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KIN 207 > Chapter 9 Lecture > Flashcards

Chapter 9 Lecture Flashcards

1
Q

Prehension:

A

grasping of an object

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2
Q

1930’s-1950’s:

A

maturationalists

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3
Q

_____ proposed 10 phases of development in 1931.

A

Halverson

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4
Q

Halverson’s 10 phases included:

A
  • transition from power to precision grips

- imposition of one task, one set of environmental conditions

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5
Q

Hohlstein (1982) proposed that…

A
  • object size and shape influence type of grasp

- by 9 months, infants shape hand to match object as they reach

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6
Q

Halverson used …

A
  • balls, crayons, cup, bell etc.

- didn’t use a cube

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7
Q

Describe Halverson’s observations of transition from power to precision:

A
  • birth: no contact
  • 1 month: limited contact
  • 2 months: grasp with entire hand
  • 3 months: adjust hand position
  • 4 months: grasp with thumb on top
  • 5 months: grasp with fingers only
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8
Q

Hand shape will change ____ ____ to the object, will ____ according to the size and shape of the object you’re going to pick up.

A
  • en route

- reshape

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9
Q

Grip movements are ____ ____. Key is ____ size relative to ____ size. More research is needed in ______.

A
  • body scaled
  • hand
  • object
  • infancy
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10
Q

Ratio of hand size to object size is consistent for transitioning from…

A

using one hand to using 2 hands to pick up object

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11
Q

At _____ months, infants become consistent in moving the hand to the mouth.

A

3-4 months

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12
Q

By ___ months, infants open the mouth in anticipation of the hand’s arrival.

A

5 months

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13
Q

At ____ months, infants show bilateral arm extension and reaching (often _____).

A
  • 2 months

- symmetric

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14
Q

Around ____ months, infants reach for objects with both arms (usually …)

A
  • 4.5

- one hand reaches and grasps object first

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15
Q

During year ___, infants alternate between predominantly _____ and predominantly ____ reaching.

A
  • 1
  • unimanual
  • bimanual
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16
Q

By ____ months, we see pulling apart and insertion actions.

A

12

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17
Q

Early in year ___, infants use objects as tools.

A

2

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18
Q

After ___ months, infants manipulate objects cooperatively with both hands.

A

8

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19
Q

cooperative activities:

A
  • manipulating an object where 1 hand is stabilizing the object and the other hand is exploring
  • ex. smacking sticks together
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20
Q

Complementary activity ex:

A

lifting a cookie jar lid and taking a cookie out with other hand

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21
Q

By end of year ___, we see complementary activities.

A

2

22
Q

Object permanence happens within the ____ year.

A
  • first

- 6-8 months

23
Q

RAM =

A

rapid aiming movements

24
Q

RAM involve a ____ and ____ to ____ ____; then a ______ and ____ phase.

A
  • initiation
  • acceleration
  • peak velocity
  • deceleration
  • termination
25
Q

With RAM, young adults tend to have _____ phases.

A

symmetrical

26
Q

With RAM, older adults move less far in _____ phase, thus have longer _____ phase.

A
  • acceleration

- deceleration

27
Q

Ideally objects are caught in the ____ so they can be _____.

A
  • hands

- manipulated

28
Q

Needing to _____ an object makes catching more difficult.

A

intercept

29
Q

Early catching:

A
  • initially position arms and hands rigidly, sometimes trap ball against chest
  • sometimes turn their head away or close their eyes
30
Q

Proficient catching:

A
  • Hands “give” with the ball to gradually absorb force
  • Catcher moves from side to side or forward and back to intercept the ball
  • Fingers are pointed up for high balls and down for low balls
31
Q

____ and ____ constraints greatly affect the difficulty of catching.

A
  • task

- environmental

32
Q

4 steps of arm action in catching:

A
  1. little response
  2. hugging
  3. scooping
  4. arms “give”
33
Q

3 steps of hand action in catching:

A
  1. palms up
  2. palms in
  3. palms adjusted
34
Q

3 steps of body action in catching:

A
  1. no adjustment
  2. awkward adjustment
  3. proper adjustment
35
Q

For comparisons, ____ and ____ constraints must be consistent.

A
  • task

- environmental

36
Q

Common way to assess catching:

A

the number of catches in a set of attempts can be scored

37
Q

The ____ _____ can provide information about the movement process.

A

developmental sequence

38
Q

______ is involved in many manipulative tasks and interception skills.

A

anticipation

39
Q

Studies often involve _____-anticipation tasks.

A

coincidence

40
Q

Coincidence-anticipation tasks:

A

anticipating completion of movement to coincide with arrival of moving object

41
Q

Interception success is often related to…

A
  • ball size
  • speed
  • trajectory
  • other task and environmental constraints
42
Q

DCD =

A

developmental coordination disorder

43
Q

Study about individuals with DCD found…

A
  • difficulty controlling the movements of the limbs
  • poor sense of where limbs are in space; will move them independently
  • aren’t coordinating movements across joints as effectively
  • poor performers in a catching task
44
Q

PAP =

A

perception-action perspective

45
Q

In PAP, 2 characteristics of person-environment system for catching involve constant patterns of change:

A
  • invariants

- expanding optical array

46
Q

Invariants:

A

stable patterns

47
Q

Expanding optical array:

A

visual pattern that expands or constricts on the retina

48
Q

Invariance in moving sideways was investigated through…

A

the constant bearing angle strategy

49
Q

How do children learn to arrive at the right place?

A
  • might learn that ratio is zero when they stand still and catch a ball
  • eventually learn to move to keep the ratio at zero
  • parents, teachers, coaches can manipulate information constraints during exploratory practice
50
Q

______ is important in learning to move to catch.

A

experience

51
Q

Children are accomplished catchers by ___ or ____ years of age, but catching tasks that require _____ are difficult.

A
  • 11 or 12

- movement

52
Q

Infants become skilled at reaching or grasping. Timeline:

A
  • Reaching: 3-4 months
  • grasp and preshape: ~9 months
  • bimanual: 8 months-2 years

KIN 207 (27 decks)

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