Chapter 4 the developing person psychology
Spermarche
First ejaculation, usually occurs as a nocturnal emission ( wet dream)
conception
1. A women's ovary releases a mature egg, size of a period at the end of a sentence, and when the 200 million or more sperm deposited during intercourse begin their race upstream towards it. The women was born with all the immature eggs she would ever have, although only 1 in 5000 will mature and be released. A man begins producing sperm cells at puberty. The manufacturing process continues 24 hours a day for the rest of his life. 2. The sperm approach a cell much bigger then their own size. The few that make it to the egg release digestive enzymes that eat away the rugged protective coating, allowing the speed to penetrate. 3. Fingerlike projections sprout around the successful sperm and pull it in. The egg nucleus and the sperm then fuse. The tow have become one 4. 1 egg and 1 sperm make you
developmental psychologist
A branch of psychology that studies physical, cognitive, and social change throughout the life span Examine how people are continually developing from infancy through old age. Research centers on 3 major issues 1. Nature/nurture: how much do genetic inheritance (our nature) and experience ( nurture we receive) influence our development? 2. Continuity/stages: is development a gradual, continuous process like riding an escalator, or does it proceed through a sequence of separate stages, like climbing rungs on a ladder? 3. Stability/ change: Do our early personality traits persist throughout life, or do we become different persons as we age?
Autism- preoperational stage
A disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others states of mind People with autism have difficulty interfering others thoughts and feelings. They don't appreciate that playmates and parents might view things differently Example- most children learn that another child's pouting mouth signal sadness, and that twinning eyes mean happiness or mischief but a child with autism (which is related to malfunctions of brain areas that enable attending to others) fails to understand these signals Example- children see a doll names sally leaving her ball in the red cupboard , another doll , Anne moves the hall to another cupboard. Researchers than pose a question: when sally returns, where will see look for the ball? Children with autism have difficulty understanding that Sally's state of mind differs form their own, that sally, not knowing the ball has been moved will return to the red cupboard Kids with autism will have difficulty reflecting on their own mental states, for example they are less likely to use pronouns like I and Me. Deaf children who have hearing parents and minimal opportunities for communication have similar difficulty interfering others' state of mind
Cross sectional study
A study on which people of different ages are compared with one another Older adults give fewer correct answers than do young people intelligent test
Preoperational stage
About 2 to 6 years- representing things with words and images but lacking logical reasoning Phenomena- pretend play, egocentrism, language development Piaget believed that during the preschool period and up to about age 6 or 7, children are in a preoperational stage- too young to preform mental operations, during which a child learns to use language but does not yet comprehend the mental operations of concrete logic Example- for a 5 year old, the milk that seems too much in a tall, narrow glass may become an acceptable amount of poured into a short wide glass. This is because the child focuses only on the high dimension and is incapable of performing the operation of mentally pouring it back.
Kholbergs postconventional morality
Abstract reasoning of formal operational thoughts. Affirms peoples agreed- upon rights( people have the right to love) or follows slant one personally perceived as basic ethical principles ( if you steal the drug, you won't have loved to you you own ideals) - last one, in adults, which only some obtain As our thinking matures, out behavior becomes less selfish and more caring I'm European and North American educated middle class, which prize individualism- ones own goals rather than group goals, postconventional level is more controversial.
prenatal development -Teratogens
Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm At each prenatal stage, genetic and environmental factors affect our development. The placenta transfers nutrients and oxygen from mother to fetus, while screening out many potentially harmful substances, but some substances slip by. The placental screen admit teratogens- harmful agents such as particular viruses and drugs Example- if a pregnant woman is a heroine addict, her baby will be a hero one addict. If the mother carries the AIDS virus, the baby may also Example- when a pregnant women smokes her baby experiences the same reduced blood oxygen and a shot of nicotine like her. If the mother is a heavy smoker, her fetus may receive fewer nutrients and be born underweight, and heavy maternal smoking may also affect the fetal brain. A study was done that found markedly increased violent crime rates among men whose mothers smoked heavily during pregnancy
Cognitive development- adolescence
As a young teenager scores capable of thinking about their thinking, and of thinking about others thinking, they begin imagining what other people are thinking about them. (Adolescents might worry less about what others think of hem if they knew how similarly self-preoccupied their peers are.)
assimilation and accommodations- jean Piaget
Assimilation-Interpreting ones new experience in terms of ones existing schemas Accommodation- adapting ones current understanding (schemas) to incorporate new information To explain how we use and adjust our schemas, Piaget proposed 2 concepts,
Kohlbergs preconventional morality
Before age 9, they obey either to avoid punishment, if you do something bad you are punishments ( if you let your wife die, you get in trouble) or to gain concrete reward ( if you save your wife your a hero) if you do something good you are rewarded
Maturation- brain development
Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience We experience an orderly sequence of genetically designed biological growth processes called maturation. Maturation orders many of our commonalties- from standing before walking, to using nouns before adjectives. Abuse or severe deprivation will retard development, and enough experiences with parents who talk and read to the child will help sculpt neural connections. So maturation sets the basic course of development; experience adjust it
1. Sensorimotor stage
Birth to nearly 2 years- experiences get the world through senses and actions (mouthing, looking, touching, and grasping) Phenomena- stranger anxiety, object permanence From birth to nearly age 2, babies take the work in through their sensory and motor interactions with objects- through looking, heating, touching, mouthing, and grasping
Kholbergs conventional morality
By early adolescence, cares for others, upholds laws and social rules simply because they are laws and rules. Being able to take care of others' perspective, adolescence may approve actions that will gain social approval or that will help maintain the social order (if you steal the drug, everyone will think you are a criminal)
Cognition and jean Piaget 4 stages
Cognition- All the mental activities associated with thinking, knowing, remembering, and communicating. Piaget described cognitive development in 4 stages, he believed that children experience sprints of change and greater stability as they move from one stage to the other. 1. Sensorimotor stage 2. preoperational stage 3. Concrete operational stage 4. Formal operational stage
Devolving mortality - cognitive development in adolescents , moral thinking
Crucial task of childhood and adolescence is knowing right from wrong and devolving character- the psychological muscles for controlling impulses. To be a moral person is to think and act accordingly Piaget believed that children's moral judgements build on their cognitive development. Agreeing with Piaget, Lawrence kohlberg who sought to describe the development of moral reasoning -Lawrence kholbergs best know dilemma: in Europe a women was near Death from a bad disease, special kind of cancer. There was one drug that the doctors thought might save her, a form that a druggist in the same town had recently discovered. The drug was expensive to make- $200, but the druggist was charging $2000 for a small dose of the drug. The sick woman's husband, went to everyone he knew to borrow money but could only get together $1000. He told The druggist that his wife was dying and asked to sell it cheaper or let him pay later. But the druggist said no I discovered the drug and I'm going to make money from it. The husband got desperate and broke into the mans store to steal the drug for his wife. - should he have stolen the drug? Why was what he did right or wrong, Kohlberg would have not been interested in your hiring of the husbands behavior as right or wrong- either can be justified- but rather in your reasoning. Kohlberg preposed that our moral reasoning helps guide our judgements and behavior. Kohlberg argued that we pass through 6 stages of moral thinking as we devils, moving from simplistic to concrete towards more abstract and principled. He cluster six stages into 3 basic levels 1. Preconventional morality 2. Conventional morality 3. Postconventional morality
Adulthood- physical devplment
Decline after 65
Habituation
Decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner. A stimulus gets attention when first presented. But the more often the stimulus is presented, the weaker the response becomes. Infants prefer gazing at new stimulus. This seeming boredom with familiar stimuli gives us a way to ask infants what they see and remember. Infants can remember initial stimulus and perceive the new stimulus as different. Infants can also tell the difference from different colors, shapes, and sounds and can understand some basic concepts or numbers and physics ( for example that 2 solid objects cannot occupy the same space) Infants focus first on the face, not the body just like adults
Effects on early maturity
Early decoupling boys , being strong and more athletic during early teen years, tend to be more popular, self assured, and independent, though sells more at risk for alcohol use and premature sexual activity For girls , early maturity can be stressful. If a young girls body is out of sync with her own emotional maturity we her friends physical development and experiences, she may begin associating with older adolescents or may suffer teasing or sexual harassment
Developing reasoning power - cognitive development in adolescence
Early teens years- reasoning is self focused, adolescents might think their private experiences are unique and may assume their parents just can't understand what if feels like to be dating or to hate school. Then gradually adolescences achieve formal operations Piaget called. Adolescence become more capable of abstract logic. If this, then that. Example- having perhaps envisioned god as a n old man in the clouds when they were first capable of symbolic thinking in early childhood, they may now seek a deeper conception of god and existence. Adolescents ability to reason hypothetically and arrive at consequences also enables to lack agreement (inconsistencies) in others and to spot hypocrisy (behavior that contradicts what one claims to believe or feels). This could lead to heated debates with parents and silent vows never to lose sight of their own ideals
Devolving mortality - cognitive development in adolescents, moral action
Effected by social influences , peoples willingness to cheat, discriminate racially, some weed and not determines by their attitudes toads cheating, race, and drugs but social influences Ex- best predictor of a teen smokes weed, is simply is how many of his friends smoke it Ex- many nazi concentration camp guards during ww1 were ordinary "moral" people who were corrupted by a powerful evil situation
Social development- Ermine stages of psychosocial development
Erik Erickson contended that each stage of life has its own "psychological" task, a cris that needs a resolution Infancy- to 1 year, issue- trust vs. mistrust, of needs are dependably met infants devils a sense of basic trust Toddlerhood- 1 to 2 years, autonomy vs. shame and doubt, toddlers learn to exercise will and do things for themselves, or doing their abilities Preschooler- 3 to 5 years, imitative vs. guilt, preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent Elementary school- 6 years to puberty, contenders vs. inferiority, children learn the pleasure of applying themselves to task, or they feel inferior ( lower in rank or status) Adolescence- teen years into 20s, identity vs. role confusion, teens work at refining a sense of self by testing roles and then Integrating them to form a single identity, or they become confused about who they are Young adulthood, 20s to early 40s, intimacy VSCO. Isolation, young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated Middle adulthood, 40s to 60s, generativity vs stagnation, the Middle age discover a sense of contributing to the world, usually though family s d work, or they many feel a lack of purpose Late adulthood, late 60s and up, integrity vs despair, when reflecting on his or her life, the older adult may feel a sense of satisfaction or failure
formal operational stage
In Piaget's theory , the state of cognitive development ( normally about age 12 thought adulthood) during which people begin to think logically about abstract concepts Phenomena- abstract logic, potential for mature moral reasoning
Egocentrism
In Piaget's theory, the inability of the preoperational child to take another's point of view. Piaget contended that preschool children are egocentric- they cannot perceive things from another point of view Example- they may think the sum and moon follow them around Example- " show mom your picture" 2 year old holds the pictures facing her own eyes. Three year olds makes himself "invisible" by putting his hands over his eyes, assuming that if he can't see someone, they can't see him. Example- preschooler watching tv who block your view of the televising assume that you see what they see Example- if a preschooler is on the phone with you, they may node there heads say yes thinking that you can see them
concrete operational stage
In Piaget's theory, the stage of cognitive development ( from about 6 to 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events , grasping concrete analogies and preforming arithmetical ( mathematical) operations Phenomena- conservation, mathematical, transformations
Adulthood, social development
Love and woke make you happy
Devolving mortality - cognitive development in adolescents, moral feeling
Mind makes moral judgmental, quickly and automatically We feel disgust when seeing people engage in degrading or subhuman acts We feel "elevation"- a tingly, warm, glowing feeling in the chest when seeing people display exceptional generosity, compassion or courage. Moral judgements invokes quick gut feelings, or heavy intuitions, which then trigger moral reasoning Ex- imagine a runaway trolly headed for 5 people, all to be killed unless throw a switch that diverts the trolley to another track, where it will kill one person, should you throw the switch? Most say yes. Now imagine the same dilemma. Except that your opportunity to save the 5 requires you to push a large strangers onto the tracks, where he does and his body stops the trolleys, most say no. - Josh's Greene uses brain imaging to spy on peoples neural responses as they contemplated these dilemmas. Only when the person is pushed in the dilemma there brains emotion area light up, despite the logic, the personal dilemma engages emotion that altered moral judgement. So moral judgement is more than thinking, it's also gut level feeling
secondary sex characteristics- puberty
Non reproductive sexual characteristics, such as female breast and hips, male voice quality, and body hair For girls breasts and hips devolved, boys get facial hair and deeper voices. Both sexes get pubic and underarm hair
Theory of mind- preoperational stage
People's ideas about their own and others mental states- about their feelings, perceptions, and thoughts and the behavior these might predict Although still egocentric, preschoolers begin forming a theory of mind- rather than thinking of people as breathing wind- up dolls, they come to realize that people have minds As their ability to infer intentions and other mental states develops, children's seek to understand what made a playmate angry, when a sibling will share, and what might make a parent buy them a toy. The preschooler's growing ability to tease, empathize, and persuade stems from a growing ability to take another's perspective. Between 3 1/2 and 4 children come to realize that others may hold false beliefs Example- children got showed a bandaids box and asked them what was inside. The children naturally expected bandaids, and were surprised to discover that the box actually contained pencils. Asked what a child who had never seen the box would think was inside, 3 year olds typically answered or coals and 4 to 5 year olds typically answered bandaids because there theory of minds had leapt forward Our theory of mind also enables us to infer others feelings. Even young preschoolers understand that sad events cause sad feelings. Next children come to understand that thoughts can cause feelings, the reminder of a previously sad event can trigger a sad feeling between ages 5 and 8, children learn spontaneous self produced thoughts can also create feelings. If someone's mood suddenly changes for no appear to reason, an 8 year old will assume the occurrence of thought
Cognitive development- Jean Piaget
Piaget was working to develop questions for children intelligence tests. While administering tests, Piaget became interested by children's wrong answers. The errors made by children of a given age were similar. After spending a half-century with children, Piaget was convinced that children don't know less than adults but think differently than adults. Children reason in wildly illogical ways about problems whose solutions are self evident to adults. Piaget's further believed that a child's mind develops through a series of stages according to age. For example an 8 year old child therefore comprehends things that a 3 year old can not and trying to teach the same analogy to a 3 year old would be useless.
Lagitudinal study
Researchers in which the same people are testified and retested over a long period Until later in life , intelligence remained stable , on some test even increased
Menarche- puberty
The 1st menstrual period Memorable event, nearly all adult women recall it and remember experiencing a mixture of feelings- pride, excitement, embarrassment, and apprehension. For the 1st few months many keep it from there friends, discuss it with their mothers, and few discuss with there fathers . Girls who are prepared for menarche usually experience it as a positive life transition. And afterwards regardless of there age , girls increasingly see and present themselves as different from boys and function more independently of their parents
1.Sensorimotor stage - object permanence
The awareness that things continue to exist even when not perceived, something young infants lack Very young babies live in the present: what is out of sight is out of mind Example- Piaget would show an infant an appealing toy and then flop his cloth over it and see whether the infant searched for the toy. Before 6 months of age, the infants did not. By 8 months, infants begin exhibited memory for things no longer seen, the infant will look for the toy. But today's research let's see development as more continuous instead of stages, for examples now young infants will look for the toy where they saw it hidden a second before. Researchers believe that Piaget underestimated young children's competence. Piaget assumed that before age 2, infants cannot think, but they can recognize things. Smile at them, crawl to them, and manipulate them but they just have no abstract concepts or ideas. Babies seem to have more intuitive gasp of simple law of physics than Piaget realized. Example- infants look longer at unexpected scenes like magic tricks of a ball stopping in mid air, a car seeming to pass through a solid object, or magical disappearances of an object Babies also have a head for numbers Example- Karen Wynn showed 5 month old infants one or two objects. Then she hid the objects behind a screen and then visibly removed or added one. When she lifted the screen the infants sometimes did a double take, staring longer when shown a wrong number of an object. Or is that just responding to a greater or smaller mass of objects? But later experiments show that babies number sense extends to such things as drumbeats and motions Example- a daddy duck puppets jumps 3 times on stage, they show surprise if it only jumps twice By one year or shortly after, bakes can evaluate and imitate others actions selectively. Example 14 month olds watch a women turn on a light with her forehead, they will imitate- unless her head is sticking out from a cliched blanket when preforming that act, in later cases they apparently infer that her hands simply weren't free and they use their hands when turning on the light.
Primary sex characteristics- puberty
The body structures ( overuse, tested, and external genitalia) that make sexual reproduction possible during growth spurt, the reproductive organs and external genitalia develop dramatically
Motor development- brain development
The developing brain also enables physical coordination. As an infants muscles and nervous system mature, more complicated skills emerge. - babies roll over before sitting and crawl before walking. These behaviors reflect the nervous system maturing. Blind child too can crawl and walk Individual differences in the timing of this sequence. In the US - 25% of all babies walk by age 11 months, 50% within a week after their first birthday, and 90 percent by age 15 moths Genes play a major role. Identical twins typically being sitting and walking on nearly the same day Biological maturation- including the rapid development of the cerebellum at the back of the Brian- creates our readiness to learn at about age 1
prenatal development -Fetus
The developing human organism from 9 weeks after conception to birth By the end of the sixth month, organs are formed and functional. The fetus is responsive to sound, the fetus is exposed to the sound of its mother muffled voice and immediately after birth, infants prefer there mothers voice over any other women's voice or their fathers By the end of the second month, when the fetal period begins, facial features, hands. And feet form As the fetus enters the goth month, it's 3 ounces could fit in the palm of your hand
prenatal development -Embryo
The developing human organism from about 2 weeks after fertilization through the second month Over the next 6 weeks organs begin to form and function. By 9 weeks after conception, the embryo looks unmistakable human, it is now a fetus At 40 days, Spine is visible and the arms and legs begin to grow 5 days later, The rest of the body is now bigger than the head, and the arms and legs have grown noticeably
prenatal development -Zygote
The fertilized egg; it enters a 2 week period of rapid cell division and devilish into an embryo Fewer than half of all fertilized eggs (zygote), survive beyond the 1st 2 weeks. We start as one cell then two cells and then become 100 cells that are just like the 1st cell. Then the cells start to specialize in structure and function- happens in 1st week. About 10 days after conception, the increasingly diverse cells attach to the mothers uterine wall. The zygotes outer part attaches to the uterine wall, forming the placenta, through which nourishment (substances necessary for growth, health, and good condition) passes. The inner cell then becomes the embryo
Maturation and infant memory- brain development
The lack of neural connections helps explain why our earliest memories are not that well remembered. For example we remember are first day of collage more easily then our first day of preschool Studies confirm that the average age of earliest conscious memory is 3.5 years. Memories of our preschool years are very few because we organize our memories differently from about 4 years on. Although little is consciously recalled form before age 4... Consider this - giving occasional reminders, 3 month old infants who learn that moving their legs propels a mobile will remember the association for at least a month - eleven months old who observe a researcher making a rattle by putting a button on a box will imitate the act of given the object a day or even three months later - shown an out of focus picture, 3 year olds will more quickly recognize it if they saw a clear version of the picture 3 moths earlier - shown photos of former classmates whom they had not seen since preschool, 10 year olds recognized only 1 in 5 of them. Yet there physiological responding is greater to their former classmates, whether conscious mind did not know and could not express in words, the nervous system somehow remembered
Puberty - adolescence
The period of sexual maturation, during which a person becomes capable of reproducing Adolescence being with puberty, the time when one is maturing sexually. Puberty follows a surge of hormones, which may intensify moods and and trigger a two year period of rapid physical development, usually begins at about age 11 in girls and at age 13 in boys. Boys keep getting taller than girls after age 14. A year or two before puberty, boys and girls often feel the 1sr stirrings of attraction towards those of the other or their own Puberty starts for Girls- by age 10- breast development and then 1st period at about age 12 Boys- by about age 14- first ejaculation
Conservation - preoperational stage
The principle ( which Piaget's believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the form of objects A child lacks the concept of conservation- the principle that quantity remains the same despite changes in shape Piaget didn't not view the stage transitions as abrupt and even so, symbolic thinking appears at an earlier age than Piaget's supposed. Example- when showing the children a model of a room and hid a model toy in it( miniature stuffed dog behind a miniature couch). The 2 1/2 year olds easily remembered where to find the toy, but they could not use the model to locate the actual stuffed dog behind the couch in a real room. The year olds, usually went right to to actual stuffed dog in the real room showing they could think of the model as a symbol for the room
Heredity and environmental interact
Until puberty, brain cells increase their connections, like trees growing more roots and branches. Then during adolescence comes a selective pruning of unused connections . What we don't use we lose So frontal lobe ( behavior, learning, personality, and voluntary movement) development appears to lag behind that of the emotional limbic system ( controls basic emotions like fear, pleasure and anger and drives like hunger, sex ) With frontal lobe maturation during the teens and early twenties comes improved judgement, impulse control, and the ability to plan for the long term. The brain which we begin are teens differs from the brain in which we end our teens.
Social development- forming an identity
Usually try our different selves in different situations as adolescents to refine there sense of identity, perhaps acting it one self at home, another with friends, and still another at school and work ( western cultures) Some adolescents forge their identity early, simply by taking on their parents valises and expectations ( traditional cultures)
brain development
While you resided in your mothers womb, your body was forming nerve cells at an exploding rate of nearly one-quarter million per minute. The developing brain Cortex actually overproduces neurons, with the number peaking at 28 weeks and then subsiding to a stable 23 billion at birth. At birth you had most of the brain cells you would ever have. However at birth your nervous system was immature: after birth, the neural networks that eventually enabled to walk, talk, and remember grow increasingly more complex - from ages 3 to 6, the brains neural network is sprouting most rapidly in the frontal lobes, which enable rational planning - fiber pathways supporting language and agility ( ability to move quickly and easily, the ability to think and understand quickly) continue developing into puberty, after which a pruning process shuts down excess connections, while strengthening others
Social development- devolving intimacy
Women are more concentrated on making connects Male answer syndrome- men are more likely than women to Harare answers rather than admit they don't know Example- do you have any idea why the sky is blue? As teens girls spend more time with friends and less time alone Women are more interdependent, use conversation more to explore relationships, men use it to communicate solutions. Women empathize caring and provide most of the care to the very young and very old Men emphasize freedom and self reliance Bass and feelings of support are stronger among some. Than among men As teenagers, girls become less assertive and flirtatious, boys Bronx's more domineering and unexpressive, by 50 there're differences diminished. Women become more assertive and self confident and men more empathetic and less domineering
rooting reflex- newborns
a baby's tendency, when touched on the cheek, to open the mouth and search for the nipple The rooting reflex illustrates when something touches their cheek, babies open their mouth and vigorously "root" for the nipple. Finding one, they automatically close on it and begin sucking- which itself requires a coordinated sequence of tonguing, swallowing, and breathing. Failing to find satisfaction, the hungry baby may cry- a behavior parents are predisposed to find highly unpleasant and very rewarding to relieve. It is wrong that newborns just see a blur of light and dark shades. Scientists discovered that babies can gaze, suck, turn her head to communicate. With technology researchers answered parents questions... What can my baby see, hear, smell, and think ? Answer- we are born preferring sights and sounds that facilitate social responsiveness. For example as newborns, we turn our heads in the direction of human voices. We gaze longer at a drawing of a face like image. We prefer to look at objects 8 to 12 inches away, which happens to be the approximate distance between its infants eyes and it's mothers face and nipples. Answer- within days after birth, our brains neural networks were stamped with the smell of our mothers body. Example- a week old baby, placed between a Gauze pad from its mothers bra and one from another mother, the baby will usually turn toward the smell of its own mothers gauze pad. Example-at 3 weeks, someone turns on a recording of its mothers voice and a recording of a other women, the infant will suck more vigorously when it hears its mothers voice
Schema- jean Piaget
a concept or framework that organizes and interprets information Piaget felt that the driving force behind this intellectual profession is our unceasing struggle to make sense of our experience. Children are active thinkers, constantly trying to construct more advance understandings of the world. The maturing brain builds concepts called schemas, they are mental molds into which we pour our experience. By adulthood we have built countless schemas ranging from cats and dogs to our concept of love
fluid intelligence
one's ability to reason speedily and abstractly; tends to decrease during late adulthood
crystallized intelligence
ones accumulated knowledge and verbal skills; tends to increase with age
prenatal development -Fetal Alcohol Syndrome (FAS)
physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In several cases, symptoms include noticeable facial misproportions There is no known safe amount of alcohol for a pregnant women, even light drinking can affect the fetal brain, and even a single drinking binge can kill millions of fetal brain cells. Alcohol enters the women's bloodstream-and her fetus'- and depresses activity in both their central nervous system. If she drinking a heavily, her baby will be at risk for birth defects and metal retardation. for 1 I'm 750 infants, the effect are visible as fetal alcohol syndrome (FAS)-marked by a small, misproportioned head and lifelong brain abnormalities. FAS is the leading cause of mental retardation
Adulthood, cognitive development
recognition memory remain strong, although recall begins to decline
adolescence
the transition period from childhood to adulthood, extending from puberty to independence Kids now are getting older younger, earlier puberty has coincided with increasing child obesity's and father absence, heavier girls and those without biological fathers at home are indeed prone to earlier puberty Adult interdependence began occurring later. Earlier puberty and later interdependence have made adolescence longer, the gap from child to adult
