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CD106 > Chapter 3: Infancy & Toddlerhood > Flashcards

Chapter 3: Infancy & Toddlerhood Flashcards

1
Q

Average New Born

A

7.5-lbs
20-in
Lose 5% body weight (eliminate waste / get used to feeding)

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2
Q

Body proportions

A

Head 50% developing in womb
Birth 25%
25yrs 20%

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3
Q

Dendrites

A

Branching extensions that collect information from other neurons

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4
Q

Synaptogenesis

A

Formation of connections between neurons

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5
Q

Synaptic blooming

A

Period of rapid neural growth

First few years

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6
Q

Synaptic pruning

A

Where neural connections are reduced thereby making those that are used much stronger

Brain more efficient / mastery more complex skills

40% will be lost

Continues through childhood and into adolescence

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7
Q

Myelin

A

Coating of fatty tissues around the axon of the neuron

Insulate the nerve cell and speed the rate of transmission of impulses from one cell to another

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8
Q

Brain growth

A

Birth 1/2-lbs or 250-grams (33% of adult)
90-days 55%

1-yr 750 grams

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9
Q

Cortex

A

Thin outer covering of the brain involved in voluntary activity and thinking

Where most neural activity is occurring 

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10
Q

Frontal lobe (behind forehead)

A

Responsible primarily for thinking, planning, memory, and judgment

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11
Q

Parietal lobe

A

Extends from the middle to the back of the skull

Responsible primarily for processing information about touch

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12
Q

Occipital lobe

A

Very back of the skull

Processes visual information

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13
Q

Temporal lobe

A

Responsible for hearing and language

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14
Q

Lateralization

A

Process in which different functions become localized primarily on one side of the brain

Left & right hemispheres

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15
Q

Neuroplasticity

A

Brains ability to change, both physically and chemically, to enhance its adaptability to environmental change and compensate for injury

The brain constantly creates new neural communication routes and re-wires existing ones

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16
Q

Infant sleep

A

Newborn 16.5-hrs (polyphasic)

1-month 15-hrs

6-month 14-hrs

2yrs 10-hrs

50% REM reduced to 25-30% in childhood

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17
Q

Sudden infant death syndrome (SIDS)

A

Identified when the death of a healthy infant occurs suddenly and unexpectedly, and medical and forensic investigation findings are inconclusive

Leading cause 1-12 months

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18
Q

Should infants be sharing the bed with parents

A

0-3 months more likely to die

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19
Q

Reflexes

A

Involuntary movements in response to stimulation

Examples:
Sucking - anything touching lips
Rooting - turn head when touching cheek
Grasp - fingers grip anything touching palm
Babinski - toe fanning and curl when sole is stroked from heel to toe
Moro - spread arms and legs then quickly contract limbs inward when sudden noise or head and neck loss of support
Tonic neck - lying head to one side, fencer pose
Stepping - legs move in stepping like motion when feet touch smooth surface

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20
Q

Cephalocaudal

A

Development occurs head to tail (top down)

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21
Q

Proximodistal

A

Development occurs from midline outward (center of body outward)

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22
Q

Motor skills

A

Ability to move our bodies and manipulate objects

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23
Q

Fine motor skills

A

Focus on the muscles in our fingers toes and eyes and enable coordination of small actions

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24
Q

Palmar grasp

A

Grasping an object involves the use of the fingers and palm but no thumbs

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25
Pincer grasp
At about nine months infant is able to grasp and object using the forefinger and thumb
26
Gross motor skills
Focus on large muscle groups that control our head, torso, arms and legs, and involve larger movements
27
Vision
Newborn 8-10-inches 8-weeks 20/300 (20’ baby = 300’ adult) 3-months 20/200 1-month fixed gaze at stimulus several minutes
28
Fovea
Central field of vision in the retina and allows us to see short detail
29
Saccadic
Steplike jerky movements Newborn’s eye vision is saccadic No longer by 2 months
30
Binocular vision
Requires input from both eyes 3 months is evident 6 months depth perception
31
Hearing
Very keen at birth
32
Touch and pain
Immediately after birth, sensitive to touch and temperature and it’s also highly sensitive to pain responding with crying and cardiovascular response
33
Circumcised
Surgical removal of the foreskin of the penis
34
Taste and smell
Respond with different facial expressions (Suggests that certain preferences are innate) Preference for sweet flavors Also prefer smell of their mothers
35
Intermodal
Through stimulation from more than one sensory modality Way to perceive the world
36
Habituation procedure
Measuring decreased responsiveness to a stimulus after repeated presentations
37
Breast milk
Ideal for newborns Lower rates of childhood leukemia, asthma, obesity, type 1 and 2 diabetes, and lower risk of SIDS At least until six months of age Using the diet throughout the first two years
38
Colostrum
First breastmilk produced during pregnancy liquid gold
39
Introduction of solid foods
Sit without support Hold head up (no wobbling) Interest in others foods Hungry after breast-fed Turn away when they had enough Move food front to back
40
Marasmus
Starvation due to a lack of calories in protein
41
Kwashiorkor
Disease of the displaced child often occurring after another child has been born and taken over breast-feeding (Diets deficient in protein is cause)
42
Schema
Framework for organizing information
43
Assimilation
Fitting the new information into an existing schema Example: all animals with 4 legs are “dogs”
44
Accommodation
Expanding the framework of knowledge to accommodate the new situation Example: recognizing that a horse is different than a zebra
45
Sensorimotor stage
First stage of cognitive development 
46
Sensorimotor Substages
1 Reflexes - eventually become purposeful 2 primary circular reactions - repeated activity initially occurring by chance 3 Secondary circular reactions - interacts with objects by chance and repeats it 4 coordination of secondary circular reactions - planning and coordination to achieve a goal 5 Tertiary circular reactions - exploring begins 6 Beginning of representational thought - symbolic or representational thought
47
Object permanence
Understanding that even if something is out of sight, it still exists
48
Stranger anxiety
Fear of unfamiliar people
49
Infantile amnesia
Inability to recall memories from the first few years of life
50
 language
System of communication that uses symbols in a regular way to create meaning
51
Phoneme
Smallest unit of sound that makes a meaningful difference in a language
52
Differed imitation
Imitation of actions after a time delay
53
Morpheme
String of one or more phonemes that makes up the smallest units of meaning in a language Re = do again Est = maximum
54
Semantics
Set of rules were used to obtain meaning from morphemes 
55
Syntax
Set of rules of a language by which we construct sentences
56
Pragmatics
How we communicate effectively and appropriately with others
57
Contextual information
Information surrounding language (To help us interpret)
58
Cooing
One syllable combination of a consonant and a vowel sound
59
Babbling
Intentional vocalizations that like specific meaning and comprise a consonant – vowel repeat a sequence ma-ma-ma, da-da-da
60
Receptive language
Infant understanding more than he or she can say
61
Holophrasic speech
One word expressions
62
Underextension
When a child learns that a word stands for an object may initially think that the word can be used for only that particular object
63
Overextension
When a child may think that a label applies to all objects that are similar to the original object
64
Telegraphic speech/text message speech
When unnecessary words are not used “Give baby ball”
65
Infant-directed speech
Involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression
66
Language acquisition device
Chomsky Brain contains universal grammar that underlies all human language Language develops as long as the infant is exposed to it
67
Deep structure
Chomsky How the idea is represented in the fundamental universal grammar that is common to all languages End of lecture you will remember a lot of the deep structure
68
Surface structure
Chomsky How the idea is expressed in any one language Exact words that the instructor used to communicate the ideas
69
Broca’s area
Area in front of the left hemisphere near the motor cortex, responsible for language production
70
Wernickes’s area
Area of the brain next to the auditory cortex, responsible for language comprehension
71
Critical period
Time in which learning can easily occur, for language
72
Language Skinner & Bandura
Skinner - language development occurs through the principles of learning, including association and reinforcement Bandura - importance of observation and imitation of others in learning language
73
Temperament
Innate characteristics of the infant, including mood, activity level, and emotional reactivity, noticeable soon after birth
74
Three general types of temperament
Easy child - Easy to adapt, remains calm, usually positive Difficult child - Reacts negatively to new situations, trouble adapting, negative mood, cries frequently Slow to warm up child - no activity level, add just loading continue situations, often negative mode Some children combination of two or more
75
Goodness-of-fit
Child and caregiver’s styles match and communication and interaction can flow
76
Parenting is bi-directional
Parents affect their children, children influence their parents
77
Personality
Defined as an individual’s consistent pattern of feeling, thinking, and behaving is the result of the continuous interplay between biological disposition and experience
78
Stranger wariness
Fear associated with the presence of a Stranger
79
Separation anxiety
Departure of significant others
80
Basic emotions
Interest, happiness, anger, fear, surprise, sadness and disgust
81
Self-conscious emotions
Envy, pride, shame, guilt, doubt, and embarrassment
82
Social referencing
Process whereby infants seek out information from others to clarify a situation and then use that information to act Facial expressions from parents
83
Emotional self regulation
Refers to strategies we used to control our emotional states so that we can attain goals Young infants need help of caregivers
84
Self-awareness
Realization that you are separate from others
85
Attachment
A close bond with a caregiver from which the infant derives a sense of security
86
Freud’s psychoanalytic theory
Infants are oral creatures who obtain pleasure from sucking and mouthing objects Infant will become attached to a person or object that provides this pleasure
87
Contact comfort
Infant’s need for physical closeness and touching Harlow’s research - contact comfort is believed to be the foundation for attachment
88
Secure base
Parental presence that gives the child a sense of safety as a child explores the surroundings Bowlby’s concept of attachment theory - infant must form this bond with a primary caregiver in order to have normal social and emotional development
89
The strange situation technique
Conducted in a context that is unfamiliar to the child and therefore likely to heighten the child’s need for his or her parent Mary Ainsworth Secure attachment style Ambivalent/resistant AT Avoidant AT Disorganized/disoriented AT 65% securely attached (US)
90
Nonorganic failure to thrive
Diagnosis for an infant who does not grow, develop, or gain weight on schedule and there is no known medical explanation for this failure Due to severe deprivation of parental attachment
91
Reactive attachment disorder
Developmental delays, especially in cognitive and language areas Due to experiencing neglectful situations and also displaying markedly disturbed and developmentally inappropriate attachment behavior
92
Resiliency
Being able to overcome challenges and successfully adapt
93
Parentese
Infant directed talk

CD106 (6 decks)

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