I need this assigment in 6 hours no more no less !!

You need to answer the Questions in “Qs file” by depending on notes files and Chapter 7 file. 

ANY DETAILS FROM OUTSIDE SOURCE WILL  CAUSE LOSING POINTS. 

4

Chapter 7: Developmental Psychology

Human life-span development occurs in several life stages: p. 287

Infancy

Early, Middle and Late childhood

Early, Middle, and Late adolescence

Emerging, Early, Middle, and Late adulthood (Arnett)

Development occurs separately but simultaneously, includes:

Physical (gross and fine motor skills), social, emotional, cognitive, and spiritual p. 287

There are four periods of prenatal development.

(book has little data and only shares three of four periods—follow lecture closely)

1. The germinal period is the first 14 or so days (weeks 1 and 2)

Zygote created in fallopian tubes (about three days to uterus)

Enters uterus as blastocyst

Blastocyst later becomes embryo

Trophoblast, which contains blastocyst attaches to uterine wall =

Implantation

Endoderm, mesoderm, exoderm

Yolk sac/umbilical vesicle present pre-trophoblast development

The trophoblast (amnion, umbilical cord, and placenta) provides nutrition and support—starts providing after germinal period

2. The embryonic period lasts about 6 weeks (weeks 3-8)

Organogenesis takes place within the first two months; formation of body

(Santrock charts)

There are three life support systems, called the trophoblast, for the embryo

Placenta: disk shaped group of tissues which connects embryo to mother.

The placenta implants itself to the uterine wall

Extracts nutrition from mother’s blood

Filters teratogens to a point

Produces hormones

Umbilical cord connects baby to placenta and is two arteries and a vein.

Oxygen, water, salt, and food go to baby

Excretion and carbon dioxide come from baby

The amnion is a sac and liquid and within it floats the embryo then fetus.

This is the same design as the human brain.

3. Fetal period starts at two months into gestation and lasts seven months (on average).

(Last two weeks are not considered fetal—last two weeks are called full term)

Eyes (open about 18 weeks to establish blinking), limbs (movement during fourth month), mouth (sucking thumb as early as 11 weeks; swallowing in womb about 26 weeks)

The amnion carries strong food odors and tastes to assist fetus with sense action pre-birth

Fetal life is not typically viable if born before 24 weeks of gestation (some survive at 22) (Santrock)

Alveoli in lungs not open in amnion; “breathes” amnion fluid to strengthen lungs

Last two months is for organ action and fatty build up—extremely important period for safe development

4. Full term: weeks 36 through 38

Average American baby is 7.5 lbs and is 21 inches long at birth

Teratogens are agents/substances that cause birth defects (Canvas)

Not just observable defects (physical—embryonic) at birth but may be seen later in life as well (emotional and cognitive—fetal).

Three parts to a teratogen being effective: dose, exposure, and genetic susceptibility

Nature and nurture interactions can be seen easily with effects on development (nature) by teratogens (nurture) (previous text)

Human infants are born with instincts (Canvas)

Blinking and scent marking are the only permanent instincts

Language

Language: combining symbols from spoken, written, and gestured information to communicate infinite meaning

“language allows people. . .to represent their own internal mental activity” (Ciccarelli, 2015, p. 294)

The human brain is called “the language brain”—soft-wired for language

Receptive Language at about 4 months

Ability to comprehend speech happens by 4 months

Infant can discern phonemes of unlimited languages

Infant stops listening to “strange” language noises about 8 months of age

Productive Language at about 12 months

Examples on pp. 280-281

How do we learn language during a process of nurture after being “soft-wired” by nature?

Skinner: Operant Learning

Nurture: Organisms learn language through: association, consequences, and imitation of observed behavior

Chomsky: Inborn Universal Grammar

Nature: Disagreed with Skinner based on rapid acquisition of language. All languages have similar development (nouns first) and grammatical structure (nouns, verbs, subject, and object)

“Moral development involves thoughts, feelings, and actions regarding rules and conventions about what people should do in their interactions with other people” (Santrock, J.).

Piaget’s theory: moral development begins around the age of four

Heteronomous morality is seeing justice and rules as unchangeable: black and white (4-7)

Involves the idea of imminent justice, which is the idea that bad actions will be punished.

Autonomous morality includes individuals and intentions: shades of gray along with black and white (transition between about 7-10 into this stage) (Kantian contribution is evident here)

Imminent justice is not consistent, and child learns that punishment is not inevitable.

Kohlberg’s stages (pp. 313-314)

Attachment (pp. 315-318 +Canvas)

Harlows and Bowlby (lab work) and Ainsworth (field research)

“All you need is love” by the Beatles was written in response to this research

Affectional bond, 76% adult match to infant type, not outgrown, made through quality of interaction with primary CG(s), template for human interaction

There are four types of attachment: book labels incorrectly for infants

Secure, Avoidant, Anxious-Resistant (Ambivalent), Disorganized

Baumrind’s three styles of parenting (warmth and structure are the main variables) pp. 318-319

Authoritative: democratically led, option-based, demanding but responsive, higher warmth than structure most of the time

Authoritarian: parent led, imposes, inflexible, parental authority enforced, higher structure than warmth most of the time

Permissive: child in charge, indulgent

Rejecting/neglectful: nobody in charge, needs not met, worst outcomes for children appear to be here

 

 

 

 

 

 

 

 

 

Disappears after 3 to 4 months

 

 

Disappears after 3 to 4 months

 

 

 

Disappears after 3 to 4 months

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflex

Stimulation

Infant’s Response

Developmental Pattern

Blinking

Flash of light, puff of air

Closes both eyes

Permanent

Babinski

Sole of foot stroked

Fans out toes, twists in foot

Disappears after 9 months to 1 year

Grasping

Palms touched

Grasps tightly

Weakens after 3 months, disappears after

1 year

Moro (startle)

Sudden stimulation, such as

Startles, arches back, throws head

Disappears after 3 to 4 months

hearing loud noise or being

back, flings out arms and legs

dropped

and then rapidly closes them

to center of body

Rooting

Cheek stroked or side of mouth

Turns head, opens mouth and

touched

begins sucking

Stepping

Infant held above surface and

Moves feet as if to walk

feet lowered to touch surface

Sucking

Object touching mouth

Sucks automatically

Swimming

Infant puts face down in water

Makes coordinated swimming

Disappears after 6 to 7 months

movements

Tonic neck

Infant placed on back

Forms fists with both hands and

Disappears after 2 months

usually turns head to the right,

(sometimes called the “fencer’s

pose” because the infant looks

like it is assuming a fencer’s

position.

1

CHAPTER 3: SENSATION AND PERCEPTION

Funnel and bottle-neck

Bottom-up and Top-down (p. 127)

Objective and Subjective

Sensation: (funnel, bottom-up, objective) p. 127

(follow lecture closely as text describes detection-stage one-only)

1. Detect—PNS to CNS: happens with sensory receptors and absolute thresholds

2. Encode—CNS: brain’s analysis of detected data:

(cerebral cortex primary; know the lobes)

3. Signal—CNS to PNS: action needed? Signal sent or sensory adaptation?

p.109

Vision: occipital lobe primary pp. 112-121 and p. 74

Eye parts, function

Retina (fovea located in retina) has three types of receptors: rods, cones, and intrinsically photosensitive retinal ganglion cells (ipRGCs)

Retina/Fovea discerns three colors: blue, green, red (infants cannot see blue until about two months of age)

Trichromatic theory and color blindness

Parallel Processing—color, motion, form, depth

Eyes are the easiest sense to fool (change blindness) p. 295

Hearing: temporal lobe primary pp. 121-123 and p. 74

Ear areas and function

Taste: parietal lobe primary

Taste buds

Chemical sense

Taste preference: nature, nurture, and the individual

Smell: parietal lobe primary

Chemical sense

Soma senses or Somesthetic senses pp. 72-73

Touch: parietal lobe primary

Pain receptors

Pressure

Heat

Cold

Kinesthetic and Vestibular

Synesthesia pp. 75-76

Perception: (bottle neck, top down, subjective) p. 127

(book does not review process of perception; it reviews the outcomes of perception)

“the further processing of sensory information”

1. Select—CNS: not all sensory information is selected for perceptual processing, selection is often based on uniqueness and past experience

2. Organize—CNS: past, present, future integration in opinion, experience (association)

3. Interpret—CNS: final opinion, decision, understanding, etc.

PSYC&100—Rubric for Essays in General

Organization—follows format in syllabus re: spacing. There is a clear author and subject matter. Writing appears to be focused on distinct topic in each paragraph. Topic sentences are used for transitions between paragraphs and topics. There is a logical flow to the order of the paper. Paragraphs are appropriately long (minimum or 8 sentences each). About 25% of grade.

Development and Expression—paper is an objective review of an author’s information-does not include opinion unless asked. All pertinent details about subject are included. Assignment requirements are met (length). All the possible information, from all the possible sources, is used (text, class notes, canvas documents); condensed information is presented in a smooth way. Reader shows they understand terms by defining them. Reader is presented with something related to psychology’s theories and concepts (concepts are agreed upon definitions). About 60% of grade.

Grammar and Evidence— APA guidelines from syllabus and quick sheet are followed, authors and data are cited in the text an referenced on the reference page, a reference page is attached with correct format and information, paraphrasing and in-text citation are present and used correctly (evident use of paraphrasing— at least two paraphrases per page), effectively edited, lack of wordiness, correct punctuation, inclusiveness of subjects present, lack of labeling language and bias, spelling is correct, and overall grammar is correct. About 15% of grade.

Teratogens

Infectious Diseases

Rubella (German Measles) If a pregnant woman contracts rubella during the embryonic stage, the consequence is, not infrequently, mental retardation, blindness, or eye, ear, and heart abnormalities in the baby- depending on the week the virus enters the blood stream. Luckily, women of childbearing age are now routinely immunized for this otherwise minor adult disease.

Cytomegalovirus About 25% of babies infected with this virus develop vision or hearing loss; 10% develop neurological problems.

AIDS HIV-Infected women can transmit the virus to their babies prenatally through the [placenta, during delivery (when blood is exchanged between the mother and the child), or after birth (through the breast milk). Rates of transmission are much lower if infected mothers take the anti-Aids drug AZT or if newborns are given a new drug that blocks the transmission of HIV at birth. If a mother takes these precautions, does not breast feed, and delivers her baby by C-Section, the infection rate falls to less than 1%. While mother to child transmission of HIV has declined dramatically in the developed world, it remains a devastating problem in sub-Saharan Africa and other impoverished regions of the globe (Avert, 2005).

Herpes This familiar sexually transmitted disease can cause miscarriage, growth retardation, and eye abnormalities in affected fetuses. Doctors recommend that pregnant women with active genital herpes undergo C-sections to avoid infecting their babies during delivery.

Toxoplasmosis This disease, caused by a parasite found in raw meat and cat feces, can lead to blindness, deafness, and mental retardation in infants. Pregnant women should avoid handling raw meat and cat litter.

Medications

Antibiotics Streptomycin has been linked to hearing loss; tetracycline to stained infant tooth enamel

Thalidomide This drug prescribed in the late 1950s in Europe and Americas to prevent nausea during the first trimester, prevented the baby’s arms and legs from developing if taken during the embryonic period.

Anti-seizure drugs These medications have been linked to developmental delays during infancy

Anti-psychotic drugs These drugs may slightly raise the risk of giving birth to a baby with heart problems.

Antidepressants Although typically safe, third-trimester exposure to selective serotonin reuptake inhibitors and tricyclic anti-depressants has been linked to temporary jitteriness and excessive crying and to eating and sleeping difficulties in newborns. Rarely, these drugs can produce a serious syndrome involving seizures and dehydration, as well as higher rates of “miscarriage.”

Recreational Drugs

Cocaine This drug is linked to miscarriage, growth retardation, and learning and behavior problems.

Methamphetamines This drug may cause miscarriage and growth retardation.

Environmental Toxins

Radiation Japanese children exposed to radiation from the atomic bomb during the second trimester had extremely high rates of severe mental retardation. Miscarriages were virtually universal among pregnant women living within 5 miles of the blast. Pregnant women are also advised to avoid clinical doses of radiation such as those used in x-rays (and especially cancer treatment radiation).

Lead Babies with high levels of lead in the umbilical cord may show impairments in cognitive functioning (Bellinger and others, 1987). Maternal and paternal exposure to lead is associated with miscarriage.

Mercury and PCBs These pollutants are linked to learning and behavior problems.

Stress A vast array of studies suggest severe stress during pregnancy is linked to miscarriage, premature delivery, and learning and behavior problems- as well as possibly having long-term effects on adult health (see page 54 of text). But moderate stress during the second and third trimesters may accelerate prenatal growth and so promote better health at birth.

Vitamin Deficiencies In addition to eating a balanced diet, every women of childbearing age should take folic acid supplements. This vitamin, part of B complex, protects against the incomplete closure of the neural tube during the first month of development- an event that may produce spina bifida (paralysis in the body below the region of the spine that has not completely closed) or anencephaly (failure of the brain to develop-and certain death) if the gap occurs toward the top of the developing neural tube.

General sources: Huttenlocher, 2002, and the references in this chapter. Sources specifically correlating Stress with child problems: Bergman

and others, 2010; Bregnab and others, 2010; Buss and others, 2010; Charil, and others, 2010; Douglas, 2010; Figueiredo and others, 2010;

Rice and others, 2010; and Schetter, 2011.

Labor and Birth

Natural-Birth Providers and Options

Certified midwife: Certified by the American College of Nurse Midwives, this health-care

Professional is trained to handle low-risk deliveries, with obstetrical backup should complication arise.

· Plus: Offers a birth experience with fewer medical interventions and more humanistic care.

· Minus: If the delivery suddenly becomes high risk, an obstetrician may be needed on the scene.

Doula: Mirroring the “old style” female experience, this person provides loving emotional and physical support during labor, offering massage and help in breathing and relaxation, but not performing actual health-care tasks, such as vaginal exams. (Doulas have no medical training.)

· Plus: Provides caring support from an advocate.

· Minus: Drives up birth expense.

Lamaze method: Developed by French physician Ferdinand Lamaze, this popular method prepares women for childbirth by teaching pain management through relaxation and breathing exercises.

· Plus: Offers a shared experience with a partner (who acts as the coach) and the sense of approaching the birth experience with greater control.

· Minus: Doesn’t necessarily work for pain control “as advertised”!

Bradley Method: Developed by Robert Bradley in the 1940’s, this technique is designed for women interested in having a completely natural, nonmedicated birth. It stresses good diet and exercise, partner coaching, and deep relaxation.

· Plus: Tailored for women firmly committed to forgoing any medical interventions.

· Minus: May set women up for disappointment if things don’t go as planned and they need those interventions.

Medical Interventions

Episiotomy: The cutting of the perineum or vagina to widen that opening and allow the fetus to emerge (not recommended unless there is a problem delivery).*

· Plus: May prevent a fistula, a vaginal tear into the rectal opening, which produces chronic incontinence and pain.

· Minus: May increase the risk of infection after delivery and hinder healing.

Epidural: This most popular type of anesthesia used during labor involves injecting a painkilling medication into a small space outside the spinal cord to numb the woman’s body below the waist. Epidurals are now used during the active stage of labor-effectively dulling much of the pain-and during c-sections, so that the woman is awake to see her child during the first moments after birth.

· Plus: Combines optimum pain control with awareness; because the dose can be varied, the woman can see everything, and she has enough feeling to push during vaginal deliveries.

· Minus: Can slow the progress of labor in vaginal deliveries, can result in headaches, and is subject to errors if the needle is improperly inserted. Concerns also center on the fact that the newborn may emerge “groggy”.

Electronic fetal monitor: This device is used to monitor the fetus’s heart rate and alert the doctor to distress. With an external monitor, the woman wears two belts around her abdomen. With an internal monitor, an electrode is inserted through the cervix to record the heart rate through the fetal scalp.

· Plus: Shown to be useful in high-risk pregnancies.

· Minus: Can give false readings, leading to a premature c-section. Also, its superiority over the lower-tech method of listening to the baby’s heartbeat with a stethoscope has not been demonstrated.

C-section: The doctor makes an incision in the abdominal wall and the uterus and removes the fetus manually.

· Plus: Is life-saving to the mother and the baby when a vaginal delivery cannot occur (as when the baby is too big to emerge or the placenta is obstructing the cervix). Also is needed when the mother has certain health problems or when the fetus is in serious distress.

· Minus: As a surgical procedure, it is more expensive than vaginal delivery and can lead to more discomfort after birth.

*
Late twentieth-century research has suggested that the once-common U.S. practice of routinely performing episiotomies had no advantages and actually hindered recovery from birth. Therefore, in recent decades, the episiotomy rate in the United States has declined.

Follow directions

 

from the prompt and rubric to access full credit:

Exam #2 Essays (Griggs): Pick one essay to complete. Worth up to 50 points. Answer in complete sentences and academic paragraphs (min. 8 sentences). Use your own words (UYOW) to complete essays in a minimum of two typed pages;10% deduction from total possible points if not in own words; 10% deduction if essay does not meet minimum length requirements; 10% deduction if no citation or reference page; 50% deduction if not based on class data.

 

There are four distinct periods of human prenatal development; share names of each period (2). List and describe the first three periods. Include these data points: name of period, name of gestating human during each period, how long each period lasts, and describe the developmental goals of each period (42). Define a teratogen, provide an example of a teratogen, and explain the two ways teratogens affect development (timing) (6).

 

Write about the process of sensation. Describe each of the three parts of sensation (15). Choose one sense (from the main five) to focus on. For this one sense, describe the receptor (use all parts), share a basic description of how it functions, and where the data goes in the brain for encoding (20). Explain the role of the nervous system in the process of sensation: list and explain the different parts of the nervous system that are involved in each of the three stages of sensation (10). What is one relationship between sensation and perception (5)?