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Child Test 3 Review Flashcards

1
Q

When do infants cry more often?

A

most infants cry late in the day

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2
Q

directionality

A

the principle that describes growth as having intrinsic direction

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3
Q

cephalocaudal

A

directional growth that proceeds from the top ofteh body to the bottom; literraly, head to tail

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4
Q

proximodistal

A

directionality that begins near the cneter of the vody and proceeds toward the extremities.

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5
Q

independence of systems

A

the principle that different body systems grow on different schedules

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6
Q

canalization

A

The tendency for growth, if disturbed or deflected, to return to an expected path

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7
Q

epiphyses

A

the growth cneters of long bones; they produce cartilage cells, and as these harden, the bone grows in size

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8
Q

Skeletal age

A

an assesment of phsycial maturity that depends on examination of the size and appearance of the epiphyses.

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9
Q

primary teeth

A

the first teeth to appear, usually in the latter half of the 1st year; often called baby teeth.

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10
Q

neurotransmitters

A

chemicals that move across synapses, allowing communication between nurons

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11
Q

apoptosis

A

the programmed process of cell death undergone by some neurons in reposne to a relative lack of environmental input

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12
Q

synaptic pruning

A

the death over time of many synapses that are not stimulated by input from the environment

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13
Q

glial ells

A

fatty cells resopnsible for myelinating the neurons in the brain and providing other support functions to neurons.

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14
Q

cerebral cortex

A

the 2 large, outer hemispheres that make up the layer of the brain; responsible for much perception, thought, and planning.

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15
Q

lateralization

A

separation of functions in the two hemispheres of the cerbral cortex

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16
Q

plasticity

A

the ability of the brain to be changed by experience

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17
Q

experience-expectant plasticity

A

the brain’s ability to create circuits based on typical human experiences, such as hearing voices or seeing faces

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18
Q

experience-dependent plasticity

A

the brain’s ability to create circuits based on atypical or idiosyncratic forms of experience, such as extensive training in music or sports

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19
Q

tripod position

A

an early position for sitting that invovles the hands oon the floor in front of outstreched legs, used by infants to maintain belance before they can sit indpendently.

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20
Q

visual cliff

A

an experimental apparatus used to study infant reactions to visual cues for a drop-off, or cliff; it provides visual clues of a 3-foot drop-off, but because the drop-off is covered in a sheet of thick glass, it is in reality a flat surface.

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21
Q

cruising

A

moving around on two feet while holding onto furniture for support; a mode of movement used by infants before they learn to walk independently

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22
Q

haptic discrimination

A

ability to tell objects apart using touch @ 3 months

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23
Q

visual acuity

A

clarity of vision; the ability to distnguish fine details

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24
Q

object ssegration

A

the ability to identify objects in the world–to tell where one object begins and another ends

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25
Q

phoneme

A

the smallest unit of sound that carries meaning in a language

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26
Q

perceptual tunig

A

the process of becoming less sensitive over time to stimuli that are not in the typical envionrment; also called perceptual narowing

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27
Q

kwashiorkor

A

a condition that resuslts from extreme starvation; symptoms include swollen bellief and feet, hair loss, andl ack of energy

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28
Q

marasmus

A

a condition that reuslts from extreme starvation, in which the body becomes extremely thin and fragile

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29
Q

sudden ifnant death syndrom

A

the sudden unexplained death of an otherwise healthy infant

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30
Q

colic

A

a condition in which infants who are otherwise normal show excessive cryin; usually defined as cryinig for at least 3 hours per day, for at least 3 days per week, for at least 3 weeks.

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31
Q

otitis media

A

ear infection

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32
Q

cognitive schema

A

in piaget’s theory, a cognitive structure or cognitive representation

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33
Q

equilibration

A

In Piaget’s theory, the process that maintains blance in cognitive structures via the joint operation of accommodation and assmilation

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34
Q

primary circular reaction

A

In Piaget’s theory, the second substage of sensorimot development, in which infants extend reflexive behavior to acquire new bahavior patterns

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35
Q

Secondary circular reaction

A

In Piaget’s theory, the third substage of sensorimotos development, in which infants begin to control events in the world outside their bodies.

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36
Q

tertiary circular recation

A

In Piaget’s theory, the fifth substage of sensorimoto development, in which infants invent new behaviors by trial and error, in order to achieve their goals

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37
Q

Deferred Imitation

A

imitation that occurs after a delay; of particular interest to Piaget because it apparently depends on the existence of symbolic representation of the bahavior being imitated

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38
Q

object permanence

A

the belief that objects continue to exist in time and space even if we cannot see, hear, or touch them

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39
Q

violation-of-expecation paradigm

A

Behavior pattern in which infants react with surprise to unexpected evvents

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40
Q

information processing theory

A

an approach to cognitive development that emphasizes the flow of information through the mind, using the metaphor of information movign through a computer

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41
Q

core knowledge theory

A

An approach to the study of cognitive development that suggests infants are bron with some understanding about essential areas, such as language, space, objects, and numbers

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42
Q

sociocultural theory

A

a perspective on human development that emphasizes social and cultural factors in development

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43
Q

Join attention

A

the phenomenon of two or more people directing their attention to the same obejct or person; in communication, when two people pay attention to the same topics

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44
Q

normative development

A

development that is considered typical or expected within a particualr cultural group\

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45
Q

intelligence quotient (iq)

A

the result of a test intended to measure intellectual skills; common intelligence tests are scored so that a score of 1- is average, scores over 100 indicate above-average intelligence, and scores below 100 indicate below-average intelligence

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46
Q

developmental quotient (DQ)

A

a score on a test of infant intelligence, calcualted in the same way as an intelligence quotient score

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47
Q

langauge acquisiton device

A

LAD; In Chomskys’ theory, the hypothetical innate menta structure that allows language learning to take palce in all humans

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48
Q

universal grammar

A

In chomsky’s theory of langauge developmet, the idea that use of language requried knowlefge of abstract rules nad that these rules are common to all languages

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49
Q

social interactionist approach to langguage developent

A

the view that language develops as a social skill for use in communication and social interaction

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50
Q

Connectionist view of language development

A

The theory that linguistic development results from strngthening of existing networks of neural connections in the brain; also known as the neural network view.

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51
Q

Statistical learnig

A

In early langauge development, learning the likelihood of one word or sound being followed by another word or sound, by noting the frequencies with which various combinations of sounds and wrods actually occur in the langauge

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52
Q

cooing

A

vocal behavior of infnats that invovles the rpetitoin of vowel sounds, such as /aaaaaa/, /ooooooooo/, and /eeeeee/.

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53
Q

Babbling

A

Vocal behavior of infants that invovles the repetition of consonant-vowal combinations, such as /bababa/ and /dededededede/.

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54
Q

noun bias

A

In early learning of Enlgihs, children’s tnedency to learn many nouns among their earliest words; this is not a universla tendency and does not occur in langauges that put more emphasis on verbs, such as Japanese or Mandaring Chinese.

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55
Q

Referntial pattern

A

In early language deelopment, a pattern of learning that emphasizes the names for objects and contains many nouns

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56
Q

expressive pattern

A

in early language development, a pattern of learning that emphasizes description of action words that contain many verbs and pronouns

57
Q

overextension

A

In language development, the application of a word beyond its customary semantic boundaries; for example, using the label cat for all animals

58
Q

Underextension

A

In early language development, the overly narrow use of a word; for example, using the label doggie to refer to golden retrievers, but not to poodles or terriers

59
Q

Word Spurt

A

In language learning, the rapid increase in word knowledge thato ften occurs around 18 months of age

60
Q

fast mapping

A

In young children, the ability to learn new ords on the basis of very little input

61
Q

Whole-object assumption

A

In early language development, the assumption that words refer to whole objects, not to parts or properties of objects

62
Q

Taaxomic assumption

A

in early language learning, the assumption that the name of an object and to similar things; for example dog applies to a particular dog and to other dogs, but not to leashes or to dog biscuits

63
Q

mutual exclusivity assumption

A

separation of functions in the two hemispheres of the cerbral cortex

64
Q

telegraphic speech

A

in early langague learning, two- and three-word utterances that typically conatin content but not function words; for example, “see doggie,” “mama sit chair.”

65
Q

growth error

A

in language development, a mistake that reveals that child’s growth in understanding of gramatical rules but not all of the exceptions

66
Q

child-directed speech

A

A style of speaking, commonly used in speaking to infants and very young children, that includes slowed pace, reduced vocabulary, simplified sentence structure, exaggerated variation in pitch, and marked rythmic characteristics; also sometimes referred to as motherese.

67
Q

Basic trust

A

In Erickson’s theory, the infant’s belief that people can be trusted and that the world is a safe place

68
Q

Basic mistrust

A

In Erickson’s theory, the infant’s belief that people cannot always be trusted to provide for his or her needs and that the world is not necessarily a safe place.

69
Q

Autonomy

A

In Erickson’s theory, the individual’s belief that she or he is a competent actor in the world

70
Q

Shame and Doubt

A

In Erickson’s theory, the individual’s feelings that she or he is not a competent actor in the World

71
Q

Social smile

A

by 3 months of age, the smile that infants direct toward other people

72
Q

wariness of strangers

A

a reaction of fear, concern, or distress in the presence of stragners, shown by infants 8- to 12-months old.

73
Q

Self-conscious emotions

A

Emotions such as pride, guilt, shame, and embarrassment, that emerge in the 2nd year of life.

74
Q

emotional self-regulation

A

the ability to modualte the intenstiy of one’s own emotional reactions to people and events.

75
Q

temperament

A

Stable individual characteristics in attention, activity, and strength of emotional reactions

76
Q

easy temperament

A

according to thomas and chess, easy infants are generally happy, established rountines easly, and adapt quickly to change.

77
Q

Difficult temperament

A

according to Thomas and Chess, difficult infants show intense negative reactions, have difficulty adjusting to family rountines, and resist chane

78
Q

Slow to warm up temperament

A

According to thomas and chess, these infants are relatively iactive, negative in mood, and adjust slowly to change

79
Q

behaviroal inhibition

A

a temperamental characteristic that invovles negative reactivity to novel stimuli of all kinds.

80
Q

goodness of fit

A

In the thomas and chess theory of infants and their caregivers that leads to the best outcome

81
Q

attachment

A

A deep, educing, and specific emotinoal bond formed between infants and their parents or other imporatn caregivers during the 1st year of life

82
Q

preacttachment phase

A

in Bowlby’s theory, the earliest phase of infnat attachment; usually lasts form birth to 2 months of age

83
Q

attachment behavior

A

In Bowlby’s theory, infant behavior that has the predicatbel outcome of increasing proximity between the infacnt and the caregiver or attachment figure

84
Q

attachment in the making

A

In bowby’s theory, the second phase of infant attechment in which infatns begin to recognize caregivers and levels of reponsiveness; usually lasts form 2 to 7 months of age

85
Q

clearcut attachment

A

In bowlby’s theory, the third phase of infant attachment in which an infat-parent bond has clearly been formed; usually asts fomr 2 to 24 months of age

86
Q

Separation protest

A

the infant’s or toddler’s tendency to show anger and distress at being separated form omther or naother attachment figure

87
Q

internal working models

A

cognitive represnation of attachment figures that specify the extent to which such figures can be counted on in various situaitons

88
Q

strange situations

A

A laboratory procedure designed by Mary Ainsworth to assess security of attachment among 12- to 18-month-olds; sometimes called the Ainsworth Strange Situation

89
Q

Secure attachment

A

A type of attachement relationship characterized by the infant’s sense of security that the attachemtn figure (usually the parent) will protect and provide for them, and serve as a secure base for exploration and a safe haven nder stressful circumstances

90
Q

avoidant attachment

A

a type of attachment relationship characterized by belief that the attachemtn figure (usually the parent) will not protect or provie for the infant or child, and that the attachment figure does not generally serve as a haven of saftery under stressful cricumstacnes

91
Q

ambivalent attachment

A

a type of attachemtn relationship characterized by uncertainty about whether the attachemtn figure (usually the parent) will protect or provide for the infant or child, and about whether the attachemtn figure can be trusted to serve as a haven of safety under stressful circumstances

92
Q

disorganized attachment

A

a reare type of attachment relatinship characterized by a disorder pattern of behaivor that is not clearly organized around an attachment figure, that may incldue odd of bizarre actions, and occurs primarily inc ases that invovle child abuse, neglect, or other trauma

93
Q

Attachment q-sort

A

a technique for assessing security of attachment in which an observer is asked to srot cards that descibe the infant’s or child’s attachment-related behaivor, and in which socres for security of attachment are assigned depending on te way cards are sorted.

94
Q

self-concept

A

the attributes that people believe characterize themselves

95
Q

I-self

A

the sense of self as an acotr or agent

96
Q

Me-Self

A

the sense of self as an object of knowledge

97
Q

child maltreatment

A

Physical, emotional, and sexual abuse, as well as neglect, of children

98
Q

neglect

A

child maltreatment iinvovling a caregiver’s failure to provide adequate food, clothing, shelter, supervisoin, or medical care; the most common form of child maltreatment in the U.S. today

99
Q

physical abuse

A

Child maltreatment involving hitting, kicking, slapping, shaking, shooting, or other phsycial violence intended to cuase harm; includes sexual absue

100
Q

sexual abuse

A

inapprorpriate exposrue to sexual acts or materials, sexual contact, or fored sexual beahaviors of any kind.

101
Q

emotional abuse

A

a caregiver’s demanding, coercive, or overly distant behavior that interferes with a child;s normal development

102
Q

During what time do most infants develop their motor skills, and what does this bring about

A

Most infants in the 3rd month of life have periods in which they have cry spells as they begin to develop motor skills. With the main event being late in the day.

103
Q

What happens to baby’s weight at 6 months and at 12 months

A

Most babies double their birth weight during the first 6 months and almost triple them by the end of the 12th month. Meaning that babies gain 1-2 pounds per month during these early months

104
Q

Height at 18 months

A

By 18 months babies are a full foot over their newborn length

105
Q

Who provides less favorable home environment?

A

Mothers who knew little about infant developmentbsldoborovided less favorable home environments for their 12 month old consequently, the child then shows more behavioral problems and lower IQ scores.

106
Q

what is an important predictor of parent knowledge in child development?

A

Predictor of more parent knowledge is the level of academic/professional education the parents have. The kore education they have the more they know and the less like. Another factor is the mothers immigrant status.

107
Q

What type of speech do chilren prefer?

A

Young infants preferlisteningto speech directed to children over listening to adult conversation. Young infants prefers music over normal sounds.

108
Q

When do baby’s take their first steps?

A

Babies take their first independent steps at around 12 months of age, on average.
Take 9K steps in a typical day, walking more than a mile and a half.
By their second year of age, youngsters can walk forwards and backwards and has learned to run as well as walk

109
Q

What are the effects of breast feeding in low birth weight children?

A

Low birth weight infants who receive much if their nutrition from breast milk show greater physicals maturity and are more alert than others during social interaction by 6 months of age and are less likely to bs ole overweight later in life.

110
Q

At what age do most parents begin toilet traininig

A

Most parents being toilet training between 18-24 months of age.
In the US, 25% of children are fully trained at 25 months, 85% at 9 months, and 98% at 36 months if age.

111
Q

How do you know when they are ready to be potty trained?

A

when they come and tell you they need to pee

112
Q

How do you potty trained people

A

Must shape behavior by breaking the behavior down and walking them trough it. Big use of the Eli the elephant and Elmer the elephant for boys. Gives sticker if they do it right not if they do it wrong.

113
Q

How are baby’s emotions

A

All baby’s are born with emotions but how you show them is something that you learn

114
Q

if you are breast fed, what happenes to otitis media?

A

Less otitis media if breast fed

115
Q

What happenes to children who see TV?

A

Children who spend more time viewing commercial television programs have lower academic achievement and more behavioral problems than others. The American academy of Pediatrics has expressed its concern about increased exposure to television, movies, and computer game at a young age and recommends no media usage of any kind before the 2 years of age.

116
Q

Assimilation

A

integration if similar objects into a ore established cognitive structure.

117
Q

Accommodation:

A

the process of altering cognitive structures to accommodation, the process of altering cognitive structures to make them correspond more closely with the structures of new input

118
Q

what happens when children encounter things they do not understand?

A

Children encounter things that they often do not understand, they often assimilate them by altering them to make them fit with what they do know.

119
Q

Who is Carolyn Rovee-Collier

A

infant memory skills by tying to foot of the baby a rope that tied to the mobile and saw if the babies learned to move the movie by kicking. And saw if the infant would remember that every time they are placed in that same situation.

120
Q

What is the core knowledge theory say about cognitive abilities?

A

evolved to ensure that infants are born with the mental capability that will allow survival

121
Q

What does the speed of cognitive process predict?

A

The speed of cognitive process may be a component of intelligence that remains relatively stable from infancy through childhood, better predictor.

122
Q

What does Home Observation for Measurement of the Enviornment test?

A

HOME tests for topics such as how much conversation is directed to children. How many outings the parents that the children on. How much access the child has to books, magazines, and music.

123
Q

What is the state of low income homes in intellectrual stimulation?

A

On average low income homes provide less intellectual stimulation than do middle income households, and here differences are much larger than are those attributable to ethnicity.

124
Q

The Abecedarian Project

A

focused on infant and talkers for low income families this 25 years study randomly assigned them either to an intervention program or to a non-intervention Group those who received intervention were enrolled in a full-day childcare program that also provided extra educational services. in addition home visitors taught parents in the intervention group to provide more cognitive stimulation for their young children. Those who received intervention scored higher than the non-intervention group on IQ test at three years of age and the IQ scores remained higher for every assessment to 21 years of age. in addition those who received intervention as infants were less likely to become pregnant as teenagers and less likely the to report using illegal drugs

125
Q

Around what time do most infants begin to speak?

A

Around the world infant speak their first words at about 12 months of age usually naming people or things such as daddy or mommy or doggy

126
Q

How do children learn labels and pronounciation and gramattial rules?

A

Children learn labels through classical conditioning that is through repeated pairings of the objects in their labels. They also learn pronunciation and grammatical rules through operant condition that is through repeated rewards for correct usage

127
Q

What do the nativist think about language?

A

We are born with understanding of the fundamentals structures of language. In this view development of linguistic skill is seen as a form of structural skill development. children use language mainly for communication and social interaction; development of language should be seen in this light. Based on observations alone however we can describe how infants and their caregivers communicate before any word learning has occurred

128
Q

What did Erickson belief occurred at each stage of life?

A

argued that at each stage of life fundamental conflicts emerge between the needs of the individual and the ability to satisfy those needs within the individuals environment focused on social rather than sexual issues

129
Q

What is the fyndamental discomfort of infancy?

A

that of basic trust versus basic mistrust

130
Q

What happens as children move into their second year of life?

A

As they move it to the second year of life toddlers want to feel less dependent and they want to do more on their own

131
Q

What group is more subsceptable to SIDS? What is SIDS?

A

SIDS usually strikes during the first few months if life; it’s incidence peaks between 2 and 4 months of age and is higher during the winter months. Boys are more likely than girls to fall victim to sids, and infants who have lost siblings to sids are at heightened risk.

132
Q

New York longitudinal study

A

was one of the first to address the conceptualization and study of temperament in human development

35% of the infants and children tested by the Thomas and Chess did not fit into any of the three temperamental categories

Those who showed the distress and reactivity at four months were slower to approach unfamiliar people and slower to play with unfamiliar toys at two years of age they were also less likely than other children to play with unfamiliar peers at four years of age

133
Q

What did Bowlby argue?

A

The emotional bonds that infants form with the parents are not based on feeding bowlby argued but they are essential to survival infants inclination to form an emotional bond with the parents encourages the maintenance of proximity to parents and in this way keeps baby safe from harm.

134
Q

What happens when mothers provide sesitive care?

A

If mothers provide sensitive care infants form secure attachments regardless of temperamental characteristics

135
Q

low income families secure attachment

A

200 infants born into low income families were followed from infancy through childhood and through adolescence. scroufe and his colleagues reported that at average securely attached and infants were more competent and better able to complete age-appropriate tasks then where insecurity attached infant. for instants those who were securely attached in infancy were also rated as more socially except competent by camp counselors when they were nine years old

136
Q

What is the Me-Self theory

A

The me-self for toddlers and young children involved their bodily characteristics and possessions

Looking at themselves in the mirror many immediately touched their noses looking embarrassed as they try to wipe off the rouge.

137
Q

What are the effects of maltreatment?

A

Those who have been maltreated show many problems in adjustment. These problems may include difficulties at school problems with peers low self-concept and Academic failure. many of these problems are interrelated. for example maltreated youngsters show higher levels of aggressive behavior than their peers and since aggressive behavior is aversive, their peers often grow to dislike them increasing the likelihood that they will be victimized

138
Q

effects of good quality peer frienships

A

Among children who have been maltreated before entering school a good quality peer friendship was protective against many ill effects during elementary school

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