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Science of human development

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the science that seeks to understand how and why people of all ages and circumstances change or remain the same over time

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Scientific method

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a way to answer questions using empirical research and data-based conclusions Steps: 1. Begin with curiosity- pose a question, guided by a theory, research or observation 2. Develop a hypothesis- shape the question into a hypothesis(testable prediction) 3. Test the hypothesis- Conduct research to gather empirical evidence(data) 4. Draw conclusions- use the evidence to support or refute the hypothesis 5. Report the results- Share data, conclusions, limitations and alternative explanations * Replication- is considered a sixth step which helps refine, reject, or confirm the hypothesis by repeating the procedures and methods of a study with different participants

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Nature vs nurture

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refers to the genes we inherit vs all environmental influences that affect the individual * Development is the result of both nature and nurture

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epigenetics

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The study of how environmental factors affect genes and genetic expression - enhancing, halting, shaping or altering the expression of genes

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differential susceptibility

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the idea that people vary in how sensitive they are to particular experiences

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Three domains(approaches) of human development

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1. biological(biosocial)-includes all the growth and change that occur in a person's body and the genetic, nutritional and health factors that affect that growth and change; motor skills etc. 2. cognitive- mental processes that a person uses to obtain knowledge or to think about the environment, problem solving skills, memory, language etc. 3. psychosocial- interactions, temperament, social skills, emotions etc. (Family friends community and culture are central to this domain)

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life span-perspective

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an approach to the study of human development that takes into account all phases of life *this approach has led to the realization that human development is multi-directional, multi-contextual, multicultural , and plastic

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aspects of development 1. Multi-directional

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Over time, human characteristics change in every direction (gain and losses) *continuous process

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2. Mutil-contextual

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-; takes place within many contexts, including physical surroundings (climate, noise, population) and family configurations( married couple, single parent, etc) 1.Historical Context- All persons born within a few years of one another are said to be a cohort, a group defined by the shared age of its members (Cohort events i.e.; Children of the Great Depression) 2.Socioeconomic Context- A person's position in society as determined by income, wealth, occupation, education, and place of residence.

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3. Development is cultural

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* Many cultures affect how people develop -culture: patterns of behavior passed from one generation to the next; a system of shared beliefs, norms, behaviors and expectations that persist over time and prescribe social behavior and assumptions; culture is a powerful social construction -social constructions: idea that is built on shared perceptions, not on objective early..they are strongly influenced by social assumptions ->Types of social constructions: 1.ethnic group: people whose ancestors were born in the same region and who often share a language, culture, and religion 2.race: a group of people who are regarded by themselves or by others are distinct form there groups on the basis of physical appearance

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4. Development is plastic

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* Every individual, and every trait within each person, can be altered at any point in the life span. Change is ongoing, although neither random nor easy * one of most encouraging tenets of the lifespan perspective *human traits can be molded and yet people maintain a certain durability Dynamic-systems approach: *"Development is plastic" is an example of this approach - system is a view of human development as an ongoing, ever changing interaction between physical, cognitive and psychosocial influences *the brain is an example of plasticity

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Development is multidisciplinary

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-Genetics and neuroscience are two of the newer disciplines in lifespan research. Every trait—psychological as well as physical—is influenced by genes.

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critical vs sensitive period

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critical- a time when a particular type of developmental growth (in body or behavior) must happen for normal development to occur VS Sensitive- a time when a certain type of development is most likely, although it may still happen later with more difficulty. For example) early childhood is considered a sensitive period for language learning

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Continuous vs discontinuous change

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continuous- gradual development in which achievements at one level build on those of previous levels -qualitative change, ie. change in height/weight -implies a continuity from one stage to the next discontinuous- development that occurs in distinct steps or stages -qualitatively different

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Theories of human development

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1. freud, erikson, piaget

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1. Developmental theory

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group of ideas, assumptions, and generalizations that interpret an illuminate though sands of observations about human growth

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2. psychoanalytic theory

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a theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior

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freud

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-psychoanalytic approach suggests that unconscious forces act to determine personality and behavior -psychosexual development theory: series of stages that children pass through, pleasure being the main focus

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frauds psychosexual development stages

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1. oral (birth -18 months, infants): lips, tongue and gums are focus. ex sucking 2. anal (18m - 3,early childhood): anus is the focus, toliet training is the most important activity 3. Phallic (3-6,preschool years): penis is most important part and pleasure is derived from genital stimulation, Boys are proud of their penises and girls wonder why they don't have one 4. Latency (6- adolescence:: interlude during which sexual needs are quiet and children put psychic energy into conventional activities like school and sports 5. Genital (adolescence to adulthood) : genitals are the focus; sexual stimulation and relationships ***Discontinuous process

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Eriksons Psychosocial approach

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-series of developmental stages that build on each other -discontinuous process infancy 0-1: trust vs mistrust (trust basic needs will be cared for) infancy 1-2: autonomy vs shame and doubt (self sufficient or doubt abilities) early childhood: initiative vs guilt middle childhood: industry vs inferiority (learn to be confident or feel inferior) Adolescence: identity vs role confusion( who am i?) Young adulthood: intimacy vs isolation ( seek companionship and love or become isolated) Middle adulthood: generatively vs stagnation ( contribute to next generation( raise family, work etc) or they stagnate Late adulthood: integrity vs despair ( make sense out of their lives..was it meaningful or are there regrets? )

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Piagets cognitive developmental theory

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-Focuses on the processes that allow people to know, understand, and think about the world. -How people think changes with time and experience and this thinking influences actions and behavior * each persons ideas and beliefs are crucial (0-2)stage 1 sensorimotor: knowing by sensing and acting (2-7)stage 2 pre operational: concept forming, symbolic reasoning (7-11)stage 3 concrete operations: logical operations on concrete objects and events (12+)stage 4 formal operations: abstracts, analogies, metaphors etc. Assumptions: the growth of children's understandings of the world can be explained by : 1. assimilation (new experience incorporated into current way of thinking) 2. accommodation( existing ways of thinking change as a result of new stimuli)

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Know the behavioral perspective of learning with behaviorists, the classical conditioning.

answer

Banduras social learning theories Operant conditioning with Skinner Know Brofenbrenner's bio ecological approach Vygotsky's socio cultural theory.

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Behaviorism

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theory of human development that studies observable behavior, also called learning theory because it desrcibes the laws and processes by which behavior is learned -reject idea that people pass through series of stages but instead development occurs due to continuous EXPOSURE to specific factors in the environment. i.e. classical conditioning *emphasize nurture

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classical conditioning

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pavlov; any behavior can be produced by controlling the environment

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Banduras social learning theory

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-human beings learn from others, by observation, even without any reinforcement..also called MODELING

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Operant conditioning (skinner)

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-voluntary response is strengthened or weakened BASED on its association with positive or negative consquences -used in behavior modification -REINFORCEMENT vs PUNISHMENT

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Systems theory to understand development (Von Bertalanffy)

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-system is not the total sum of its parts but is characterized by wholeness and unity -can be closed or open

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Bioecological approach (Brofenbrenner)

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*suggests that different environmental levels simultaneously influence individuals 1. microsystem( everyday environment) - home, parents, friends etc 2. mesosystems (connects part of microsystem) - parents are linked to children, friends to friend etc 3. ecosystem (represents broader influences ) - local government, schools ,places of worship 4. macro system ( reprints larger cultural influence )- federal government, society, religious and political value systems

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Vygotskys Sociocultural theory

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emphasizes how development proceeds as a result of social interactions between members of a culture

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cognitive neuroscience approach

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- seeks to identify actual locations in the brain related to different cognitive activity -brain scanning techniques

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using scientific method: independent vs dependent variables

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independent- variable that is introduced to see what effect it has on the dependent variable dependent variable- variable that may change as a result of whatever new condition or situation the experimenter adds

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experimental group vs control group

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experimental- gets a particular treatment (IV) control- does not get the treatment (placebo)

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Studying development over the lifespan: types of research

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1. cross sectional- groups of people of one age are compared with people of another 2. longitudinal- collecting data repeatedly on the same individuals as they age 3. cross sequential - study several groups of people of different ages (cross sectional)and follow them over the years (longitudinal)

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correlation vs causation

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correlation: exists between two variables if one variable is more or less likely to occur when the other does 1. positive- both variables tend to increase or decree together 2. negative- one variable tends to increase while the other dereases 3. zero correlation- no connection is evident **correlation is NOT causation

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how to decide methology: quantitative vs qualitative research

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quantitative- provides data that can be expressed with numbers, such as scales qualitative- considers qualities instead; descriptions of particular conditions and expressed ideas are often uses in these studies

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ethical concerns

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invading privacy harming them consent deception etc. *research needs to be valid, useful and ETHICAL

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Humanism

answer

theory that stresses the potential of all humans, who have the same basic needs, regardless of culture gender or background -maslow hierarchy of needs

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Maslows hierarchy

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1. physiological- needing food, water, warmth , air 2. safety- feeling protected from injury and death 3. love and belonging- having loving friends, family and community 4. esteem- being respected by the wider community and oneself 5. self actualization- becoming truly oneself , fulfilling ones potential

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evolutionary theory

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charles darwin - this theory supports how nature works to ensure that each species does two things: survives and reproduces

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Chapter 2 From conception to birth

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vocab

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zygote

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the single cell that is formed from the fusing of two gametes, sperm and an ovum

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DNA

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molecule that contains the chemical instructions for cells to manufacture various proteins (building blocks) -promotes growth and sustains life

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chromosome

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one of the 46 molecules of DNA (in 23 pairs) that almost every cell of the human body contains and together contain all the genes

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gene

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small section of a chromosome; the basic unit for the transmission of heredity

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gamete

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reproductive cells (sperm and ova) -each gamete consists of 23 chromosomes

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allele

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any of the possible variation forms of a gene. -genes with various alleles are called polymorphic

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genotype

answer

an organisms entire genetic inheritance;unique

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phenotype

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the observable characteristics of a person, including appearance, personality, intelligence and all other apparent traits

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genome

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full set of genes for a certain species

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XX vs XY

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XX- females XY-males *autosomes are any chromosome that isn't sex chromosome

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how many genes are in a human being?

answer

20,000

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monozygotic vs dizygotic twins

answer

identical- originate from ONE zygote that splits apart in early development *incomplete split results in conjoined twins -they have same genotype but slight variations in phenotype fraternal- result from fertilization of TWO separate ova and sperm -have half their genes in common and are more likely to happen than identical twins -incidence is genetic and varies by ethnicity and age

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additive gene

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a gene that contributes to the phenotype, usually with other additive genes *most genes are additive

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dominant- recessive pattern

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interaction of a pair of genes in such a way that the phenotype reveals the influence of one (dominant gene) more than that of the other (recessive gene) *non additive gene reaction -X linked

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x-linked

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a gene carried on the x chromosome -dominant recessive pattern

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carrier

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person whose genotype includes a gene that is not expressed in the phenotype

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genetic interactions: -polygenic -multifactorial

answer

polygenic- affected by many genes multifactorial- influenced by many factors *almost every trait is both of these things

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regulator genes

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direct the interactions of other genes, controlling their genetical expression, duplication and transcription *are responsible for differences between species

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Prenatal development periods

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1. germinal- first two weeks of development after conception , zygote begins duplication and division; implantation, organism grows rapidly 2. embryonic - 3rd through the 8th week after conception, where basic forms of body structures including internal organs develop 3. fetal- 9 weeks to birth, where fetus grows in size and matures in functioning 4. birth- fetal brain signals the release of hormones to trigger the females uterine muscles -labor begins -birth

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age of viability

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age at which a preterm newborn may survive outside the mothers uterus -22 weeks

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stem cells

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cells from which any other specialized type of cell can form

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implantation

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the process in which the developing organism burrows into the tissue that lines the uterus where it will be nourished

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embryo

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the name for a developing human organism from two to eight weeks after conception

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sonogram

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image of a fetus produced by using high frequency sound waves

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medical intervention

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-infant mortality has decreased due to better medical care 1. cesarean section ( c section) -surgical birth where fetus can be removed quickly; less trauma for baby but longer recovery for mother

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reflexes

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* an unlearned involuntary action or movement in response to a stimulus maintaining oxygen- breathing, hiccuping, sneezing maintaining constant body temp- crying, shivering, pushing managing feeding- sucking, rooting, swallowing

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traditional and modern birthing practices

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home hospitals doula

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doula

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a woman who helps with the birth process, including massage during birth and help with breast feeding

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fathers role in new family

answer

-help mother stay healthy -help mother manage stress -experience couvade in some cultures

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post partum depression

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-mother feels sadness and inadequacy -symptoms include baby blues to post partum psychosis -varied causes

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parent-infant bond

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-bonding involves strong, loving connection that forms as parents hold, examine and feed the newborn -early skin to skin contact is not essential for human bonding

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chromosomal miscounts

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-some infants can be born with extra chromosomes, which can produce syndrome especially down syndrome fragile x syndrome- genetic condition that involves the X chromosome and that causes slow development

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teratogens

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any agent or condition, including viruses, drugs and chemicals that can impair prenatal development, resulting in birth defects or complications

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behavioral teratogens

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agents and conditions that can harm the prenatal brain, impairing the future childs intellectual and emotional functioning

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threshold effect

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a situation in which a certain teratogen is relatively harmless in small doses but becomes harmful once exposure reaches a certain level (the threshold)

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fetal alcohol syndrome

answer

cluster of birth defects, including facial characteristics, slow physical growth, and intellectual disabilities that may occur in the child of a woman who drinks alcohol while pregnant

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cerebral palsy

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a disorder that results from damage to the brain's motor centers. People with this disorder have difficulty with muscle control

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anoxia

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lack of oxygen that if prolonged can cause brain damage or death

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false positives

answer

the result of a lab test that suggests an abnormality that is not present

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low birthweight

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body weight at birth < 5.5 lbs

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very low birthweight

answer

body weight at birth < 3.5 lbs

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extremely low birth weight

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body weight at birth < 2.3 lbs

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preterm birth

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birth that occurs three or more weeks before the full 38 weeks of pregnancy

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small for gestational age

answer

have a body weight at birth that is significantly lower than expected

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immigrant paradox

answer

surprising fact that immigrants tend to be healthier than US born residents of the same ethnicity

question

heritability

answer

statistic that indicates what percentage of the variation in a trait within a population can be traced to genes

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four general research conclusions

answer

1. genes affect every aspect of human behavior 2. non genetic influences begin at conception and continue lifelong, sometimes altering genetic instructions 3. most environmental influence on children raised in the same home are not hared, partly because parents treat each child differently 4. children, adolescents and adults "niche pick" choosing environments that are compatible with their genetic inheritance

question

auto immune diseases

answer

-food allergies -autism spectrum -digestive tract -environmental exposures

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Body size: weight and length at birth and 24 months

answer

weight @ birth- 7 lbs weight @ 24 months- 28 lbs length @ birth- 20 inches length @ 24 months- 34 inches *these numbers are NORMS, measurements are sometimes expressed as percentages

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norm

answer

an average calculated from many individuals within a specific group or population

question

what correlates with health and growth? and how does sleep vary ?

answer

regular and ample sleep - sleep varies because of biology ( age and genes) and the social environment( culture and caregivers) ex. if baby is given a lot of formula, it may have no problem going to sleep versus the baby whose caregivers give it less formula

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how much sleep do newborns get?

answer

they get about 15- 17 hours a day -this sleep is "active sleep" which is the ability to awaken when someone rouses them but mostly dozing off. -half the sleep is REM sleep *infant brain patterns and hunger needs do not allow them to sleep quietly for long stretches

question

transitional and quiet sleep

answer

transitional- half awake stage quiet- slow brain waves and slow breathing

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REM (rapid eye movement)

answer

state of sleep characterized by flickering eyes behind closed lids REM indicates dreaming

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co-sleeping

answer

a custom in which parents and their children sleep together in the same room

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bed-sharing

answer

when two or more people sleep in the same bed

question

where should babies sleep?

answer

decisions to co sleep or bed share are linked to culture, age of infant, mother's educational level, depressive state ands father involvement *asian, african and latin american infants co sleep or bed share while european and north american mothers worry more about lack of privacy

question

how is prenatal and postnatal brain growth measured and is it crucial for later cognition?

answer

it is measured by head circumference and is very crucial

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head-sparing

answer

biological mechanism that protects the brain when malnutrition disrupts body growth. The brain is the last part of the body to be damaged by malnutrition

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neurons

answer

the beginning of the communication within the CNA begins with these nerve cells, found especially in the brain

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prefrontal cortex

answer

the area of the cortex at the very front of the brain that specializes in anticipation , planning and impulse control

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cortex

answer

the outer layers of the brain where most thinking, feeling and sensing occur

question

axons

answer

fibers that extend from neurons and TRANSMIT electrochemical impulses from that neuron to the dendrites of other neurons

question

synapses

answer

the intersection between the axon of other neurons

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dendrites

answer

fibers that extend from neurons and RECEIVE electrochemical impulses transmitted from other neurons via their axons

question

neurotransmitters

answer

brain chemicals that carry information from the axon of a ending neuron to the dendrites of a receiving neuron

question

transient exuberance

answer

the great but temporary increase in the number of dendrites that develop in an infants brain during the first two years of life, which is followed by pruning

question

pruning

answer

when applied to brain development, the process by which unused connections in the brain atrophy and die

question

experience-expectant

answer

brain functions that require certain basic common experiences in order to develop normally *must happen "experiences sculpt the brain"

question

experience-dependent

answer

brain functions that depend on particular, variable experiences and therefore may or may not develop in a particular person "experiences sculpt the brain"

question

sensation

answer

the response of a sensory system when it detects a stimulus

question

shaken baby syndrome

answer

a life threatening injury that occurs when an infant is forcefully shaken back and forth, a motion that ruptures blood vessels in the brain and breaks rural connections *this act could slow the development of the prefrontal cortex, lifelong intellectual impairment is likely

question

sensory development

answer

typically precedes intellectual and motor development

question

binocular vision

answer

the ability to focus both eyes in a coordinated manner in order to see one image; depth perception requires it

question

perception

answer

the mental processing of sensory information when the brain interprets a sensation, happens in the cortex *perception follows sensation when sensory stimuli are interpreted in the brain and then cognition follows perception, when people think about what they have perceived

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sense of hearing

answer

develop during the last trimester of pregnancy - babies are better at hearing SOUNDS than actual words...will not hear " emily" but hears that there is a sound untl about four months

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sense of vision

answer

least mature sense at birth -experience and maturation of visual cortex improve shape recognition, visual scanning and details... -; binocular vision (coordinating both eyes to see one image) between 2 -4 months -; depth perception present by three months

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sense of smell and taste

answer

-function at birth and rapidly adapt to the social world -adaption occurs for b oth of these senses -foods of culture may aid survival: ex, bitter foods provide some defense against malaria

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sense of touch and pain

answer

sense of touch is acute in infants -some touches may be experience-expectant for normal growth while most is experience dependent, varying by culture pain and temp -pain and temp are connected to touch -some people assume a fetus can feel pain

question

motor skill

answer

the learned abilities to move some part of the body , in actions ranging from a large leap to a flicker of the eyelid types: gross fine *sequence of motor skills begin with reflexes

question

reflexes

answer

1. maintain oxygen supply- breathing reflex ; hiccups, sneezes, breathing 2. maintain constant body temp- cry, shiver, tuck legs away 3. manage feeding- sucking reflex, rooting, swallowing, spitting up Other reflexes NOT necessary for survival: - babinski : feet stroked, toes fan up -stepping: move legs to walk when held upright and feet touching the floor -swimming: held horizontally on stomachs, newborns stretch out their arms and legs -palmar grasping: when someone touches the palms, newborn grip it -moro: when someone bands on the table they are lying on, newborns fling arms out and bring them together on their chests, crying

question

gross motor skills

answer

physical abilities involving large body movements, such as walking and jumping courses of development: - cephalocaudal( head down) and proximodistal (center out) direction sequence of emerging skills: 1. sitting unsupported 2. standing, holding on 3. crawling 4. standing, not holding on 5. walking well 6. walking backward 7. running 8. jumping up

question

fine motor skills

answer

physical abilities involving small body movements especially of the hands and -shaped by culture and opportunity sequence of emerging skills: 1. grasping rattle 2. reaching to hold object 3. thumb and finger grasping 4. stacking two blocks 5. imitating vertical line

question

combining senses and skills

answer

three interacting elements underlying motor skills: - muscle strength -brain maturation -practice entire package of sensations and motor skills furthers three goals: -social interaction -comfort -learning

question

sudden infant death syndrome

answer

an infants unexpected , sudden death (SIDS) -most deaths were sleeping position related other risks: -low BW -cig smoke exposure -soft blankets/pillows -bed sharing -abnormalities in brain stem/heart/mitochondria

question

immunization

answer

a process that stimulates the bodys immune system to defend against attack by a particular contagious disease ; may be accomplished naturally or by vaccination -contributes to reduced mortality and population growth unsafe for: -embryos/rubella -newborns -people with compromised immune systems problems include: reactions parental refusals potential side effects

question

adequate nutrition- breast feeding

answer

-breast feeding reduces risk and malnutrition increases it, stunting growth of body and brain -breastfed babies are less likely to develop allergies, asthma, obesity and heart rate

question

malnutrition includes

answer

-protein calorie malnutrition -stunting -wasting

question

protein-calorie malnutrition

answer

a condition in which a person does not consume sufficient food, this can result in illness, severe weight loss and even death

question

stunting

answer

the failure of children to grow to a normal height for their age due to severe and chronic malnutrition

question

wasting

answer

the tendency for children to be severely underweight for their age as a result of malnutrition

question

effects of chronic malnutrition

answer

effects of chronic malnutrition - brains may not develop normally -protection against common diseases may be reduced -some diseased result directly from malnutrition (marasmus and kwashiorkor)

question

marasmus

answer

a disease of severe protein-calorie malnutrition during early infancy, in which growth stops, body tissues waste away and the infant eventually dies

question

kwashjorkor

answer

disease of chronic malnutrition in which a protein- calorie deficiency makes a child more vulnerable to other diseases

question

assimilation vs accommodation

answer

assimilation- type of adaptation in which new experiences are interpreted to fit into or assimilate with old ideas accommodation - types of adaption in which old ideas are restructured to include or accommodate new experiences

question

sensorimotor intelligence

answer

piagets term for the way infants think by using their senses and motor skills during the first period of cognitive development six stages of sensorimotor intelligence: ( primary circular reactions) 1. reflexes 2. first acquired adaptations , first habits ( secondary circular reactions) 3. making sights last 4. new adaptation and anticipation, object permanence (tertiary circular reactions) 5. new means through active experiences; little scientists-; trial and error 6. mental combinations use ; deffered imitation

question

object permanence

answer

the realization that objects still exist even if they can no longer be seen, touched or heard

question

little scientist

answer

the stage five toddler who experiments without imagining the consequences using trial and error in active and creative exploration

question

deferred imitation

answer

a sequence in which an infant first perceives something done by someone else and then performs the same action hours or even days later

question

information processing theory

answer

a perspective that compares human thinking processes to computer analysis of data , including sensory input, connections, stored memories and output

question

child-directed speech

answer

the high-pitches simplified and repetitive way adult speak to infants

question

babbling

answer

the extended repetition of certain syllables, such as ba ba ba when babies are between 6 and 9 months old

question

holophrase

answer

a single word that is used to express a complete, meaningful thought

question

naming explosion

answer

a sudden increase in an infants vocabulary especially in the number of nouns that begin at about 18 month

question

grammar

answer

all the methods that languages use to communicate meaning, apart from the words themselves ( word order, verb forms etc )

question

mean length of utterance

answer

the average number of meaningful sound combination in a typical sentence ; MLU is often used to indicate a child's language development

question

language acquisition device

answer

Chomskys term for a hypothesized mental structure that enables humans to learn language, including the basic aspects of grammar, vocabulary and intonation

question

language :universal sequence

answer

1. listening and responding- child direct speech 2. babbling- gestures 3. first words-holophrase 4. verbs and nouns- naming explosion 5. putting words together - grammar, MLU

question

How is language learned so easily and so well? theories:

answer

1- infants need to be taught -> BF skinner noticed babbling is reinforced, frequent repetition of words 2.social interaction approach: fosters infant language 3. infants teach themselves- learning is innate, adult doesn't need to teach it nor is it a by product of social interaction (chomsky developed LAD , language acquisition device, which enables children to learn language, includes basic aspects of grammar, vocal and intonation) *all perspective offer inside into language acquisition..current thinking suggests that all theories are combined

question

social smile

answer

a smile evoked by a human face, normally first evident in full term infants about six weeks after birth

question

separation anxiety

answer

distress when a familiar caregiver or loved one leaves, most obvious between 9 to 14 months

question

stranger wariness

answer

an infants expression of concern when a stranger appears

question

self awareness

answer

a persons realization that he or she is a distinct individual whose body, mind and actions are separate from those of other people

question

temperament

answer

inborn differences between one person and another in emotions, activity and self regulation; it is measured by the persons typical reactions to environment

question

synchrony

answer

a coordinated rapid and smooth exchange of responses between a caregiver and an infant

question

still face technique

answer

an experimental practice in which an adult keeps his of her face unmoving and expressionless in face to face interaction with an infant

question

attachment

answer

according to ainsworth " an affectional tie" that an infant forms with a caregiver--a tie that binds them together in space and endures over time

question

secure attachment

answer

a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver

question

insecure-avoidant attachment

answer

a pattern of attachment in which an infant acids connection with the caregiver, as when the infant seems not to care about the caregivers presence, departure or return

question

insecure-resistant/ambivalent attachment

answer

a pattern of attachment in which an infants anxiety and uncertainty are evident, as when the infant becomes very upset at exertion from the caregiver, such infants both resist and seek contact on reunion

question

disorganized attachment

answer

a type of attachment that is marked by an infants inconsistent reactions to the caregivers departure and return

question

strange situation

answer

a lab procedure for measuring attachment by evoking infants reactions to the stress of various adults comings and goings in an unfamiliar playroom

question

social referencing

answer

seemings information about how to react to an unfamiliar or ambiguous object or event by observing someone else's expressions and reactions

question

allocare

answer

the care of children by people other than they biological parents "other care"

question

trust versus mistrust

answer

eriksons first crisis of psychosocial development. infants learn basic trust if the world is a secure place where their basic needs are met

question

autonomy vs shame and doubt

answer

eriksons second crisis of psychosocial development. toddlers either succeed or fail in gaining a sense of self rule over their actions and their bodies

question

social learning

answer

the acquisition of behavior patterns by observing the behavior of others

question

proximal parenting

answer

caregiving practices that involve being physically close to the baby, with frequent holding and touching

question

distal parenting

answer

caregiving practices that keep some distance from a a baby such as providing toys, food , etc with minimal holding and touching

question

working model

answer

in cognitive theory, a set of assumptions that the individual uses to organize perceptions and experiences

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