Chapter 5 Flashcards
Perceptual and Motor Development
sensory and perceptual processes (5.1)
means by which people receive, select, modify, and organize stimulation from the world
motor skills (5.1)
coordinated movements of the muscles and limbs
habituation (5.1)
when a novel stimulus is presented, babies pay much attention, but they pay less attention as it becomes more familiar
auditory threshold (5.1)
- refers to the quietest sound that a person can hear
- a fetus can hear at 7 or 8 months
- pitches of sound (low and high)
HEARING (5.1)
- 4.5 months
- 4-7 months
- 6-7 months
- recognize their name
- organize sounds into meaningful patterns
- musical tunes
Statistical learned capacity (5.1)
babies accelerate the sound which accelerates intellectual development
ATTENTION TO LANGUAGE (5.1)
- 6-8 months
- 7-9 months
- screens out sounds not heard in their native language
- more sensitive to individual words
Visual acuity (5.1)
the smallest pattern that can be distinguished dependably
- make lines narrower –> black and white becomes grey
contrast sensitivity (5.1)
measures responses to stimuli that vary both in size and contrast
cones (5.1)
detect wavelength (color) with these specialized neurons in the retina of the eye
- connection between cones and brain increase in first few months
- affect color visions
- 3m. full range of colors
amodal (5.1)
certain information (duration, rate, intensity) - it can be presented in different senses
intersensory redundancy theory (5.1)
Bahrick and Lickliter
- infant’s perceptual system is particularly attuned to amodal information that is presented to multiple sensory mods
perceptual processes (5.2)
determine that certain features go together to form objects
perceptual constancies (5.2)
achieved in infancy
- allows infants to make sense of their environments
- colour, shape constancies - interacting with their environment
size constancy (5.2)
the realization tat an object’s actual size remains the same despite changes in the size of its retinal image
visual cliff (5.2)
a glass-covered platform; on one side, a pattern appears directly under the glass, but on the other, it appears several feet below the glass
kinetic cues (5.2)
motion is used to estimate depth
visual expansion (5.2)
refers to the fact that as an object moves closer, it fills and ever greater proportion of the retina
motion parallax (5.2)
refers to the fact that a nearby moving objects move across our visual field faster than those at a distance
retinal disparity (5.2)
the left and right eyes often see slightly different versions of the same scene (4 months)
pictorial cues (5.2)
the same cues that artist use to convey depth in drawings and painting
- depend on the arrangement of objects in the environment
perceiving faces (5.2)
- 1 month: outer edges of face
- eyes, mouth, eyebrows - 5 to 6 months: facial features and the distance between these features
attention (5.2)
the process by which we select information that will be processed further
orienting response (5.2)
when presented with a strong or unfamiliar stimulus, this occurs
- a person startles, fixes the eyes on the stimulus, and shows changes in heart rate and brain wave patterns
- habituation indicates that attention is selective
attention deficit hyperactivity disorder (ADHD) (5.2)
affects 3-5% of CDN school age children
- great proportion are boys
- ritalin and CBT used as treatment (stimulants)
3 symptoms of ADHD (5.2)
- inattention
- hyperactivity
- impusivity
3 symptoms of ADHD
- not able to concentrate in one task - obsessive with one issue that interferes with everything
- behavior, fidgety, abundance o fenergy but focus on one thing - escalates with situation when asked to limit their behavior
- don’t think before they act
Cognitive Behavioral treatments (5.2)
situations that are predictable
- calmly have them to do things “read instruction”
- tangible reminders and introducing reinforcerments
MOTOR DEVELOPMENT AND WALKING (5.3)
- 4 months
- 6-7 months
- 7-8 months
- 11 months
- 2 years
- sit up with support
- sit without support
- stand while holding on to an object
- walk alone or with assistance
- walk, climb, kick
locomotion (5.3)
to move about in the world
fine motor skills (5.3)
associated with grasping, holding, and manipulating objects
toddlers (5.3)
can stand alone; briefly walk with assistance
- the toddling manner of walking
dynamic systems theory (5.3)
motor development involves many distinct skills that are organized and reorganized over time to meet the demands of specific tasks
COMPONENTS OF WALKING (5.3)
1. Posture and balance
- by few months after birth, infants begin to use visual cues and an inner-ear mechanism to adjust their posture
- must re calibrate the balance system as they take on each new posture
COMPONENTS OF WALKING (5.3)
2. steppping
- children don’t step spontaneously until approximately 10 months
COMPONENTS OF WALKING (5.3)
3. environmental cues
use cues in the environment to judge whether a surface is suitable for walking
COMPONENTS OF WALKING (5.3)
- coordination skills
a. differentiation
b. integration
a. dividing a task into smaller task // focusing on small task
b. combining hem in proper sequence into a coherent, working hole
FINE MOTOR SKILLS - GRASPING (5.3)
a. 3 months
b. 4 months
c. 5-6 months
d. 7-8 months
e. 1 year
f. 2 years
a. adjust grasp to object size
b. use fingers to hold objects
c. coordination the motion of both hands
d. use their thumbs
e. hold object with one hand and use their thumb and index finger to manipulate the object
f. adjust hold to accommodate the size of the object
HANDEDNESS (5.3)
a. 9 months
b. 13 months
a. use hands equally
b. show preference of dominant hand
- influenced by genetics and environment
