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family development > chapter 3 > Flashcards

chapter 3 Flashcards

1
Q

assessing the newborn: apgar’s test

A

this is a quick assesment of the baby’s physical condition
the baby can score 0-10 based on heart rate, respitory effort, muscle tone, reflex irritability, and color
-the higher the score the better (7 and higher is good, 4-6 is special attention or care, 3 or less is emerg)

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2
Q

newborn: sleeping and waking states: alert inactivity

A

this is when the baby is calm with its eyes open and attentive, the baby seems to be inspecting the environment

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3
Q

newborn: sleeping and waking states: waking activity

A

this is when a baby’s eyes are open but they seem unfocused, the arms or legs move in bursts of uncoordinated motion

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4
Q

newborn: sleeping and waking states: crying

A

this is when a baby cries vigorously, usually accompanied by agitated but uncoordinated motion

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5
Q

newborn: sleeping and waking states: sleeping

A

this is when the baby alternates from being still and breathing regularly, to moving gently and breathing irregularily, eyes are closed throughout

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6
Q

crying

A

this occupies about 2-3hr of a newborn’s day

- you should actually respond when the baby is crying because it is the baby’s way of communicating somehting

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7
Q

crying: basic cry

A

starts softly and gradually becomes more intense: often heard when babies are hungry or tired

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8
Q

crying: mad cry

A

more intense version of the basic cry

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9
Q

crying: pain cry

A

begins with a sudden long burst, followed by a long pause and gasping

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10
Q

sleeping:

A

newborns sleep for about 16-18hr a day

  • the pattern is usually:
    • 1hr of wakefulness, cycling through alert inactivity, waking activity, and crying several times
    • then 3 hr of sleep
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11
Q

sleeping: REM sleep

A

sleep in which a persons eyes dart around with their eyes closed

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12
Q

sleeping: non-REM sleep

A

this is sleep in which heart rate, breathing, and brain activity are steady

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13
Q

sudden infant death syndrome

A

where a healthy baby dies for no reason

  • ther is a higher coincidence of this happening amoung economically disadvantaged aboriginal populations
  • the exact cause of this is unknown, but smoking and sleeping on your stomach may up the chances
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14
Q

newborn: reflexes

A
  • unlearned responses triggered by specific stimulation
  • some reflexes have clear survival or protective value
  • some may form the foundation for larger, voluntary movements later
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15
Q

growth of the body: “average” and “normal”

A

“average”- is often considered the 50th percentile- meaning that the child is longer or heavier than 50% of agemates
“normal”- is considered anything above the 10th percentile and below the 90th percentile

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16
Q

growth of the body: height

A

this depends heavily on heredity

-the correlation between the average of the two parent’s heights and that of their child at age 2 is .7

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17
Q

infant nutrition: breastmilk

A 
this is considered ideal for the first 6 months
in it the baby recieves: 
-balanced vitamins
-protection against illness
-psychological benefits for mom and baby
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18
Q

infant nutrition: formula

A

provides similar nutrients to breastmilk

  • however it does not protect against illness
  • it is dangerous in developing nations
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19
Q

infant nutrition: solid foods

A

this should only be added to the diet after about 6 months

  • follow the guidelines on the food
  • offer only one new food at a time
  • expect some decrease in appetite when growth slows in toddlerhood
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20
Q

malnutrition: malnourished

A

being small for one’s age because of inadequete nutrition

-this is more common in developing countries but it is alos a problem in canada

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21
Q

how does malnutrition affect the child

A
  • affects the growth and development greatly in infancy, including brain development
  • by school-age, causes difficulty maintaining attention in school
  • children are often listless, inactive, apathetic
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22
Q

neuron

A

basic cellular unit of the brain and nervous system that specializes in recieving and transmitting information

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23
Q

cell body

A

this is the centre of the neuron that keepsthe neuron alive

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24
Q

dentrite

A

end of the neuron that recieves information, it looke like a tree with many branches

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25
Q

axon

A

tubelike structure that emerges from the cell body and transmits information to other neurons

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26
Q

terminal buttons

A

small knobs at the end of the axon that release neurotransmitters

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27
Q

neurotransmitters

A

chemicals released by the terminal buttons that allow neurons to communicate with each other

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28
Q

the emerging nervous system: the brain

A

contains about 50-100 billion neurons

weighs about 3lb

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29
Q

the emerging nervous system: hemispheres

A

the right and left halves of the cortex

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30
Q

the emerging nervous system: corpus callosum

A

thick bundle of neurons that connects the two hemispheres

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31
Q

the emerging nervous system: frontal cortex

A

brain region that regulates personality and goal directed behaviour

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32
Q

brain development

A

at birth the brain is about 25% of its adult weight, and 80% at 3 years

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33
Q

emerging brain structure: neural plate

A

a flat group of cells present in prenatal development that becomes the brain and spinal cord

  • it folds to for the neural tube at 4 weeks after conception
  • begins producing neurons at about 10 weeks
  • neurons migrate to their appropriate positions
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34
Q

the emerging nervous system: myelin

A

fatty sheath that wraps around neurons to permit them to transmit information more rapidly
-this begins developing on some axons in the 4th prenatal month, but myelination isnt complete until adulthood

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35
Q

the emerging nervous system: synaptic pruning

A

gradual reduction in the number of synapses, beginning in infancy, and continuing until early adolesence
-we begin with overproduction of dendrites and synapses, and then gradually weed out the ones that are not in use.

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36
Q

growth of a specialized brain: electroencephalogram (EEG)

A

pattern of brain waves recorded from electrodes that are placed on the scalp

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37
Q

growth of a specialized brain: functional magnetic resonance imaging (fMRI)

A

this is a method of studying brain activity by using magnetic fields to track blood flow in the brain

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38
Q

growth of a specialized brain: neuroplacticity

A

the extent to which a brain organization is flexible
-plasticity is greater in infancy, and thus infants recover functions more easily than to older children or adults after many forms of brain damage

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39
Q

motor skills:

A

these are the coordinated movements of muscles and limbs

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40
Q

early motor skills: locomotion

A

to move around in the world

  • 5 months: roll from back to front; sit upright with support
  • 7 months: sit alone
  • 10 months: creep
  • 14 months: stand alone briefly and walk with assistance
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41
Q

early motor skills: fine motor skills

A

motor skills associated with grasping, holding, and manipulating objects

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42
Q

early motor skills: locomotion: dynamic systems theory

A

the theory that views motor development as involving many distinct skills organized and reorganized over time to meet needs

  • motivation is important
  • children combine the skills they already mastered to form new skills
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43
Q

posture and balance

A
  • upright posture is impossible for infants (they are top-heavy, and they -need more leg muscles)
  • once they can stand upright, they use visual cues and an inner-ear mechanism to adjust posture
  • balance must be re-learned in different postures
44
Q

stepping

A

most infants dont make a spontaneous step until about 10 months, however thelen and ulrich found that 6-7 month olds will often step if they are being held upright

45
Q

coordinating skills: differentiation

A

being able to distinguish between, and mastering individual motions
-needs practice to be good

46
Q

coordinating skills: integration

A

combining intricate motions in proper sequence into a coherent working whole
-needs practice to be good

47
Q

reaching and grasping: ulnar grasp

A

this is almost a clawlike grasp

48
Q

reaching and grasping

A

they use the thumb at about 5-6m

49
Q

reaching and grasping: pincer grasp

A

occurs when the thumb s used in opposition to the fingers

  • achieved by the end of the first year
  • this greatly improves manipulative skills
50
Q

which hand does the child use

A

they dont ususally show a clear sign of which they will use until like age 1
-the preference becomes stronger and more consisten during early childhood

51
Q

perception

A

process by which the brain recieves, selects, modifies, and organizes incoming nerve impulses that are the resut of physical stimulation

52
Q

smell, taste and touch: newborns (smell and taste)

A
  • they have a keen sense of smell
  • they like good smells, and things hat are familiar (moms breast, perfume)
  • they can distinguish tastes (they prefer sweet)
  • they react to changes in the taste of breastmilk, they like it if you eat sweet stuff
53
Q

smell, taste and touch: newborns (touch)

A
  • newborns exhibit reflexive reactions to toch of cheek, mouth, hand, or foot
  • skin to skin contact positively influences growth in preterm infants
  • newborns react intensely and negatively to painful stimuli such as inoculations and circumcisions
54
Q

hearing for newborns

A
  • the acuity in what they hear is not as great as it would be in adults
  • can tell if a song is nice vs if its not
  • they can discriminate different rhythmic structures
55
Q

visual acuity

A

smallest pattern that one can distinguish reliably

56
Q

colour: cones

A

specialized neurons in the back of the eye that sense colour

  • each person is more sensitive to different colours
  • newborns cant distinguish many colours, but colour vision is adultlike by about 3-4 months
57
Q

depth: visual cliff

A

this is a glass covered platform that appears to have a “shalow side” and a “deep side”, it was used to see if the infants had depth perception because one side looked a lot further down

58
Q

depth: kinetic clues

A

when motion is used to estimate depth

59
Q

depth: kinetic clues: visual expansion

A

as an object moves closer it fills an even greater proportion of the retina

60
Q

depth: kinetic clues: motion paralax

A

nearby moving objects move across our visual field faster than those at a distance

61
Q

depth: retinal disparity

A

a way to infer depth based on differences in the retinal images in the left and right eyes (emerges in about 4 months)

62
Q

depth: pictorial depth cues

A

these are cues that depend on the arrangement of objects in the environment (this is used by 7 months)

63
Q

depth: pictorial depth cues: linear perspective

A

parallel lines come together at a single point in the distance

64
Q

depth: pictorial depth cues: texture gradient

A

this is the texture of objects that changes from coarse and distinct for nearby objects to finer and less distinct for distant objects

65
Q

object unity is based on

A

colour, texture, aligned edges

66
Q

the devolopment of how babies percieve objects

A
  • newborns track faces and facelike stimuli more than other stimuli
  • by 4 weeks, they track all moving objects equally
  • until 6 months, infants percieve human and nonhuman faces in much the same way
  • after 6 months infants become better at distinguishing among different human faces and nonhuman faces
  • by 9 months theyre better at distinguishing faces of their own race than of other races
67
Q

integrating sensory information: intersensory redundancy

A

infants sensory systems are attuned to information presented simultaneously to different sensory modes (hearing and seeing someone clap)
-infants prefer stimuli in which the different modes “match”

68
Q

jean piaget

A

suggested that children are actively trying to understand their world
-they form theories about how the world works, like little scientists trying and experimenting with things

69
Q

jean piaget: schemes

A

according to piaget, mental structures that organize information and regulate behaviour

70
Q

jean piaget: assimilation:

A

according to piaget, taking in information that is compatible with what one already knows

71
Q

jean piaget: accommodation

A

according to piaget changing existing knowledge based on new knowledge

72
Q

jean piaget: equilibrium in relation to cognitive development

A

according to piaget, a process by which children reorganize their schemes to return to a state of equilibrium when disequilibrium occurs

  • equilibrium quantitatively changes our thinking, moving us to a new period of cognitive development
  • (dissequilibruim is when too many of our schemes are inadequate for understanding the world)
73
Q

jean piaget: periods of development

A

sensorimotor
preoperational
concrete operational
formal operational

74
Q

jean piaget: sensorimotor period

A

the first stage of piaget’s four stages of cognitive development, which lasts from birth to approximately 2 years

75
Q

jean piaget: adapting to and exploring the environment: 1-4m

A

infants begin modifying their reflexes in response to experience
-so like if a baby ususally puts his thumb in his mouth reflexively, they will do it with a purpose now

76
Q

jean piaget: adapting to and exploring the environment: 8m

A

we see truly intentional behaviour, with the goal in mind before the actions take place
-were an infant may deliberately move a barrier that is blocking a toy he wants

77
Q

jean piaget:adapting to and exploring the environment: 12m

A

this is when the infants begin to actively experiment

78
Q

jean piaget: object permanence:

A

this is the understanding that children get that the object is still there even when they cannot see it

  • at 8 months the child will search for the hidden object (however it is not complete, if you move the object after hiding it in the same place for a while they will still look in the initial place)
  • at 12m still not complete
  • at 18m there is complete object permanence
79
Q

jean piaget: some criticisms to her theory

A
  • underestimates competence in infants and young children
  • overestimates competence in adolesence
  • describes too vaguely how change occurs
  • defines assimilation and accommodation too vaguely to test scientifically
80
Q

core knowledge hypothesis

A

infants are born with rudimentary knowledge of the world, which is elaborated based on experiences

81
Q

naive physics: renee baillargeon

A

has shown that infants have some understanding of physical properties, such as object permanence, earlier than piaget suggested
(at 4 1/2m old)
(there are other studies that also show similar to what renee showed)

82
Q

naive biology

A

infants and toddlers use motion to distinguish animate from inanimate objects
-by about 12-15m they know that animate objects are: self propeled, can move in irregular paths, and act to achieve goals

83
Q

information processing: attention

A

process that determine which informaiton will be processed further by an individual

84
Q

information processing: orienting response

A

individual fixes eyes on a strong or unfamiliar stimulus and changes in heart rate and brainwave activity occur

85
Q

information processing: habituation

A

becoming unresponsice to a stimulus that is presented repeatedly

86
Q

types of learning in infants and toddlers (3)

A

classical conditioning
operant conditioning
imitation

87
Q

learning: classical conditioning

A

a form of learning that involves pairing a neutral stimulus and a response originally produced by another
-so you pair the neutral and something that elicits a response, then eventually the neutral gets the same response

88
Q

learning: operant conditioning

A

this occurs when a child learns to expect certain consequences for certain actions
-if rewarded the actioon will increase, if punished it will decrease

89
Q

learning: imitation

A

so they imitate others, they see the repsonse that others recieve and go based on that

90
Q

memory: rovee-collier

A

learned that 2 and 3m olds can remember things for several days if not longer, but after a few weeks things are different

91
Q

memory: development

A

we see increases in how much can be remembered and how long it can be remembered
-this is probably cause the physical brain is growing

92
Q

memory: hippocampus and amygdala

A

these are necessary for storing information, they develop by 6m

93
Q

memory: frontal cortex

A

necessary for retrieval, this develops much later

94
Q

understanding numbers

A

many 5 month olds can:
distinguish sets of 2 objects from sets of 3 objects
-and perform very simple addition and subtraction

95
Q

language: development

A
  • most kids say their first word by about 1yr
  • they communicate in other ways for some time
  • they understand at lease some of their parents speech for months
96
Q

road to speech: first form of communication

A
  • this is crying
  • parents typically respond readily, trying to figure out exactly what their infant is trying to tell them
  • parental responses are often a mix of verbal and non verbal behaviour
97
Q

perceiving speech: phonemes

A

unique speech sounds that can be used to create words

  • infants can usually distinguish between different phonemes, even ones from different languages
  • recognizing ones from different languages declines after about age 1
98
Q

perceiving speech: infants distinguishing words

A
  • syllables that occur together are often a single word
  • a stressed syllable is usually a word or the start of a word in english
  • certain sounds dont go together in a word so they mean the end of one word and the beggining of another
99
Q

perceiving speech: infant-directed speech (baby talk)

A

a ways of speaking where adults speak slowly and with exaggerated changes in pitch and loudness

  • this actually seems to work
  • seems to help infants to segment words
100
Q

perceiving speech: steps to speech: cooing

A

early vowel-like sounds that babies produce

-usually about 2m

101
Q

perceiving speech: steps to speech: babbling

A

speechlike sounds that consist of vowel-consonant combination

  • usually at about 6m
  • babbling eventually begins to take on the intonation of the language the child is learning
102
Q

perceiving speech: steps to speech: intonation

A

pattern of rising and falling pith that appears around the age of 7m in infants babbling

103
Q

first words

A
  • children understand many words before speaking
  • first spoken words often include terms for parents, ect
  • a typical 2yr old has a vocabulary of a few hundred words
  • a typical 6yr old has a vocabulary of more than 10,000
104
Q

words as symbols

A
  • infants must realize that words are symbols
  • piaget believed that this is impossible until about 18m
  • but its actually somewhat possible at 12m
105
Q

fast mapping of words

A

at about 18m children learn about 10 words a week (this can happen from 14m-22m)

  • fast mapping is the fact that children make connections between new words and references so quickly that they cant be considering all possible meanings
  • the normal vocabulary for an 18m old ranges from 25-250 words
106
Q

first attempts at communication

A

this begins at about 10m

  • starts by touching or pointing
  • then the parents add words to the pointing

family development (13 decks)

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