Study-guide for First Exam in Lifespan
Chapter 1.
Human Development
I.
What do we study?

Change

Constancy
II. The Field of
Human Development is what?
a. Scientific
b. Applied
c. Interdisciplinary
III. Theory -An orderly, integrated set of statements that Describes, Explains, and Predicts
Behavior
Why is it important to have theories?
IV. Basic Issues in Development
1. Continuous or discontinuous?
2. One course of development or many?
3. Nature or nurture?
a. Unique combinations of:
i. Genetics
ii. Environment
b. Nature
i. Inborn, biological givens
ii. Based on genetic inheritance
c. Nurture
i. Physical and social world
ii. Influence biological and psychological development
iii. Stability and Plasticity
a. Stability
b. Individuals high or low in a characteristic remain so at later ages
c. Early experience may have lifelong impact
d. Plasticity
e. Change is possible, based on experiences
V. Development is? Describe each of the concepts below
a. Dynamic System
b. Perpetually ongoing process
c. Conception to Death
d. Influences on development
e. Biological
f.
Psychological
g. Social
h. Lifespan Perspective
i.
Lifelong
ii.
Multidimensional and multidirectional
iii.
Highly plastic
iv.
Influenced by multiple forces
i.
Periods of Development-what are the most important stages in development, and list those
periods we discussed in class.
a. Influences on Development
i.
Age-Graded
ii.
History-Graded
iii.
Nonnormative-what does this mean?
j.
i.
Resilience-The ability to adapt effectively in the face of threats to development
k. Philosophies of Childhood
Medieval: Contradictory beliefs about children’s basic nature
ii.
Puritan: Children as inherently evil and stubborn

iii.
punitive approach to child-rearing
Locke: Tabula rasa

iv.
children as blank slates shaped by experience
Rousseau: Noble savages

children as naturally healthy and moral
l.
Philosophies of
Adulthood and Aging
a. Tetens
i. Origin and extent of individual differences
ii. Change during adulthood - compensation for declines
iii. Impact of historical era on life course
m. Key Principles of Darwin’s Theory of Evolution
a. Natural Selection
i.
Species have characteristics that are adapted—or fit—to their environments.
ii.
Survival of the Fittest
iii.
Individuals best adapted to their environments survive to reproduce.
iv.
Their genes are passed to later generations.
v.
Empathy-as discussed in class, not in textbook
II. Early Scientific Study
of Development
a. Freud’s Three Parts of the Personality
b. Erikson’s Psychosocial Stages-describe his basic ideas
c. Behaviorism & Social Learning-just understand what behaviorism
d. Piaget’s Stages-describe his basic ideas
e. Information-Processing Flowchart
Developmental
Cognitive Neuroscience- Study of relationships between , Changes in the brain and
Development of cognition, behavior
Brings together researchers from, Psychology, Biology, Neuroscience and
Medicine
f.
Ethology

Study of adaptive value of behavior and its evolutionary history

Critical Period

Sensitive Period

Later development is hard to induce

Boundaries less defined than a critical period
g. *****Vygotsky’s Sociocultural Theory-important
Social interaction necessary

Cooperative dialogues with more knowledgeable members of society
h. Ecological Systems Theory Bronfenbrenner
v. Choosing a
Research Strategy
a. Research Methods

i. Basic approach to gathering information

Systematic observations

Self-reports

Clinical or case studies

Ethnographies
i.
Research Design

Iii. Overall plan for the study

Permits the best test of the research question
b. Types of Research used by developmentalists
i.
ii.
iii.
iv.
Systematic Observation
Naturalistic Observation
iii. In the “field” or natural environment where behavior happens
Structured Observations
C. Clinical/Case Study Method
i.
c. General Research Designs
Correlational
PositiveNegativeReveals relationships between variables
Does NOT reveal cause-and-effect
ii. Experimental

Allows cause-and-effect statements
Independent and Dependent Variables
1.
2.
3.
4.
5.
6.
d.
1.
2.
independent
Experimenter changes, or manipulates
Expected to cause changes in another variable.
Dependent
Experimenter measures, but does not manipulate
Expected to be influenced by the independent variable
Random Assignment
Researchers use unbiased procedure to assign participants to treatment conditions
Increases chances that characteristics will be equally distributed across conditions
e. Modified Experiments
1.
2.
3.
4.
Field Experiment
Capitalize on opportunities for random assignment in natural settings
Natural or Quasi- Experiment
Compare differences in treatment that already exist
5. Match groups as much as possible
f. Developmental Research Designs
1. Longitudinal Research
a. Problems with Longitudinal research
Participants drop out, move away
Practice effects
Cohort effects
Chapter 2
I.
Genotypes and Phenotypes
a. Genotype
b. Phenotype
II. Genetic Foundations
a.
b.
c.
d.
e.
a.
b.
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
a.
b.
Chromosomes –
Genes
DNA –
Mitosis
Chromosomes, Cells, and Sex: Terminology
III. Twins
Fraternal/Dizygotic Identical/Monozygotic IV. Alleles
Two forms of the same gene
Appear at the same place on both chromosomes in a pair
One inherited from each parent
Homozygous - the two alleles are alike
Heterozygous - the alleles differ
V. Dominant-Recessive Inheritance how does this relate to homozygous
and heterozygous alleles?
X-Linked Inheritance
Incomplete Dominance and Polygenetic Inheritance
Incomplete Dominance-Both alleles of a single gene are expressed Results in combined trait
orintermediate between the two – example sickle cell trait
Polygenic Inheritance
Many genes combine to influence a trait
VI. Genetic Imprinting
and Mutation
Imprinting Chemical marker that activates either father’s or mother’s gene often temporary
Mutation Sudden, permanent change in a DNA segment
Chromosomal Abnormalities
i.
Down Syndromeii.
Sex Chromosome Abnormalities
iii.
V. Reproductive Choices
a. Genetic counseling
b. Prenatal diagnosis and fetal medicine
i. Genetic testing
ii. Adoption
c.
i.
ii.
iii.
iv.
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
f.
1.
2.
3.
4.
5.
Reproductive Technologies
Donor Insemination
In Vitro Fertilization
Surrogate Mother
New Technologies
VII. Genetic Counseling
Helps couples:
Assess chances of hereditary disorders
Choose best course of action
Risks
Family goals
Recommended when: Couple has had difficulties, Aware of genetic problems, and the Woman is
over 35
VIII.
Prenatal Diagnostic Methods
Amniocentesis
Chorionic Villus Sampling
Fetoscopy
Ultrasound
Maternal Blood Analysis
Preimplantation Genetic Diagnosis
1. Amniocentesis and
Chorionic Villus Sampling
2. Adoption and Adjustment
IX. Environmental Contexts
for Development
Family
Socioeconomic Status and Family Functioning
Affluence
Poverty
Neighborhoods, Towns and Cities
Cultural Context
Influences
on Development
Direct
Two-person relationships
Indirect
Third Parties
6.
7.
g.
1.
2.
3.
4.
5.
h.
1.
2.
3.
4.
5.
i.
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
8.
a.
1.
2.
3.
Adapting to Change
Changes from within and outside the family
Socioeconomic Status (SES)
Social Status
Years of education
Job prestige and skill required
Economic Status
Income
Socioeconomic Status
and Family Functioning
Timing and duration of family life cycle
Values and expectations
Father’s involvement
Communication and discipline styles
Children’s cognitive development
Risks of Affluence-very important
Alcohol and drug use
Anxiety
Depression
The Importance of Regularly Eating Dinner as a Family-remember chart!
X. Who is Poor?
12% in U.S. and Canada
Parents under age 25 with young children
Elderly living alone, especially women
Ethnic Minorities
Women
Children
Children in Poverty:
U.S. and Canada-remember chart discussed in class
Benefits of Strong Community Ties for Children and Adults
Social interaction, activities
Cooperation to provide clean, safe environment
Participation in important tasks
Mutual assistance
Extended Families
three or more generations living together
More common in many minority cultures
Benefits of community ties
Reduces stress of poverty
Assistance for all generations
Emotional bonds, support
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
XI. Individualist and
Collectivist Societies-VERY IMPORTANT
Individualist-People define themselves as separate from other people, Largely concerned with
personal needs and goals
Collectivist-People define themselves as part of a group and Stress group goals over individual
goals
Poverty in Late Adulthood
Indicators of Children’s
Health and Well-Being
How Much Does Heredity
Contribute to Behavior?
XII. Heritability Estimates
Portion of individual differences attributable to genetics, Ranges from 0 to 1.00
Concordance-What percent of the time do twins both show a trait? Ranges from 0 to 100%
Range of Reaction
Genetic-Environment Correlation
1. Passive Correlation
2. Evocative Correlation
3. Active Correlation
4. Niche-picking
The Epigenetic Framework
Chapter 3.
I.
Conception and Implantation
II. Periods of Prenatal Development
III. The Placenta and Umbilical Cord
IV. Prenatal Development and Later Health issues
V. Low Birth Weight
a. Greater chance of

Heart Disease

Stroke

Diabetes
b. High Birth Weight
a. Greater chance of breast cancer
c. Sensitive Periods in
Prenatal Development
2.
3.
4.
5.
II. Factors Affecting
Harm from Teratogens
Dose
Heredity
Other negative influences
Age at time of exposure
III. Teratogen Substances
a. Drugs
i. Prescription
ii. Nonprescription
iii. Illegal
b. Tobacco
c. Alcohol
d. Radiation
e. Pollution
f.
Maternal Factors in
Healthy Prenatal Development
i.
ii.
iii.
iv.
v.
vi.
infectious Diseases
Nutrition
Emotional Stress
Rh Blood Factor
Age
Previous Births
g. Complications
and Maternal Age
h. The Three Stages of Birth
i.
6.
7.
8.
9.
The Apgar Scale
Appearance
Pulse
Grimace
Activity
b.
c.
1.
2.
d.
10. Respiration
Elements of Natural, or Prepared, Childbirth
1. Classes
2. Relaxation &
3. Breathing
Techniques
Labor Coach
Social support
Birth Complications
1. Oxygen Deprivation (Anoxia)
2. Breech Position
3. Rh Factor Incompatibility
e. Medical Interventions
in Childbirth
1. Fetal Monitoring
2. Medication
ii.
Analgesics
iii.
Anesthetics
3. Cesarean Delivery
4. Low Birth Weight
and Disabilities
5. Preterm and
Small-for-Date Babies
a. Preterm

Born weeks before their due date

May be appropriate weight for length of pregnancy
b. Small-for-Date

May be born at due date or preterm

Below expected weight for length of pregnancy

Interventions for
Preterm Infants

Isolette
c. Respirator
d. Feeding tube
e. Intravenous medication
f.
Infant Mortality
Around the World
g. Newborn Reflexes
1. Eye Blink
2. Rooting
3. Sucking
4. Moro
5. Palmar Grasp
6. Tonic Neck
7. Stepping
8. Babinski
h. Infant States of Arousal
1. Regular Sleep
i.
9. Irregular Sleep
10. Drowsiness
11. Quiet Alertness
Waking Activity and Crying
Ways to Soothe a Crying Baby
1. Hold on shoulder and rock or walk
2. Swaddle
3. Offer a pacifier
4. Go for a ride
5. Massage
6. Combine methods
7. Let cry for short time
j. Newborn Sense of Touch
III. Sensitive to touch on mouth, palms, soles, genitals
IV. Highly sensitive to pain
V. Relieve pain with anesthetics, sugar solution, gentle holding
VI. Physical touch releases endorphins
k. Newborn Senses of
Taste and Smell
1. Prefer sweet tastes at birth
2. Quickly learn to like new tastes
3. Have odor preferences from birth
4. Can locate odors and identify mother by smell from birth
l.
Newborn Sense of Hearing
1. Can hear a wide variety of sounds at birth
2. Prefer complex sounds to pure tones
3. Learn sound patterns within days
4. Sensitive to voices and biologically prepared to learn language
5. Newborn Sense of Vision
6. Least developed sense at birth
a. Visual structures in eyes and brain not fully formed
b. Limited acuity
c. Scan environment, track moving objects
d. Color vision improves in first two months
m. Neonatal Behavioral
Assessment Scale (NBAS)
n. New Family Adjustment
o. Hormones facilitate caregiving
i. Oxytocin
ii. Prolactin
iii. Estrogens
1. Hormone release and effects may depend on
experience
p. Challenge of early weeks
i.
New Roles
ii. Changed schedule