{"id":3903,"date":"2018-07-22T17:53:44","date_gmt":"2018-07-22T21:53:44","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3903"},"modified":"2018-07-22T19:03:49","modified_gmt":"2018-07-22T23:03:49","slug":"life-span-development-i","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/life-span-development-i\/","title":{"rendered":"Life Span Development I"},"content":{"rendered":"<p><strong><u>\u00a0Developmental Psychology <\/u><\/strong>\u00ad the study of age\u00adrelated changes in behavior and mental processes from conception to death<\/p>\n<ul>\n<li>3 major issues o <strong>Nature VS Nurture<\/strong>\n<ul>\n<li><strong>Nature (maturational) approach<\/strong>\u00ad development proceeds in an orderly fashion and is the result from genetics<\/li>\n<li><strong>Nurture (experience) approach<\/strong>\u00ad emphasizes the importance of the environment for development<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa As a result of personal experience<\/p>\n<ul>\n<li><strong>Continuity and Discontinuity<\/strong>\n<ul>\n<li><strong>Continuity<\/strong>\u00ad development as gradual, additive process without sudden change<\/li>\n<li><strong>Discontinuity<\/strong>\u00ad development as discontinuous, qualitative transformations \uf0fa Describes behavior in terms of stages\u00ad the next stage is different from the previous one<\/li>\n<\/ul>\n<\/li>\n<li><strong>Stability and Change<\/strong>\n<ul>\n<li><strong>Early experience view<\/strong>\u00ad experiences of infancy as especially important for later development<\/li>\n<li><strong>Later experience view<\/strong>\u00ad early experiences are important to development but no more important than later experiences<\/li>\n<\/ul>\n<\/li>\n<li><strong>Interactionist Perspective<\/strong>\u00ad look at relative views of each aspect\n<ul>\n<li>Development is a result of a complex interplay between nature and nurture, continuity and discontinuity, and early and later experience.<\/li>\n<li>Do not strongly believe in just one extreme<\/li>\n<li><strong>Reaction range<\/strong>\u00ad range of genetic possibilities<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Environment decides where you fall in the range<\/p>\n<h2>\u00a0Research Methods<\/h2>\n<ul>\n<li>2 main types o <strong>Cross\u00adsectional research<\/strong>\u00ad studying people of different ages all at one time o <strong>Longitudinal research<\/strong>\u00ad studying the same group of people for a long period of time<\/li>\n<li>Problems<\/li>\n<\/ul>\n<p>Cross sectional studies have <strong>cohort effects<\/strong>\u00ad differences that result from specific histories of the age group studied<\/p>\n<ul>\n<li>Historical trends effect age groups differently o Longitudinal studies are expensive, both in time and money.<\/li>\n<li><strong>Attrition<\/strong>\u00ad loss of research participants over time<\/li>\n<\/ul>\n<p>\uf0fa Start with big sample<\/p>\n<p>\uf0fa May have problems with generalizability<\/p>\n<h2>\u00a0Prenatal development<\/h2>\n<ul>\n<li>3 main phases o <strong>Germinal phase\u00ad<\/strong> 1<sup>st<\/sup> 2 weeks after conception\n<ul>\n<li>Creation of zygote<\/li>\n<li>Cell division<\/li>\n<li>Attachment of zygote to uterine wall o <strong>Embryonic Period<\/strong>\u00ad 2\u00ad8 weeks after conception<\/li>\n<li>Rate of cell division increases<\/li>\n<li>Support systems for the cells form<\/li>\n<li>Organs appear\u00ad organogenesis<\/li>\n<li>Mass of cells attached to uterine wall forms 2 layers\u00ad \u201cembryo\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa <strong>Endoderm<\/strong>\u00ad inner layer\u00ad develops into digestive and respiratory systems<\/p>\n<p>\uf0fa <strong>Mesoderm<\/strong>\u00ad middle layer\u00ad develops into circulatory system, bones, muscles, excretory and reproductive system<\/p>\n<p>\uf0fa <strong>Ectoderm<\/strong>\u00adouter layer\u00ad develops into the nervous system and sensory receptors (ears, nose, eyes, skin)<\/p>\n<p>o <strong>Fetal Period<\/strong>\u00ad 2 months after conception, lasts for 7 months<\/p>\n<ul>\n<li>Fetus rapidly gaining weight<\/li>\n<li>Fine detailing of body organs and systems<\/li>\n<\/ul>\n<p><strong><u>\u00a0Teratogens <\/u><\/strong>\u00ad agent that produces a malformation or raises the population incidence of malformation<\/p>\n<ul>\n<li><strong>Thalidomide\u00ad<\/strong> 1<sup>st<\/sup> teratogen\u00ad used to cure morning sickness o <strong>Phocomelia<\/strong>\u00ad \u201cseal like\u201d birth defects<\/li>\n<li>Severity of damage dependent on 3 factors<\/li>\n<li><strong>Dose response<\/strong>\u00ad greater the does, greater the effect<\/li>\n<li><strong>Time of exposure<\/strong>\u00ad certain stages of embryonic and fetal development are more vulnerable than others\n<ul>\n<li>1<sup>st<\/sup> trimester more vulnerable than 2<sup>nd<\/sup> and 3<sup>rd<\/sup> o <strong>Genetic susceptibility<\/strong>\u00ad variation in maternal metabolism of a particular drug will determine what metabolites the fetus is exposed to and the duration of exposure.<\/li>\n<li>Genetic susceptibility of fetus to a particular teratogenic agent will have an effect on final outcome<\/li>\n<li>Fetus\u00ad some genotypes more susceptible to damages<\/li>\n<li>Pregnant woman\u00ad how fast\/slow metabolism is<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Substance break down rate<\/p>\n<ul>\n<li>Types of teratogens o <strong>Fetal Alcohol Syndrome<\/strong>\u00ad group of abnormalities in babies born to mothers who consume alcohol during pregnancy.<\/li>\n<\/ul>\n<ul>\n<li>Most common non\u00adgenetic cause of mental retardation in US<\/li>\n<li>Estimated that 3\/1000 babies will have FAS \uf0a7 Rate may be 3 times higher in some populations<\/li>\n<li>Causes:<\/li>\n<\/ul>\n<p>\uf0fa Alcohol broken down more slowly in immature body of fetus than in an adult\u2019s body\u00ad alcohol levels remain high and stay in baby\u2019s body longer<\/p>\n<p>\uf0fa FAS usually occurs in babies born to alcoholic mothers, or those who drink more than 4\u00ad5 drinks\/day<\/p>\n<p>\uf0fa Dependence and addiction in mother also cause the fetus to become addicted\u00adwithdrawal may begin within a few hours after birth and symptoms may last up to 18 months<\/p>\n<p>\uf0fa Specific deformities of head, face, heart defects, mental retardation seen with FAS \uf0a7 Treatment:<\/p>\n<p>\uf0fa US FDA designated specific drugs for treating symptoms of withdrawal from alcohol in babies<\/p>\n<p>\uf0fa No treatment for lifelong birth defects and retardation<\/p>\n<p>\uf0fa 100% preventable\u00ad don\u2019t drink o <strong>Nicotine<\/strong><\/p>\n<ul>\n<li>Smoking during pregnancy estimated to account for 20\u00ad30% of low birth weight babies, 14% preterm deliveries, 10% of all infant deaths<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Odds of developing asthma are twice as high among children whose mothers smoke more than 10 cigarettes a day<\/li>\n<li>Between 400,000\u00ad1 million asthmatic children have their condition worsened by exposure to secondhand smoke<\/li>\n<li>Smokers inhale nicotine and CO which reach the baby through the placenta and prevent the fetus from getting the nutrients and oxygen needed to grow<\/li>\n<\/ul>\n<h2>\u00a0Infant growth Patterns<\/h2>\n<ul>\n<li><strong>Cephalocaudal pattern<\/strong>\u00ad greatest development takes place at top of body and moves gradually downwards<\/li>\n<li><strong>Proximodistal pattern<\/strong>\u00ad growth starts at the center of the body and moves towards the extremities<\/li>\n<\/ul>\n<h2>\u00a0Brain Development<\/h2>\n<ul>\n<li>At birth\u00ad ~ 100 billion neurons, 50 trillion synapses<\/li>\n<li>1<sup>st<\/sup> 3 months\u00ad synapses multiply more than 20 times<\/li>\n<li>3 year old\u00ad twice as many connections as adults o Pruning\u00ad removal of connections that are not used<\/li>\n<\/ul>\n<h2>\u00a0Motor Development<\/h2>\n<ul>\n<li><strong>Infant reflex<\/strong>\u00ad involuntary response to a particular stim.<\/li>\n<\/ul>\n<p>o Important because:<\/p>\n<ul>\n<li>Protective<\/li>\n<li>Provide instincts<\/li>\n<li>Development of voluntary movements<\/li>\n<li>Diagnosing abnormalities o Types:<\/li>\n<li><strong>Blinking<\/strong>\u00ad response to sudden air pressure\/light change<\/li>\n<li><strong>Babinski reflex<\/strong>\u00ad toes fan out and go back<\/li>\n<li><strong>Crawling<\/strong><\/li>\n<li><strong>Moro\u2019s Reflex (startle reflex)\u00ad<\/strong> sudden loss of support<\/li>\n<\/ul>\n<p>\uf0fa Throw head and arms back with arms grabbing<\/p>\n<p>\uf0fa Evolutionary trait<\/p>\n<ul>\n<li><strong>Palmar and Plantar grasp<\/strong>\u00ad grab something placed in palm\/arch \uf0fa Important for attachment<\/li>\n<li><strong>Sucking reflex<\/strong>\u00ad nurse if something placed in mouth<\/li>\n<li><strong>Rooting reflex<\/strong>\u00ad stroke the side of face, turn to nurse<\/li>\n<\/ul>\n<p><u>\u00a0Senses: <\/u><\/p>\n<ul>\n<li><strong>Vision<\/strong>\u00ad infants can see even at birth, though a range of 20\/400\u00ad 20\/600 o Robert Fantz\u00ad infants demonstrate wide variety of visual preferences\n<ul>\n<li>Sharp outlines with lots of contrast<\/li>\n<li>Complex patterns with curvy elements<\/li>\n<li>Moving objects<\/li>\n<li>Human face<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>o <strong>Tracking<\/strong>\u00ad focus attention on moving object and follow it<\/p>\n<ul>\n<li><strong>Hearing<\/strong>\u00ad babies can hear even before birth o Prefer songs\/voices heard in utero\u00ad Mozart effect o <strong>Motherse\/child\u00addirected speech<\/strong>\u00ad helps gain language\n<ul>\n<li>Increased tone<\/li>\n<li>Sing\u00adsong voice<\/li>\n<li>Repetitive<\/li>\n<li>Slowly, annunciate clearly<\/li>\n<\/ul>\n<\/li>\n<li><strong>Touch<\/strong>\u00ad very important for bonding\u00ademotional health o Pressure can help calm babies down<\/li>\n<\/ul>\n<p>o Newborns suck fingers because lips and fingers have many touch receptors\u00adself soothing<\/p>\n<ul>\n<li><strong>Taste<\/strong>\u00ad highly sensitive o Favorite flavor\u00ad sweet<\/li>\n<li><strong>Smell<\/strong>\u00ad acute\u00ad can pick out mother\u2019s breast pad by smell<\/li>\n<\/ul>\n<p><strong><u>\u00a0Attachment <\/u><\/strong>\u00ad strong affectional\/emotional bond with special others(primary care giver) that endures over time<\/p>\n<ul>\n<li>Ainsworth and Freud\u00ad 2 researchers<\/li>\n<\/ul>\n<p>o Mother\/baby sets stage for all future relationships<\/p>\n<ul>\n<li>Theoretical roots:\n<ul>\n<li><strong>Evolutionary psychology<\/strong>\u00ad infants are motivated to seek out the attention and proximity of adults for their survival\n<ul>\n<li>Cannot do anything for themselves\u00ad want protective force<\/li>\n<li>Corresponding motivation for adults to care for children<\/li>\n<li><strong>Neotenous features<\/strong>\u00ad distinguish adults from juveniles<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Lets us know they are young and need care\/protection<\/p>\n<ul>\n<li><strong>Psychoanalytic orientation<\/strong>\u00ad early experience with caregivers lead to the formation of \u201cworking models\u201d of the self and of the attachment figure.\n<ul>\n<li>Caregivers accessibility and level of care and one\u2019s feelings about ones deservedness of that care, will have implications for future judgments of the self and relationships with others<\/li>\n<li>Bowlby\u00ad \u201csignificant risk of psychopathology later in life should attachment become inconsistent\/ &lt; satisfactory<\/li>\n<li>Freudian interpretation\u00adlooks at interactions o <strong>Behaviorist View<\/strong>\u00ad Hulls drive reduction model<\/li>\n<li>Feeding is basis for attachment<\/li>\n<li>Mother satisfies baby\u2019s hunger drive\u00ad becomes a learned drive<\/li>\n<li>Look at primary drive of hunger<\/li>\n<li>Harlow\u2019s infant rhesus monkey studies<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa 2 mothers\u00ad 1 covered in wire, 1 in terry cloth<\/p>\n<p>\uf0fa Even when only fed by wire mother, monkeys preferred cloth monkeys<\/p>\n<p>\uf0fa Contact\/comfort seemed more important than feeding<\/p>\n<p>\uf0fa Social deficits<\/p>\n<ul>\n<li>Attacked for no reason, cower<\/li>\n<li>Males raped<\/li>\n<li>Females abandoned\/abused infants<\/li>\n<\/ul>\n<p>\uf0a7 Feeding as basis of attachment in humans<\/p>\n<p>\uf0fa Cannot perform same study\u00ad unethical<\/p>\n<p>\uf0fa Naturalistic observation\u00ad babies become attached to people who rarely feed them\u00ad comfort over food<\/p>\n<p>\uf0fa Toddlers separate from attachment figures tend to form attachment to something soft and cuddly\u00ad teddy,blanket<\/p>\n<ul>\n<li>Ainsworth\u2019s Strange situation\u00ad 8 stages to measure the level of attachment beween infant and carefiver o Infant and caregiver are briefly introduced to playroom o Parent and child play alone in the room o Stranger enters room and plays with baby o Parent leaves, baby alone with stranger o Parent returns and stranger leaves o Parent leaves, child alone o Stranger returns\n<ul>\n<li>Parent returns, stranger leaves<\/li>\n<\/ul>\n<\/li>\n<li>Major Attachement Types o <strong>Securely\u00adattached infants<\/strong>\u00ad use mom as secure base\n<ul>\n<li><strong>Social referencing<\/strong>\u00ad check in with mom before doing something<\/li>\n<li>Little fuss when left alone<\/li>\n<li>Happy to see mom return o <strong>Insecure\u00adavoidant infants<\/strong>\u00ad ignore mom<\/li>\n<li>May not notice leaving<\/li>\n<li>Avoid attempts to interact with mom o <strong>Insecure\u00adanxious\/ambivalent<\/strong>\u00ad preoccupied with mom<\/li>\n<li>Never leaves mom\u2019s side<\/li>\n<li>Fuss when leave<\/li>\n<li>Mad when mom returns but wants to be picked up<\/li>\n<li>Mom is unpredictable= constant focus o <strong>Insecure\u00addisorganized\/disorientated<\/strong>\u00ad not securely attached but does not fit well in other categories<\/li>\n<\/ul>\n<\/li>\n<li>Effects of Institutional Care and Neglect\/Abuse o <strong>Affectionless characters<\/strong>\u00ad not able to bond to others\n<ul>\n<li>Use others for own ends<\/li>\n<li>Hurt without guilt<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>o <strong>Reactive Attachment Disorder<\/strong>\u00ad result of severe neglect\/abuse<\/p>\n<p><u>\u00a0Adolescence <\/u>\u00ad ages 10\u00ad20<\/p>\n<ul>\n<li><strong>Puberty<\/strong>\u00ad biological changes during adolescence that lead to an adult\u00adsized body and sexual maturity o <strong>Menarche<\/strong>\u00ad 1<sup>st<\/sup> cycle occurs about 2 years into puberty<\/li>\n<\/ul>\n<p>o <strong>Adolescent growth spurt<\/strong>\u00ad adolescent gains a lot of height, weight, and skeletal growth<\/p>\n<ul>\n<li><strong>Asynchronous<\/strong>\u00ad different parts hit at different times<\/li>\n<li>Starts in extremities<\/li>\n<\/ul>\n<p><strong><u>\u00a0Parenting Styles <\/u><\/strong>\u00ad kind of practices that parents exhibit in relation to their children and effects<\/p>\n<p>of practices.<\/p>\n<ul>\n<li>2 main dimensions o <strong>Demandingness<\/strong>\u00ad degree to which parents set down rules\/expectations of behavior and require children to comply<\/li>\n<\/ul>\n<p>o <strong>Responsiveness<\/strong>\u00ad degree to which parents are sensitive to children\u2019s needs and express love, warmth, and concern<\/p>\n<ul>\n<li>Terms for parenting styles\u00ad Diana Buamrind o <strong>Authoritative<\/strong>\u00ad high in both dimensions\n<ul>\n<li>Clear behavior rules<\/li>\n<li>Know consequences<\/li>\n<li>Emotional give\u00adtake\u00ad willing to discuss<\/li>\n<li>Most positive outcome\u00ad high self esteem, relationships o <strong>Authoritarian<\/strong>\u00ad high in demandingness, low in responsiveness<\/li>\n<li>Strict rules<\/li>\n<li>Do not express love, concern<\/li>\n<li>Rely on \u201cbecause I said so\u201d<\/li>\n<li>2 types of children<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa rebellion<\/p>\n<p>\uf0fa dependent\u00ad cannot make own choices<\/p>\n<ul>\n<li>more likely to use physical violence in\/out of home<\/li>\n<\/ul>\n<ul>\n<li><strong>Indulgent<\/strong>\u00ad low in demandingness, high in responsiveness\n<ul>\n<li>Do not enforce behavior standards<\/li>\n<li>Spoiled\u00ad not prepared for frustrations\/responsibilities o <strong>Indifferent<\/strong>\u00ad low in both dimensions<\/li>\n<li>Minimize time\/amount put into parenting<\/li>\n<li>Impulsive, delinquents\u00ad do not care what they do and cannot foresee consequences<\/li>\n<\/ul>\n<\/li>\n<li>US families o Indifferent most common\u00ad 37% o Authoritative 32% o Authoritarian\/Indulgent\u00ad 15% each<\/li>\n<li>Parenting Effects are reciprocal\/bi\u00addirectional o Children\u2019s reactions change parents parenting styles<\/li>\n<\/ul>\n<h2>\u00a0Piaget\u2019s Cognitive Developmental Theory \u00ad series of stages<\/h2>\n<ul>\n<li>Definitions o <strong>Schema<\/strong>\u00ad cognitive structures or patterns consisting of a number of organized ideas that grow and differentiate with experience\n<ul>\n<li>Change over time<\/li>\n<li>Becomes more complex as we think differently o <strong>Adaptation<\/strong>\u00ad individual\u2019s ability to fit into or adapt to the environment. Occurs via balancing 2 complimentary activities<\/li>\n<li><strong>Assimilation<\/strong>\u00ad absorbing new information into existing schemas<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Close to what you already know<\/p>\n<p>\uf0fa Does not change the way you think<\/p>\n<p>\uf0fa Lab and chichuia EX<\/p>\n<ul>\n<li><strong>Accommodation<\/strong>\u00ad adjusting old schemas or developing new ones to better fit with new information<\/li>\n<\/ul>\n<p>\uf0fa Pushes cognitive development<\/p>\n<p>\uf0fa Previous way does not allow new information<\/p>\n<p>\uf0fa Dog and Cat EX<\/p>\n<ul>\n<li>Stages\n<ul>\n<li><strong>Sensorimotor Development<\/strong>\u00ad babies are learning to coordinate their mother reactions with sensory input\/environment\n<ul>\n<li>Not thinking\u00ad do not have language yet<\/li>\n<li>Get control over body to get information from environment<\/li>\n<li><strong>Object permanence<\/strong>\u00ad they realize that just because something is out of their sight doesn\u2019t mean it no longer exists<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Teddy bear under blanket EX<\/p>\n<ul>\n<li><strong>Preoperational Stage<\/strong>\u00ad tremendous increase in representational ability\n<ul>\n<li><strong>Symbolic representational ability<\/strong>\u00ad objects can be represented by symbols<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa Developing in language<\/p>\n<ul>\n<li>Mistakes in Logic<\/li>\n<\/ul>\n<p>\uf0fa <strong>Egocentrism<\/strong>\u00ad inability to compare perspectives<\/p>\n<ul>\n<li>Do not understand others experience the world differently<\/li>\n<li>Shared consciousness<\/li>\n<\/ul>\n<p>\uf0fa <strong>Animism<\/strong>\u00ad inanimate objects are alive<\/p>\n<p>\uf0fa <strong>Syncretism<\/strong>\u00ad belief that unrelated events are related in some way<\/p>\n<ul>\n<li>Usually because they occur at the same time<\/li>\n<\/ul>\n<p>o <strong>Concrete\u00adoperational stage<\/strong>\u00ad reasoning becomes more flexible, logical, organized, and more powerful<\/p>\n<ul>\n<li>Limited\u00ad can only think about concrete information<\/li>\n<li>Do not reason about abstract concepts<\/li>\n<li>Use more scientific reasoning o <strong>Formal operational stage<\/strong>\u00ad ability to \u201coperate on operations\u201d because adolescents and near\u00adadolescents can now think abstractly<\/li>\n<li>Abstract, logical, idealistic<\/li>\n<li><strong>Adolescent egocentrism<\/strong>\u00ad problem comparing perceptions o <strong>Personal fable<\/strong>\u00ad belief they are unique<\/li>\n<li>Leads to characteristic adolescent behavior<\/li>\n<li>Keeping dairy, taking risks o <strong>Imaginary audience<\/strong>\u00ad belief they are center of attention<\/li>\n<li>Everyone looks at you\/judges you<\/li>\n<\/ul>\n<p>Both fade away with time but do not go away\u00ad our way to keep order<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0Developmental Psychology \u00ad the study of age\u00adrelated changes in behavior and mental processes from conception to death 3 major issues o Nature VS Nurture Nature (maturational) approach\u00ad development proceeds&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/life-span-development-i\/\">Continue Reading<span> Life Span Development I<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[99],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3903"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3903"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3903\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3903"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3903"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3903"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}