Lifespan Development Exam 1
SANTROCK
1.) Development is Lifelong (Baltes) - ANS Early adulthood is not the end of development
and no age period dominates development, looks at development at different points in
life.
\1.) Easy Child (Chess and Thomas) - ANS A child who is generally in a positive mood,
quickly establishes regular routines in infancy, and adapts easily to new experiences.
\1.) Extraversion/surgency (Rothbart and Bates) - ANS Includes approach, pleasure,
activity, smiling, and laughter. Kagan's uninhibited children fit into this category.
\1.) Microsystem (Brofenbenner) - ANS Setting in which the individual lives, most direct
interactions with social agents takes place, the individual is not a passive recipient of
experiences in this setting, but someone who helps to construct the settings.
\1.) Neural Tube - ANS As the human embryo develops inside its mothers womb, the NS
system begins forming as a long, hollow tube located on the embryo's back. This pear
shaped neural tube, which forms at about 18 to 24 days after conception, develops out of
the ectoderm. The tube closes at the top and bottom ends at about 27 days after
conception. Anencephaly (highest region of the brain doesn't develop due to the head
end of the tube not closing properly and fetus dies in womb, during birth or after) and
spine bifida can result if the neural tube doesn't close properly. One way to make sure
the tube closes properly is for women to take an adequate amount of vitamin B, or folic
acid.
\1.) Securely Attached Babies - ANS Babies who use the caregiver as a secure base from
which to explore the environment. When in the presence of their caregiver, these babies
explore the room and examine toys that have been placed in it, when the caregiver leaves
the might protest mildly and when they return, the infants reestablish positive interaction
with her and subsequently often resume playing with the toys in the room.
\1.) Simple Reflexes (Piaget) - ANS Corresponds to the first month after birth. In this
substage, sensation and action are coordinated primarily through reflexive behaviors,
such as rooting and sucking. A newborn will suck a nipple or bottle only when it's placed
directly in the baby's mouth or touched by lips, but soon the infant might suck when a
bottle or nipple is nearby.
\1.) Trust vs Mistrust (Erikson) - ANS Experienced in the first year of life, development of
trust during infancy sets stage for lifelong expectation that world will be a good and
pleasant place to live.
\2.) Autonomy vs Shame and Doubt (Erikson) - ANS Occurs in late infancy and
toddlerhood. After gaining trust in caregivers, infants begin to discover that their
behavior is their own, start to assert their sense of independence and autonomy, if
restrained or punished too much they are likely to develop a sense of shame and doubt.
\2.) Development is Multidimensional (Baltes) - ANS No matter what age you are, your
body, mind, emotions and relationships are changing and affecting each other. (Example:
, Ted Kaczynski, Unabomber, hospitalization at 6 mo) Development has biological,
cognitive, and socioemotional dimensions.
\2.) Difficult Child (Chess and Thomas) - ANS A child who reacts negatively and cries
frequently, engages in irregular daily routines, and is slow to accept change.
\2.) First habits and Primary Circular Reactions (Piaget) - ANS Develops between 1 and 4
months of age, infant coordinates sensation and two types of schemes: habits and
primary circular reactions. A habit is a scheme based on a reflex that has become
completely separated from its eliciting stimulus. A circular reaction is a repetitive action.
\2.) Insecure Avoidant Babies - ANS Babies who show insecurity by avoiding the
caregiver. These babies engage in little interaction with the caregiver, aren't distressed
when they leave the room, and usually do no reestablish contact when she returns, and
may even turn their back to her, if contact is established, the infant usually leans or looks
away.
\2.) Mesosystem (Brofenbenner) - ANS Involves relations between microsystems or
connections between contexts. Like the relation of family experiences to school
experiences, for example, children whose parents have rejected them may have difficulty
developing positive relationships with teachers.
\2.) Negative Affectivity (Rothbart and Bates) - ANS Includes "fear, frustration, sadness,
and discomfort." These children are easily distress; they may fret and cry often, Kagan's
inhibited children fit into this category.
\2.) Neurogenesis - ANS The generation of new neurons that at its peak, as many as
200,000 neurons are generated every minutes.
\2.1.) Primary Circular Reaction (Piaget) - ANS A scheme based on the attempt to
reproduce an event that initially occurred by chance. For example, an infant accidentally
sucks its fingers when they are placed near his mouth, later he searches for his fingers
to suck them again, but the fingers do not cooperate bc the infant cannot coordinate
visual and manual actions.
\3.) Development is Multidirectional (Baltes) - ANS Throughout life, some dimensions or
components of a dimension grow or decline. (Example: Language, difficulty in acquiring
a second language decreases in development, especially after early childhood. Another
is older adults having better judgement than younger, but performing slower than
younger on speed related task)
\3.) Effortful Control aka self-regulation (Rothbart and Bates) - ANS Includes "attentional
focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity
pleasure." Infants who are high on effortful control show an ability to keep their arousal
from getting too high and have strategies for soothing themselves. By contrast, children
low on effortful control are often unable to control their arousal, they become easily
agitate and intensely emotional.
\3.) Exosystem (Brofenbenner) - ANS Consist of links between a social setting in which
the individual does not have an active role and the individual's immediate context. For
example, a husband's or child's experiences at home may be influenced by a mother's
experience at work. The mother might receive a promotion that requires her to travel
more and spend time away from home, in turn might increase conflict with the husband
and change patterns of interaction with the child.
SANTROCK
1.) Development is Lifelong (Baltes) - ANS Early adulthood is not the end of development
and no age period dominates development, looks at development at different points in
life.
\1.) Easy Child (Chess and Thomas) - ANS A child who is generally in a positive mood,
quickly establishes regular routines in infancy, and adapts easily to new experiences.
\1.) Extraversion/surgency (Rothbart and Bates) - ANS Includes approach, pleasure,
activity, smiling, and laughter. Kagan's uninhibited children fit into this category.
\1.) Microsystem (Brofenbenner) - ANS Setting in which the individual lives, most direct
interactions with social agents takes place, the individual is not a passive recipient of
experiences in this setting, but someone who helps to construct the settings.
\1.) Neural Tube - ANS As the human embryo develops inside its mothers womb, the NS
system begins forming as a long, hollow tube located on the embryo's back. This pear
shaped neural tube, which forms at about 18 to 24 days after conception, develops out of
the ectoderm. The tube closes at the top and bottom ends at about 27 days after
conception. Anencephaly (highest region of the brain doesn't develop due to the head
end of the tube not closing properly and fetus dies in womb, during birth or after) and
spine bifida can result if the neural tube doesn't close properly. One way to make sure
the tube closes properly is for women to take an adequate amount of vitamin B, or folic
acid.
\1.) Securely Attached Babies - ANS Babies who use the caregiver as a secure base from
which to explore the environment. When in the presence of their caregiver, these babies
explore the room and examine toys that have been placed in it, when the caregiver leaves
the might protest mildly and when they return, the infants reestablish positive interaction
with her and subsequently often resume playing with the toys in the room.
\1.) Simple Reflexes (Piaget) - ANS Corresponds to the first month after birth. In this
substage, sensation and action are coordinated primarily through reflexive behaviors,
such as rooting and sucking. A newborn will suck a nipple or bottle only when it's placed
directly in the baby's mouth or touched by lips, but soon the infant might suck when a
bottle or nipple is nearby.
\1.) Trust vs Mistrust (Erikson) - ANS Experienced in the first year of life, development of
trust during infancy sets stage for lifelong expectation that world will be a good and
pleasant place to live.
\2.) Autonomy vs Shame and Doubt (Erikson) - ANS Occurs in late infancy and
toddlerhood. After gaining trust in caregivers, infants begin to discover that their
behavior is their own, start to assert their sense of independence and autonomy, if
restrained or punished too much they are likely to develop a sense of shame and doubt.
\2.) Development is Multidimensional (Baltes) - ANS No matter what age you are, your
body, mind, emotions and relationships are changing and affecting each other. (Example:
, Ted Kaczynski, Unabomber, hospitalization at 6 mo) Development has biological,
cognitive, and socioemotional dimensions.
\2.) Difficult Child (Chess and Thomas) - ANS A child who reacts negatively and cries
frequently, engages in irregular daily routines, and is slow to accept change.
\2.) First habits and Primary Circular Reactions (Piaget) - ANS Develops between 1 and 4
months of age, infant coordinates sensation and two types of schemes: habits and
primary circular reactions. A habit is a scheme based on a reflex that has become
completely separated from its eliciting stimulus. A circular reaction is a repetitive action.
\2.) Insecure Avoidant Babies - ANS Babies who show insecurity by avoiding the
caregiver. These babies engage in little interaction with the caregiver, aren't distressed
when they leave the room, and usually do no reestablish contact when she returns, and
may even turn their back to her, if contact is established, the infant usually leans or looks
away.
\2.) Mesosystem (Brofenbenner) - ANS Involves relations between microsystems or
connections between contexts. Like the relation of family experiences to school
experiences, for example, children whose parents have rejected them may have difficulty
developing positive relationships with teachers.
\2.) Negative Affectivity (Rothbart and Bates) - ANS Includes "fear, frustration, sadness,
and discomfort." These children are easily distress; they may fret and cry often, Kagan's
inhibited children fit into this category.
\2.) Neurogenesis - ANS The generation of new neurons that at its peak, as many as
200,000 neurons are generated every minutes.
\2.1.) Primary Circular Reaction (Piaget) - ANS A scheme based on the attempt to
reproduce an event that initially occurred by chance. For example, an infant accidentally
sucks its fingers when they are placed near his mouth, later he searches for his fingers
to suck them again, but the fingers do not cooperate bc the infant cannot coordinate
visual and manual actions.
\3.) Development is Multidirectional (Baltes) - ANS Throughout life, some dimensions or
components of a dimension grow or decline. (Example: Language, difficulty in acquiring
a second language decreases in development, especially after early childhood. Another
is older adults having better judgement than younger, but performing slower than
younger on speed related task)
\3.) Effortful Control aka self-regulation (Rothbart and Bates) - ANS Includes "attentional
focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity
pleasure." Infants who are high on effortful control show an ability to keep their arousal
from getting too high and have strategies for soothing themselves. By contrast, children
low on effortful control are often unable to control their arousal, they become easily
agitate and intensely emotional.
\3.) Exosystem (Brofenbenner) - ANS Consist of links between a social setting in which
the individual does not have an active role and the individual's immediate context. For
example, a husband's or child's experiences at home may be influenced by a mother's
experience at work. The mother might receive a promotion that requires her to travel
more and spend time away from home, in turn might increase conflict with the husband
and change patterns of interaction with the child.
