Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Child Dev. > Ch. 5 > Flashcards

Ch. 5 Flashcards

1
Q

dynamic systems theory

A

a theory proposed by Esther Thelen

-seeks to explain how motor behavior are assembled for perceiving and acting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

reflexes

A

involuntary movements or responses to actions, spontaneous

-identify normal brain and nerve activity, some occur only in specific developmental periods

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

root reflex

A

side of mouth is stroked or touched

-infant turns head, opens mouth to follow/root in direction of sucking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

suck reflex

A

roof of baby’s mouth touched, baby sucks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Moro reflex

A

baby startled by loud sound, throws back head, extends limbs, and draws them back in

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

tonic neck reflex

A

baby’s head turned to one side, arm on that side stretches out and opposite arm bends up at elbow

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

grasp reflex

A

stroke baby’s palm, baby closes fingers in grasp

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Babinski reflex

A

sole of foot is stroked, big toe bends back to top of foot, other toe fans out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

step reflex

A

baby held upright with feet touching solid surface

-baby appears to take steps/dance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

2-3 yr. old gross motor skills

A

rhythmic walks, hurried walk changes to run, jumps

-throws, catches, pushes riding toy with feet, little steering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

3-4 yr. old gross motor skills

A

-walk up/down stairs, alternate feet, lead with one foot

-flex upper body, catch ball by trapping against chest, pedal and steer tricycle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

4-5 yr. old gross motor skills

A

smooth run, skips with one foot, throws ball with increased body rotation

-rides tricycle rapidly, steers smoothly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

5-6 yr. old gross motor skills

A

increase running speed to 12 ft/sec., smooth gallop, true skipping

-sideways stepping, mature, whole-body throwing, increased throwing speed

-rides bicycle with trained wheels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

7-12 yr. old gross motor skills

A

increases running speed to 18+ ft/sec., continuous, fluid skipping

-increased vertical and broad jump, increased throwing and kicking speed, distance and accuracy

-increased ability to catch small balls over greater distances

-involves whole body in batting ball, continuous, relaxed hand dribbling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

organized sports

A

half of U.S. kids participate in organized sports at some point between 5-18 yrs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

benefits of organized sports

A

increased self-esteem and social skills, increased confidence

-decline in social anxiety, continue playing into adolescence and adulthood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

drawbacks of organized sports

A

overemphasis on competition, adult control substitutes children’s natural experimentation w/ rules and strategies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

fine motor skills

A

achieved when kids learn to use smaller muscles

-hands, fingers, wrists

-requires precision and coordination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

0-6 mth. fine motor skills

A

reflexive grasp, controlled reach

20
Q

6-12 mth. fine motor skills

A

reaches, grasps, puts object in mouth, controlled release of objects

-picks things up with pincer grasp (thumb and forefinger)

-transfers objects from one hand to the other, drops and picks up toys

21
Q

1-2 yrs. fine motor skills

A

build towers of 3 small blocks, scribbles, turns knobs

-self-feeds with minimal assistance, paints with whole arm movement

22
Q

2-3 yrs. fine motor skills

A

strings beads, turns single pages of a book, snips with scissors

-holds crayon with thumbs and fingers (not fist), paints with wrist action

23
Q

4-5 yrs. fine motor skills

A

cuts on the line, writes name and numbers 1-5, well-established handiness

24
Q

5-6 yrs. fine motor skills

A

grasps pencil with 3 fingers and colors within lines, pastes and glues appropriately

-draw basic pictures

25
Q

6-7 yrs. fine motor skills

A

writes consistently on lines, good writing endurance, ties shoelaces independently

26
Q

helping children develop fine motor skills

A

pop bubbles on wrap and use eyedropper to add food coloring to batter w/ index finger and thumb

-finger painting, puzzles, video games, trace shapes or letters

-legos or building blocks

27
Q

sensation

A

reaction that occurs when info contacts sensory receptors

-e.g., eyes, nose, tongue, skin, ears

28
Q

perception

A

how we interpret sensations

29
Q

ecological view

A

Gibson
-we directly perceive information that exists in the world around us

30
Q

affordances

A

opportunities for interaction offered by objects that fit within our capabilities to perform activities

31
Q

birth vision

A

spend more time looking at mother’s face as early as 12 hrs. after being born

32
Q

infancy vision

A

nerves, muscles and lens of eye are developing

-can’t see small things far away, 20/240, interest in faces

-4-8 weeks: discriminate between some colors

-2 mths: don’t see occluded objects as complete, only seeing what’s visible
–develop ability to see occluded objects are whole

-at 4 mths., match voices to faces, distinguish between male and female faces
–color preferences that mirror those of adults, preferring saturated colors

-discriminate between faces of their own facial and ethnic group vs. others

33
Q

5-8 mth. vision

A

track briefly occluded moving objects, 20/40

34
Q

perceptual constancy

A

sensory stimulation is changing but perception of physical world stays the same

35
Q

size constancy

A

recognition that object stays the same even though retinal image of object changes as you move toward or away from object

-3 mths.

36
Q

shape constancy

A

recognition that an object remains the same shape even though the orientation to us changes

-3 mths.

37
Q

depth perception

A

Gibson & Walk (1960)’s Visual Cliff Test
–most infants stayed on shallow side, depth perception or fear of heights and social referencing

38
Q

birth-3 mths. hearing

A

2 mths: fetus hear sounds

39
Q

What kind of changes take place during infancy?

A

perceptions of sound’s loudness, pitch (infants are less sensitive to low pitched sounds but are distinguished at 2 yrs.), and localization

40
Q

pitch

A

perception of the frequency of a sound

41
Q

localizing

A

detecting origins

42
Q

otitis media

A

middle-ear infection that can impair hearing temporarily

-birth-3 yrs.

43
Q

intermodal perception

A

integrating info. from 2+ sensory modalities (i.e., vision and hearing)

44
Q

touch and pain

A

infants respond to touch and pain, in the past there was surgery w/o anesthesia for infants

45
Q

smell and taste

A

newborns can differentiate odors, sensitive to taste

Child Dev. (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions