choose the best course of action
in light of the risks and family goals.
20..DNA are the long double stranded molecules that make up chromosomes.

Chapter 1 (Theory and Research)

Charles Darwin: Forefather of Scientific Child Study.

Constructed theory of evolution and natural selection/survival
of the fittest. Particular environs b/c characteristics that fit with or
adapted to surroundings. Individuals that best meet survival
requirements live long enough to pass their more
beneficial characteristics to future generations (1859/1936)
Emphasis on adaptive value of physical characteristics and
behavior are in important developmental theories. Affection
and care in families promote survival and psychological well-being throughout the
lifespan. EX: a son helping his father adjust to using a walker.

Sigmund Freud: A Viennese physician who treated

emotionally troubled adults by having them talk freely
about painful childhood events. He examined the
unconscious motivations of his patients and constructed his
Psychosexual theory which emphasizes parents managing their childs
early sexual and aggressive drives in the 1st few years= crucial for healthy
personality development. In his theory three parts of personality id, ego and
superego-become integrated during

1. Oral ([Sucking

five stages:

{if not met may grow into thumb sucking, nail biting,

overeating or smoking}] Birth-1yr),

2. Anal (Toddlers + preschoolers [Holding/Releasing

pee and

poo pleasure

{if potty trained too soon or make too few demands

conflicts about anal control may appear in form of extreme orderliness or
disorder}]1-3 yrs),
3. Phallic (preschoolers [take pleasure in genital stimulation
{Oedipus/Electra

conflict boy/girl feel desire for the othersex parent then discard the desire and adopt same-sex
parents characteristics + values. Superego formed and
children feel guilty when they violate its standards.}]3-6
yrs),

4. Latency ([Sexual instincts die down {Superego

strengthens as child acquires new social values from
adults and same-sex peers}]6-11 years),
5. Genital (puberty [sexual impulses reappear {Successful
development w/ earlier stages leads to marriage, mature sexuality and child
rearing}]

Adolescence)

Pieces of personality,

The id the largest portion of the mind is the source of basic biological needs
+ desires.
The Ego is the conscious rational part of personality which emerges in early
infancy to redirect the ids impulses into acceptable behaviors. Has complex
task of reconciling demands of id, the external world and conscience.
The Superego/conscience, develops between 3-6 yrs as parents
insist that children conform to the values of society.
o Relations established among id, ego, superego in pre-k yrs. Determine
individuals basic personality. Theory first to stress influence of
early parent-child relationship on development.
o Parents walk a fine line between permitting too much/little
gratification. Perspective eventually criticized overemphasized sexual
feeling influence, based on problems of sexually repressed and he
hadnt studied children directly.

Eric Erikson: Follower of Freud, Psychosocial theory adds ego makes positive
contributing member of development, acquire attitudes + skills which make

8 Stages: first five

parallel Freud but added 3 adult stages.
individual active/contributing member of society.

1. Basic Trust vs. Mistrust: trust garnered from warm care mistrust
from neglect/harsh handled. Birth-1yr

2. Autonomy vs. shame and doubt: using mental/motor skills

children want to make decisions, fostered by parents w/ reasonable free
choice and not forcing/shaming child. 1-3yrs
3. Initiative vs. guilt: gain insight into what can become through make
believe Initiative develops when parents support their purpose sense. If
parents demand too much self-control children experience excessive guilt. 3-

6 yrs

4. Industry vs. inferiority: learn to co-op w/ others in school. Inferiority

occurs when negative experiences at home, school or w/ peers lead to
feelings of incompetence. 6-11 yrs.

5. Identity vs, role confusion: By exploring values and vocational

goals, young form personal identity negative outcome is confusion about
future adult roles. Adolescence
6. Intimacy vs. isolation: young adults establish intimate relationships.
b/c of earlier disappointments some cant form close bonds but remain
isolated. Early Adulthood
7. Generativity vs. stagnation: means giving to next generation
through child rearing, caring for others, or productive work. the one who fails
in these ways feels absence of meaningful accomplishments. Middle

Adulthood

8. Integrity vs. despair: integrity results from feeling life worth living as
it happened. Older people who are dissatisfied with their lives fear death Old

Age
Normal development must be understood in relation to each cultures life situation.

Parenting practice best understood in relation to competencies

valued + needed in culture. EX a grandfather demonstrating to his
young granddaughter how to train an eagle to hunt small animals
essential for their cultures heavy meat diet.

Jean Piaget: Swiss man, Cognitive Development Theory:

children=actively construct knowledge as they manipulate/explore
their world. Theory influenced by his early training in biologys concept of
adaptation. Structures of mind develop to better fit with/represent
external world. Claimed childrens understanding differs from adults.
Babies dont realize hidden items exist concluded preschoolers thinking is
full of faulty logic. Kids younger than 7 commonly say that the amount of a liquid
changes when poured into differently shaped container. Believed kids eventually
revise incorrect ideas in ongoing effort to achieve equilibrium between
internal structures + info they encounter in everyday worlds. As brain develops and
kids experiences expand

4 Stages
1.

Sensorimotor birth-2 yrs think by acting on world with senses eyes,

ears, hands, mouth. Invent ways of solving sensorimotor probs like pull lever
to hear music box, find hidden things putting/taking object in/out of
containers.
2. Preoperational 2-7 yrs preschool kids use symbols to represent
earlier sensorimotor discoveries. Develop language + make-believe play.
Thinking lacks logic of final two stages.
3. Concrete operational 7-11 yrs reasoning=logical understand the
liquid example (still same size) organize objects into hierarchies of classes
and sub-classes. Only think logically when dealing with concrete info can
perceive directly.

4.

Formal operational 11 onwards capacity for abstract, systematic

thinking enables to start with hypothesis deduce testable inferences isolate +
combine variables to confirm. Can evaluate logic of verbal statements w/o
referring to real-world circumstances.

Lev Vygotsky: Sociocultural theory how culture is transmitted

to next generation. Social interaction w/ more knowledgeable
members of society, is necessary for kids to acquire ways of thinking
+ behaving that makes a communitys culture (values, beliefs,
customs and skills of social group).
Helps master culturally meaningful activities.
Stagewise changes: when gain language gain in ability to

participate in dialogues with others + mastery of culturally

valued competencies surge forth.
School discuss language, literacy + other academic conceptsencourage reflection on own thinking advance in
reasoning/prob solving as result.
Dialogue w/ experts lead to continuous changes in cognition
which is varied in cultures. Cultures develop unique strengths.
Vygotsky neglected biological side of development.

Ethology: concerned with adaptive or survival value of behavior + evolutionary

history. Nature/Nurture, Continuous/Discontinuous one course of development.

Information processing: Human mind like a computer

information presented to senses as input til emerges a behavioral response as
output.
Clarify how task characteristics and cognitive limitations- EX memory
capacity/available knowledge- influence performance. The River bridge

example.

21. Behaviorism Theory: Directly observable events -stimuli and

responses- are the appropriate focus of study (a theory that emphasizes the
study of directly observable behavior).

Social learning theory: modeling/imitation/observational

learning as powerful source of development. Monkey see monkey do.
Ecological systems theory: a theory created by Urie
Bronfenbrenner. This theory basically says that people develop as a
product of their environment and interactions with others. In this
way people are both made by their environment and as they grow
older have an effect on their environment making or in some cases

further forming the environment five systems Micro, Meso, Exo,

Macro, and Chrono-system.
Chapter 2 (Genetics)

DNA: Chemical substance that makes up chromosomes, the long double stranded
molecules. ATCG

Chromosomes: 23 Ladder like structures that store + transmit genetic info.

There are 22 matching chromosomes (autosomes) the 23 rd is the sex cell
determining gender.

Genes: Segment of DNA along length of chromosome. AT, CG

Phenotype: are directly observable characteristics. EX Skin color, eye color
Genotype: is the complex blend of genetic information that determines our
species and influences all our unique characteristics/All of our genetic info story of
who we are.

Mitosis: DNA duplication adds new body cells w/ same genetic info.
Meiosis: Process gametes (sex cells [Boy/Girl]) halves # of chromosomes
normally present in Father + Mother to be paired as genetic variability.

Epigenesis: Development resulting from ongoing, bidirectional exchanges

between heredity + all levls of environment. Complex exchanges between
nature/nurture.

Epigenetic framework: Development takes place through ongoing

bidirectional exchanges between heredity and all lvls of environment Genes effect
behavior + experiences and behavior + experiences affect gene expression.
Chapter 3 (Prenatal Development, Birth and Newborn)

First Trimester
1.

Zygote: 1-2 weeks formed when sperm + ovum unite during conception
(one celled)
multiplies and forms a blastocyst which burrows into uterine lining [Structures
that feed + protect developing organism formamnion, chorion, yolk sac,
placenta and umbilical cord]).

2.

Embryo:
1st 3-4 weeks = inch (6mm)

a primitive brain + spinal cord

appears. Heart, muscles, ribs, backbone and digestive tract begin to develop.
Following 5-8 weeks = 1 inch (2.5 cm); 1/7 ounce (4 g) many external
body structures (Face, arms legs toes, fingers) and internal organs form.
Sense of touch begins to develop, embryo can move.

3.

Fetus: (Also 2nd and 3rd trimester)

1st 9-12 weeks= 3 inches (7.6 cm) less than 1 ounce
(28g) in 1st trimester rapid increases in size begins. Nervous system,
organs,
+ Muscles become organized + connected, + new behavioral capacities
(Kicking, thumb sucking, mouth opening + rehearsal of breathing) appear.
External genitals are well formed + fetus sex is evident.
2nd trimester 13-24 weeks= 12 in. (30 cm); 1.8

pounds (820g) continues to enlarge rapidly in the middle of this

period
fetal movements can be felt by the mother.
Vernix + lanugo keep fetus skin from chapping in amniotic fluid.
Most of the brains neurons are in place by 24 wks.
Eyes= sensitive to light and fetus reacts to sound.
3rd trimester 25-38 weeks= 20 in. (50cm); 7.5

pounds (3,400g) good chance of fetus survival if born during

this time.
Size increases, lungs mature.
Rapid brain development causes sensory and behavioral
capacities to expand.
In middle of this period a layer of fat is added under the skin.
Antibodies transmitted from mother to fetus to protect from
disease.
Most fetus rotate into an upside-down position in preparation for
birth.
Beginnings of personality

Teratogens: Any environmental agent that causes dmg during prenatal period
so effects prenatal development. Dmg is not always simple and straightforward.
Depends on dose of drugs regardless if pharmacy, illegal, heredity,
Other/several negative factors at once like [additional teratogens, poor
nutrition + lack of medical care (Prenatal), emotional stress, RH-factor
incompatibility can worsen impact of harmful agent], Age (varies at age of
organism at time of exposure),

Prenatal development: Development of baby in utero. Conception, Periods

of zygote, of embryo and of fetus. Maternal factor (emotional stress, RH-factor
incompatibility [being o- having second child who is positive] can worsen
impact of harmful agent], Age [40+ years of age may have concerns])

Prenatal care: Enables mothers to approach labor + delivery w/ confidence +

excitement.
i.

Doctors keep track of mothers health, weight gain as well as capacity of uterus
and cervix to support the fetus and growth of fetus.

ii.
iii.

Can identify problems with the fetus to be treated by doctor (Diabetes,

preeclampsia)
6% of women wait til after 1st trimester to seek prenatal care/receive none in
U.S.A financial hardship, situational barriers and personal barriers.

Childbirth options: Natural, or prepared, childbirth- group of

techniques aimed at reducing pain and medical intervention + making
childbirth a rewarding experience. Most natural birth programs draw on
methods developed by Grantly Dick-Read (1959)

Typical Natural birth program: Expectant mother + a companion to

participate in three activities
i.
ii.
iii.

Classes about anat/phys of labor and delivery. Knowledge reduces a mothers

fear.
Relaxation and breathing techniques like yoga
Labor coach (companion) learns how to assist by reminding mother to
relax/breathe, massaging back, supporting body + offering encouragement +
affection
In the past mothers were isolated in childbirth and at random some mothers
were assigned a doula [greek word for trained lay assistant] who stayed with
the mother throughout labor + delivery giving comfort, encouragement and
promoted relaxation
result was shorter labors
reduced use of pain med
fewer birth complications
higher newborn Apgar scores
more positive mother-newborn interaction
greater likelihood of breastfeeding.

Home Delivery: has always been popular in industrialized nations (England,

Sweden, Netherlands) # of American women choosing this path rose during
1970s+80s but remains small at less than 1%. Some are attended by doctors many
others by certified nurse-midwives that have degrees in nursing and additional
training in child-birth management. Complications rarely occur however beware on
not carefully trained attendants in how to handle emergencies these sorts have high
rate of infant death. When mothers are at risk for any kind of complication best
place for delivery is the hospital where life-saving treatment is available.

Childbirth complications: increase after mothers age reaches 40 and

beyond w/ sharp rise between 50-55yrs. Maternal Preeclampsia, Low birth weight,
fetal death, anoxia (inadequate oxygen supply), breech position (fetus turned so
that the butt or feet would be delivered first), choking by way of umbilical cord.
Nutrition.

Childbirth interventions:

Cesarean section

Nutrition: dietary improvement

o break cycle of apathetic mother-baby interactions.
Some teach parents how to interact effectively w/ infant,
others stimulate infants to promote active engagement with their physical +
social surroundings.
U.S Special Supplemental Food Program for Women + Infants + Children
(WIC) provide food packages/credit to buy food to low income pregnant
women but
o not all low income pregnant women are eligible.
Temperature isolette (Hospital)
Special-stimulationo Gentle rocking
o Visual/auditory stimulation
o Touch important skin to skin kangaroo care most readily available
intervention for promoting survival/recovery of preterm infants [Placing
baby in vertical position on parents chest (between breasts for
women) under the shirt for body heat/incubator status] fosters
improved oxygenation of babys body, temperature reg, sleep,
breastfeeding, alertness + infant survival.
o Preterm babys parents taught about infants characteristics +
promote caregiving skills
When preterm infants live in stressed, low-income households, long term intensive intervention is needed.
Health + Development Program, preterm babies born into
poverty receive a comprehensive intervention
combining medical follow-up
weekly parent training sessions
cognitively stimulating child care from 1-3yrs of age.
more than 4 times as many intervention children as
controlled group (39 vs. 9%) were w/n normal range at
3yrs in intelligence.
Mothers in intervention group were more affectionate +
more often encouraged play + cognitive mastery in their
children. A favorable factor in their child's development.

Apgar Scale:

Sign
Heart rate
(Pulse)
Respiratory
effort
(Respiration)
Reflex
irritability
(Sneezing,
coughing and
grimacing)
[(Grimace)]
Muscle tone
(Activity)

0
No Heartbeat

Color
(Appearance)

Blue body,
arms + legs

No breathing
for 60 secs
No response

Completely
limp

1
>100 beats per
minute
Irregular,
shallow
breathing
Weak reflexive
response

2
100-140 beats
per minute
Strong
breathing and
crying
Strong
reflexive
response

Weak
movements of
arms + legs
Body pink w/
blue arms +
legs

Strong
movements of
arms + legs
Body, arms +
legs
completely
pink

Ideally you would want an Apgar score between 8-10 for a good result.
Newborn reflexes: a reflex is an inborn, automatic response to a particular form of
stimulation. Some of them have survival value:

Rooting: Babys mouth may open and seek touch

Sucking: reflex used to feed from mother without mothers teat may suck
thumb/fingers or on toys.
Moro: occurs with loss of support or state of shock by way of loud noise. Baby
extends legs and throws arms outward in an embracing motion.
Stepping: Pre-walking when baby is held under arms may step from foot to
foot.
Palmer grasp: this reflex is strong during 1st week after birth, that many
infants can use it to support their entire weight.

Sensory awareness/capacities: Babies prefer taste of breast milk to plain water.

Touch: helps stimulate early physical growth + vital for emotional

development as well.
o Responds to touch especially around the mouth, on palms, and on
soles of the feet.
o Newborns use it to investigate their world and to distinguish shape
(prism vs. cylinder)/texture (smooth vs. rough) as indicated by
tendency to hold on longer to items that have unfamiliar
shape/texture.
o At birth infants are highly sensitive to pain if male and circumcised w/o
anesthetic they respond w/ high pitched, stressful cry with dramatic
rise in heart rate, blood pressure, palm sweating, pupil dilation +

muscle tension. Brain imaging suggests that b/c of central nervous

system immaturity, preterm babies, particularly males, feel the pain of
a medical injection especially intensely.
o Offering a nipple delivering a sweet liquid/breast milk is helpful to
reduce crying combined with gentle holding by parent releases
endorphins (pain killing chemicals in the brain)
o Allowing a baby to endure severe pain overwhelms the nervous system
w/ stress hormones which can disrupt the developing capacity to
handle common, everyday stressors. Heightened pain sensitivity, sleep
disturbances, feeding probs and difficulty calming down when upset.
Taste + Smell: can distinguish several basic tastes. Relax facial muscles
at sweet, purse lips at sour, show a distinct arch-like mouth opening when it
is bitter. Its important for survival. Food best supporting infants early growth
is the sweet tasting milk of the mothers milk. Not until 4 months do babies
prefer salty taste to plain water a shift that may prepare them to accept solid
foods.
o Odor preferences are there at birth too; scent of bananas/chocolate
causes a relaxed pleasant facial expression whereas rotten eggs make
them frown. Mothers diet pre-birth of child can have an effect as the
amniotic fluid is rich in tastes + smells that varied with her diet it can
influence newborns preferences.
Sound: Newborns can hear sounds and distinguish them when a few days
old diverse sound patterns (series of tones arranged in ascending vs.
descending order; utterances w/ 2 vs. 3 syllables and stress patterns of
words. [ma-ma vs. ma-ma] happy speech vs. negative/neutral emotional
quality speech.)
Sensitivity improves greatly over the first few months.
At birth they prefer complex sounds like noises and voices, to pure tones.
Young infants listen longer to human speech than structurally similar nonspeech sounds.
After birth infants will suck more on a nipple to hear a recording of their
mothers voice than that of an unfamiliar woman. As well as to hear their
native language as opposed to a foreign one, preferences may have
developed in the womb as the baby heard muffled sounds of their mothers
voice.
Visual stimulation: is the least developed sense at birth granting
limited visual acuity (fineness of discrimination) at birth infants perceive
objects at 20 ft. about as clearly an adult does 600 ft.
Visual structures in both eye + brain not yet fully formed.
EX cells in the retina, membrane lining inside eye that captures light +
transforms it into messages sent to brain are not as mature/densely packed
as will be in several months.
Optic nerve which relays these messages + the visual centers in the brain
that receive them wont be adult like for several yrs.
Muscles of the lens which permits us to adjust our visual focus to varying
distances, are weak. As result newborns cant focus eyes well.

 Newborns see unclearly across a wide range of distance. Images like a

parents face may seem quite blurred even from close up.
Newborns prefer to look at bright color rather than gray stimuli and are not
yet good at discriminating colors. It takes 4 months for color vision to become
adult like.
Despite limited vision and slow, imprecise eye movements, newborns actively
explore their visual world by scanning it for interesting sights and tracking
moving objects.