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+ FMST 210 > Chapter 4: Brain, Perception, and Motor Development > Flashcards

Chapter 4: Brain, Perception, and Motor Development Flashcards

1
Q

Brain Development in Infancy and Childhood

What are synapses?

A

connectors that allow messages to be sent from one neuron (nerve cell) to another, then throughout the body

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2
Q

Brain Development in Infancy and Childhood

What is synaptogenesis?

A

formation of new synapses

  • at the beginning of line, the brain makes way more synapses than we need (500% jump from birth to 2 years)
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3
Q

Brain Development in Infancy and Childhood

What is synaptic pruning?

A

loss of unused neural connections

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4
Q

Brain Development in Infancy and Childhood

What is lateralization?

A

process of brain hemispheres (left and right) becoming specialized to carry out different functions

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5
Q

Brain Development in Infancy and Childhood

When does lateralization occur?

A

before birth

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6
Q

Brain Development in Infancy and Childhood

What is lateralization influenced by?

A

influenced by both genes and experience

ie. being forced to be right-handed

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7
Q

Brain Development in Infancy and Childhood

What is the Corpus Callosum?

A

neural fibres that runs down the middle of the brain and connect the two hemispheres that grow during lateralization

  • grows very rapidly → the more it grows, the more the two hemispheres are able to coordinate responsibilities
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8
Q

Brain Development in Infancy and Childhood

What is plasticity?

A

brain’s capacity to change its organization and function in response to experience

ie. traumatic brain injury: brain is plastic enough that it can reorganize itself and recover significantly, whereas adults have a harder time

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9
Q

Brain Development in Adolescence

What triggers neurological developments?

A

pubertal hormones

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10
Q

Brain Development in Adolescence

Does synaptogenesis occur in adolescence?

A

yes, but makes way less than in infancy and childhood

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11
Q

Brain Development in Adolescence

What happens to the brain when pubertal hormones trigger neurological developments?

A

increase in cerebral cortex volume

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12
Q

Brain Development in Adolescence

What is the cerebral cortex?

A

helps with judgement, so adolescents can analyze things more complexly and look at things from different angles

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13
Q

Brain Development in Adolescence

What is the Dual Process Model?

A

limbic system undergoes burst of development before prefrontal cortex

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14
Q

Brain Development in Adolescence

What is the limbic system responsible for?

A

emotion and reward, things that make us feel good

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15
Q

Brain Development in Adolescence

What is the prefrontal cortex responsible for?

A

judgement

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16
Q

Brain Development in Adolescence

What accounts for “typical” adolescent behaviours?

A

adolescents are more likely to respond to stimulation of limbic system than it is to have the prefrontal cortex be functioning at a high level

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17
Q

Brain Development in Adolescence

What are “typical” adolescent behaviours?

A
  • judgement is not good, specifically in situations where there can be a good judgement reward
  • adolescents are more likely to be risk-takers, unrealistically emotional, aggressive because the limbic system is more advanced that prefrontal cortex
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18
Q

Gross Motor Development

What are gross muscles?

A

larger muscles

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19
Q

Gross Motor Development

What is gross motor development?

A

ability to control the large movements of the body

  • actions that help us move around in our environment (rollover, sit up, crawl, walk)
  • gains in coordination
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20
Q

Gross Motor Development

What is cephalocaudal progression?

A

motor control moves from the head down

- evolve in a predictable sequence

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21
Q

Fine Motor Development

What is fine motor development?

A
  • ability to control small movements of the fingers such as reaching and grasping
  • opportunities to practice all motor skills
22
Q

Fine Motor Development

What is child-rearing context?

A

are parents and caregivers providing opportunities to practice these motor skills?

23
Q

Fine Motor Development

How do different cultures see motor development?

A
  • different cultures, different techniques are used to encourage motor development
  • some types of motor development is more important than others
24
Q

What is sensation?

A

occurs when one of the five senses (see, hear, smell, taste, touch) detects a stimulus

25
Q

What is perception?

A

the sense our brain makes of the stimulus and our awareness of it
- brain needs to understand the sense

26
Q

What is visual acuity?

A

sharpness of vision (perfect vision: 20/20)

  • newborn can see, but not well (vision: 2400/20)
  • 6-12 months (end up with 20/20 vision)
27
Q

What is visual tracking?

A

follow movements with eyes

- improves with age

28
Q

Describe hearing in infancy.

A
  • the most well-developed sense at birth
  • capacity to hear develops in utero
  • newborns are attentive to voices and prefer speech sounds over non-speech sounds (know the difference between speech sounds and non-speech sounds), they would rather hear you talk than hear music

ie. some parents talk to the baby, read, play music

29
Q

Describe touch in infancy.

A

(especially with the mouth) is a critical means of learning about the world
- children are always putting things in their mouth

30
Q

What can reduce stress responses in infants?

A
  • caregiver’s massage

- preterm and low weight babies can gain weight through massage

31
Q

What is the analgesic effect?

A

reducing infants’ pain response

32
Q

What sense has an analgesic effect?

A

touch: skin-to-skin contact

33
Q

Describe smell in infancy.

A
  • well developed at birth
  • can discriminate between 2 different smells
  • can recognize mother’s odor (which has a calming effect)
34
Q

Describe taste in infancy.

A
  • well developed at birth
  • can discriminate between 2 different tastes
  • show innate preferences for some tastes
35
Q

How do infants show innate preferences for some tastes?

A
  • newborns can tell the difference between human milk and formula, prefer human milk
  • prefer sugary foods
  • experiences modify their taste preferences (ie. according to different familial, cultural environments)
36
Q

Gross Motor Development

What motor skill is achieved at age 2 months?

A
  • lift head

- holds head steady when held upright

37
Q

Gross Motor Development

What motor skill is achieved at age 3 months?

A
  • pushes head and chest up from arms

- rolls from stomach to back

38
Q

Gross Motor Development

What motor skill is achieved at age 4 months?

A

grasps cube

39
Q

Gross Motor Development

What motor skill is achieved at age 6 months?

A

sits without support

40
Q

Gross Motor Development

What motor skill is achieved at age 7 months?

A
  • rolls from back to stomach
  • attempts crawling
  • uses opposite thumb to grasp objects
41
Q

Gross Motor Development

What motor skill is achieved at age 8 months?

A
  • achieves sitting position alone

- pulls to a stand

42
Q

Gross Motor Development

What motor skill is achieved at age 9 months?

A

“cruises” by holding on to furniture

43
Q

Gross Motor Development

What motor skill is achieved at age 10 months?

A

plays patty-cake

44
Q

Gross Motor Development

What motor skill is achieved at age 11 months?

A

stands alone

45
Q

Gross Motor Development

What motor skill is achieved at age 12 months?

A

walks alone

46
Q

Gross Motor Development

What motor skill is achieved at age 14 months?

A
  • builds tower of two cubes

- scribbles

47
Q

Gross Motor Development

What motor skill is achieved at age 17 months?

A

walks up steps

48
Q

Gross Motor Development

What motor skill is achieved at age 18 months?

A

runs

49
Q

Fine Motor Development

What gross motor skills and fine motor skills are achieved at age 2-3?

A

Gross: walks more smoothly, runs but cannot turn or stop suddenly, jumps, throws a ball with a rigid body and catches by trapping ball against chest, rides push toys using feet

Fine: unzips large zippers, puts on and removes some clothing, uses a spoon

50
Q

Fine Motor Development

What gross motor skills and fine motor skills are achieved at age 3-4?

A

Gross: runs, ascends stairs alternating feet, jumps 15-24 inches, hops, pedals and steers tricycle

Fine: serves food, can work large buttons, copies vertical line and circle, uses scissors

51
Q

Fine Motor Development

What gross motor skills and fine motor skills are achieved at age 4-5?

A

Gross: runs more smoothly with control over stopping and turning, descends stairs alternating feet, jumps 24-33 inches, ski[s, throws balls by rotating the body and transferring weight to one foot, catches ball with hands, ride tricycles, and steers effectively

Fine: uses scissors to cut along a line, uses fork effectively, copies simple shape and some letters

52
Q

Fine Motor Development

What gross motor skills and fine motor skills are achieved at age 5-6?

A

Gross: runs more quickly, skips more effectively, throws and catches a ball like older children, makes a running jump of 28-36 inches, rides bicycles with training wheels

Fine: ties shoes, uses knife to cut soft food, copies numbers and simple words

+ FMST 210 (17 decks)

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