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30 Cards in this Set
- Front
- Back
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Ovum |
Female germ cell
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Sperm |
Male germ cell |
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Meiosis |
Cell division of germ cells |
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Mitosis |
Cell division of body cells |
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Chromosomes |
23 pairs (half from each parent) housed in the nucleus of every cell, contains all of the genetic information that encodes your body
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Polygenetic inheritance |
Inheritance due to multiple genes or sequences of DNA. Usually for more complex aspects of life such as intelligence, sociability or emotional expression |
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Sex-linked genes |
Characteristics, disorders or genes that are only carried on the x-chromosome (comes from the female, since the male transmits y-chromosome) |
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Fragile X |
Damage to the x-chromosome results in ID and associated attention and social difficulties.
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Mutations |
Not inherited but are problems when cells are splitting (specifically the DNA) during meiosis. (ex: Down syndrome) |
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Chromosomal abnormality |
Problems with chromosomes during duplication, replication, etc.... (ex: C21 not splitting resulting in 3 instead of 2)
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Genotype-Environment correlation |
Early development is a result of the environment that the parents create as well as the genes that they pass on to their children...these two factors coincide with each other and their results |
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Environments as a function of personality |
Reactive Interaction Evocative Interaction Proactive Interaction |
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Reactive Interaction |
Different people when exposed to the same environment will experience, react and interpret it differently. REMAIN STEADY W/ AGE |
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Evocative Interaction |
Each persons personality will lead to different responses from other people. REMAIN STEADY W/ AGE |
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Proactive Interaction |
Different people select and construct different environments. As you get older you create more environments for yourself and the previously created genotype/environment correlations will diminish. INCREASE W/ AGE |
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Reaction range |
A persons genetic makeup will establish a range of development paths that are narrowed and determined based largely on the environmental factors |
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Epigenetics |
The notion that our genes can be affected by environmental factors. |
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Twin studies with ID |
Identical twins when one has ID there is roughly a 50% chance (46) that they share the same ID Fraternal twins only have a 14% chance to share it |
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Possible genetic mechanisms of ID (Iarocci and Petrill) |
- Major genetic effects that are rare and large (such as Down syndrome and Williams syndrome) - Genes for cognitive abilities that are common variance (polygenetic inheritance) - Aggregation of mild mutations (rare but small and subtle effects) |
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Top down approach for studying ID |
Observe behaviors and correlate with genes or gives clues to which genes are affected |
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Bottom up approach for studying ID |
Begin with genes then look to cells then behaviour |
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Endophenotypes for studying ID |
In between genes and behavior...Frontal lobe stuff (cognition, executive function, perception, attention, etc..) |
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William's syndrome cause |
Deletion of 26 to 28 genes on chromosome #7. Extent of deletion will vary among individuals, you use a blood test called FISH to diagnose, roughly 1 in every 20,000 children will have it. |
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Major characteristics of William's syndrome |
Overly friendly, excessively social and uninhibited Compulsion to talk to adults however unable to make friends with peers Emotion immaturity, over-reaction, exaggeration of emotions Short attention span 4 times more likely to develop ADHD Severe anxiety, phobia and poor daily living skills |
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Language and WS Behavioral development |
Difficulty in communicating, leads to negative effects when trying to get something or do something. Need help communicating. |
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Language and WS Cognitive development |
Use of verbal reasoning for logical thought or problem solving, having to talk to themselves. |
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Language and WS Emotional development |
Self-regulation, can't communicate efficiently or well which can lead to social rejection |
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Language and WS Social development |
Friendship and relationship development is affected negatively. Chances to interact with other children increase and so does goal directed behavior |
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Neuroconstructivist perspective on WS |
Genetic information is constraining while the environment plays an active and large role in shaping the individual |
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Neuropsychological perspective on WS |
Certain behavioral outcomes are genetically predetermined while the environment only acts as a trigger |
