development
pattern of movement or change that begins at conception and continues through the human life span
what is the importance of studying life-span development
1. prepares us to take responsibility for children 2. gives us insight about our own life
development process involves:
1. growth 2. maintenance 3. regulation of loss
development - biological
changes in physical nature
development - cognitive
thought, intelligence, language
development - socio emotional
relationships, emotions, personality
plasticity
capacity for change
multidisciplinary
many disciplines contribute to our understanding of development
nature-nuture issue
concerns the extent to which development is influenced by nature or nuture
nature
inheritance
nurture
environment, experiences
psychoanalytic theories
describe development as primarily unconcious and colored by emotion
ID
instant gratification, needs right then
freud's theory
5 stages of psychosexual development
1. oral - oral fixation, ego, 0-18 months
2. anal - pooping, potty training, 18m-3y
3. phallic - masturbation, superego, 3-6y
4. latent - no sexual motivation, 6-puberty
5. genital - intercourse, puberty-on
eirkson's psychosocial theory
8 stages psychosocial development
1. trust vs. mistrust - 0-18m, infant, helpless
2. autonomy vs. shame - 18m-3y, toddlers, potty
3. initiative vs. guilt - 3-6y, preschool, sandwich making
4. industry vs. inferiority - 4-12y, childhood, school work, compe
prenatal development
fertilization to birth
germinal
creation of fertilized egg (zygote), cell division, attachment of multicellular organism to the uterine wall
embryonic
2-8 weeks after conception, rate of cell differentiation increases, vulnerable period
vulnerable period
support system for cells form, organs appear, heartbeat can be detected at 3 weeks
fetal
2 months after conception to birth, 7 months long, growth and development continue, further develop structures formed, sucking reflex, increase in size, weight, reflexes
prenatal diagnostic testing
sonography, chorionic villus sampling, amniocentesis
risk factors
1. maternal age 2. medical history 3. genetic risk factors
ultrasound
sound waves used to form images, non-invasive, screens for head growth, organ defects, chromosomal abnormalities, neural tube defects, number of birth, sex, gel used as medium
amniocentesis
samples amniotic fluid from amniotic sac, screens for abnormalities by measuring levels of alpha-feto protein and fetal cells, 11 weeks, invasive
chorionic villus sampling
early in pregnancy by collecting a sample of fetal cells from placenta, 10-12 week, determines chromosomal or genetic disorders, down symdrome
(tests) miscarriage risk
CVS and amnio
teratogen
any agent that can potentially cause a birth defect or negatively alter cognitive and behavioral outcomes
thalidomide
treats nausea, still borns, focal media
factors that influence severity of damage
1. dose
2. genetic susceptibility - different impact for different species
3. time of exposure
psychoactive drugs
heroin, cocaine
herion
preterm, withdrawal, SIDS likelihood
SIDS
sudden infant death syndrome
cocaine
low birthweight, preterm, increase morality, SIDS, reduced O2 to baby
fetal alcohol syndrome FAS
cluster of abnormalities and problems that appear in the offspring of mothers who drink heavily during pregnancy, leading cause of preventable intellectual disability
FAE
fetal alcohol effect (milder), facial deformities, failure to thrive, heart defects
Piaget's theory of cognitive development
1. schemes 2. assimilation 3. accomodation
schemes
actions or mental representations that organize knowledge
assimilation
using existing schemes to deal with new information or experiences, your knowledge fits the situation
accomodation
adjusting schemes to fit new information and experiences
goal of Piaget's
maintain equilibrium, mental representation fit the demands of the environment, be "in the know
who are active participants in their own cognitive development
children
sensorimotor stage
birth-2y, construct an understanding of the world by coordinating sensory experiences w physical/motor actions
reflexes (stage)
complex sensorimotor patterns
object permanence
objects continue to exist even though they can't be seen/heard/touched, understanding impacts the way infants interact w the world
A not B error
tendency for infant to reach where an object was last looked instead of where it very obviously is, 8-9m starts, reason: lapse in memory
habituation
decrease in a physiological or emotional response to a frequently repeated stimulus
dishabituation
recovery response that was lost
violation of expectancy task
examines infants' understanding of hidden objects, infant would look longer at the unexpected outcome
Baillargeon's studies
demonstrate that object permanence may develop early, shows the impossible happening
cognitive development
imitation, memory
imitative abilities
biologically based
deferred imitaiton
occurs after a delay of hours or days
memory
involves retention of information over time, implicit and explicit
implicit memory
without conscious recollection
explicit memory
conscious remembering of facts and experiences
sensation
occurs when info interacts with sensory receptors, detection and discrimination of sensory info, eyes, ears, tongue, nostrils, skin
perception
interpretation of what is sensed
visual preference method
studying whether infants can distinguish 1 stimulus from another by measuring the length of time they attend to different stimuli, color perception, visual face recognition
if infants look longer at 1 of the 2 stimuluses...
they can differentiate between the two
visual acuity
how clear something is
vision
bad at birth, 20/400 to 20/600, 6m approximates with adult
color vision
limit color vision until 4m, prefer high-contrast edges
preference of faces
face-like stimuli, familiar faces, attractive faces
visual cliff
examines depth perception
patterns of growth
cephalocadual and proximodistal, happen simultaneously
cephalocadual growth pattern
head to toe, earliest growth at the head, physical growth and differentiation of features work their way down
proximal distal growth pattern
growth from center of body and moves towards extremities, gross motor skills before fine motor skills
example of gross before fine motor skills
ulnar grab to pincer grasp
reflexes (motor development)
built-in responses to stimuli, genetically carried survival mechanisms that are automatic and involuntary
rooting reflex
occurs when the infant's cheek is stroked or the side of the mouth is touched, infant turns its head in an effort to find something to suck on
sucking reflex
occurs when newborns automatically suck on an object placed in mouth
grasping reflex
occurs when something touches the infant's palms, response is grasping tightly
moro reflex (startled reflex)
startled in response to a sudden, intense noise or movement, spreads arms, pulls arms up, cries
bottle vs. breast feeding
human milk or formula is an appropriate source of nutrients and energy for first 4-6m
breastfeeding
better for both mom and baby, appropriate weight gain, reduced risk of SIDS, benefits in cognitive development and cardiovascular function, lower chance breast cancer and reduction in ovarian cancer (mom)