HDFS Exam 1

the pattern of change begins at conception and continues through the life cycle

• gennetic
• an organism's biological inheritance
• genes, DNA

an organism's environmental experiences

• middle ages
• children were seen and treated as mini adults

children were perceived as being born evil, childrearing focused on changing them to good

• John Locke and Tabula Rasa
• Jean-Jacques Rousseau and Innate Goodness

• Jogn Locke
• John Locke believed children were born as " blank slates" and acquired their characteristics through experience

• Jean-Jacques Rousseau
• Rousseau believed children were born good and should develop with little interference

Some dimensions or components of a dimension increase in growth

Some demensions or components of a dimension decrease in growth

• Normative age-graded influences
• - biological and environmental influences that are similar for individuals in a particular age group

• Normative history-graded influences
• - influences that are common to people of particular generation because of the historical circumstances they experience

• Non-normative life events
• - Unusual occurrences, patterns, and sequence of events not applicable to many individuals

• Psychoanalytic Theories
• Learning Theories

• Id
• Ego
• Superego

libido,operates on unconscious level, present at birth, unconscious impulses, needs, and desires

• Vehicle to satisfy id, develops at 2 - 3 yrs
• Mediate b/w id & superego

• Moral judge based on rules of society, develops at about 6 yrs
• Understanding moral standard of right or wrong

• 1. Oral Stage (mouth) - learn to trust others
• 2. Anal Stage (anus/toilet training) - gain id
• 3. Phallic Stage (sex-role indentification) - genitalia
• 4. Latency Stage (achievement, mastery of skills) - self-esteem
• 5. Genital Stage (Puberty) - libido satisfied by sexual activity

unconscious mind

• Development results from the accumulation of experiences (Locke)
• Theorize that developmental processes are best understood through observing ONLY and observable behaviors

• Classical Conditioning
• Operant Conditioning
• Social-Cognitive Learning

• Learning that results from the association of stimuli
• Association, reflexive learning
• A process by which behaviors are learned through associations
• Helps us understand the acquisition of emotional responses

• Learning to increase or decrease behaviors based on their consequences
• Helps with parenting and shaping new behaviors

Process by which organisms learn to behave in ways that produce desirable outcomes

• Expanded Pavlov's work to human beings
• Used classical conditioning on an infant to demostrate that emotions could be learned

• 22 matching pairs plus 1 sex chromosome
• 23 pairs / 46 chromosomes
• rod like structures that store and transit genetic information

• results from human egg and sperm unite
• first cell formed when the sperm and egg unite and join genetic material
• contains a complete set of 46 chromosomes

• the 23rd pair of chromosomes
• Males - XY
• Females - XX

XY

XX

the genotype contains two different genes and only one gene (the dominant gene) affects the characteristic

the other gene is recessive

• Males are most likely to express
• Recessive diseased or mutated genes carried on the X sex chromosome assert themselves more readily in males

Characteristics are determined by the interaction of many different genes

• increase chromosome correlality then increase abnormality
• Def: more or fewer than 46 chromrosomes
• Strongly correlated with maternal age
• chromosome abnormalities are severe tha ngenetic abnomalities

• Trisomy 21 (3 chromosomes at 21st pair)
• Failure of the 21st chromosomal pair to separate during meiosis
• Risks rises w/ maternal age

Develop from a single fertilized egg that splits into two genetically identical replicas, each of which becomes a person

Develop from separate eggs and separate sperm, making them genetically no more similar than ordinary siblings

• formation of zygote and attaches to the uterine wall
• first two weeks of conception

• most rapid changes (body structures and internal organs)
• Highest vulnerability for birth defects

• Growth and finishing phase
• Most rapid increase in size
• Towards end head is bigger and heavier than the rest of the body due to rapid brain development
• -this causes the fetus to assume an upside down (birthing) position

• Fetal Period
• point at which the fetus can survive outside the womb
• responses to external stimuli (sound, movement, pain)

broad range of substances and environmental influences that may result in defects of the fetus

less than 5.5 pounds at birth

is one who is born 35 weeks or less after conception

• small for gestational age
• includes infants whose birth weight is below nomal
• inadequate nutrition and smoking by pregnant women are factors

• Head to Tail
• Head get bigger first (greatest growth occurs at the top)

• Near to Far
• The sequence in which growth starts at the center of the body and moves toward the extremities

Most rapid height and weight during infancy

• Period of rapid physical maturation involving hormonal and bodily changes that occur in early adolescence
• Bodily Changes (sexual maturation and increase in weight and height)

• Female grows earlier than male
• Female goes through puberty earlier than male

Made up of glands that produce and secrete hormones (chemical messengers) that regulate growth and sexual maturation

Gradual age related physical declines

• (Most) Infants > Children > Adults > Elders
• sleep patterns through ages (less sleep needed as age rises)

brain cells responsible for sending and transmitting information to and from other cells

support cells, myelination cells

Receive information from other neurons

Fatty substance that coats the axon and speeds information transmission

Contain the auditory cortex, associations related to auditory stimuli

Contain the visual cortex, associations related to visual stimuli

Contain the somatosensory cortex, associations related to spatial orientation and touch