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OT with Adolescents > Cognition, Psychosocial, and Perception Development > Flashcards

Cognition, Psychosocial, and Perception Development Flashcards

1
Q

Stage specific theory

A

Skills build on one another
Skills are not changed by the environment

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2
Q

Ecological theory

A

Children are active players in development
Skills are influenced by interactions with the environment

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3
Q

Acquisitional learning theory

A

Behavior is a result of a response to the environment
Learning occurs through connections of stimulus and response

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4
Q

Piaget

A

Believed that development must happen before learning can occur
Developed stages of cognitive function

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5
Q

Schema

A

Representation of an idea or structure
Can change throughout learning through assimilation and accommodation of information

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6
Q

Assimilation

A

Fitting new information into existing schemas/perceptions

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7
Q

Accomodation

A

Revising existing schemas and perceptions to incorporate new information

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8
Q

Stages of cognitive function

A

Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage

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9
Q

Sensorimotor stage

A

Birth - 2 years
Child learns by exploring the world through their senses and integration of this information
Substages
- Reflexive
- Primary circular reactions
- Secondary circular reactions
- Coordination of secondary schemas
- Tertiary circular reactions are formed
- Symbolic logic emerges

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10
Q

Reflexive substage within sensorimotor stage

A

Birth - 1 month
Interactions with the world are through reflexes

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11
Q

Primary circular reactions substage within sensorimotor stage

A

1-4 months
Child is able to repeat actions voluntarily to make things interesting to them last longer

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12
Q

Secondary circular reactions substage within sensorimotor stage

A

4-8 months
Performing intentional actions to get a specific result

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13
Q

Coordination of secondary schemas occur substage within sensorimotor stage

A

8-12 months
Object permanence begins to occur
Refinement of reactions
Start to use objects to accomplish a goal

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14
Q

Tertiary circular reactions substage within sensorimotor stage

A

12-18 months
Problem solving through trial and error
Children may drop things off of tray and then look at you

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15
Q

Symbolic logic emerges substage within sensorimotor stage

A

18-24 months
Problem solving develops

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16
Q

Preoperational stage

A

2-7 years
Child plays pretend
Egocentric and cannot take other perspectives
Symbolic function develops to allow child to think about the purpose of objects
Children can only focus on one aspect of a situation at a time (centration)

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17
Q

Concrete Operational Stage

A

7-11 years
Organized cognitive structure
Understands the reversibility of actions
Can follow steps more logically
Child develops a sense of identity
Child can focus on multiple aspects of a situation at a time (conservation)

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18
Q

Formal operational stage

A

12+ years
Uses highly symbolic thought and can perform mental operations and abstract representation
Can perform word problems and math
Has the ability to use logical thought, deductive reasoning, and systematic planning

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19
Q

Vygotsky

A

Believed that learning precedes development
Believes there is a social-cultural influence on development
Zone of proximal development are the things that you can do with help (scaffolding)

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20
Q

Erikson

A

Believed that our behavior is determiend by whether we have positive or negative resolutions to life conflicts
Believes culture and society have a large impact on personality development
Developed the stages of psychosocial development

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21
Q

Stages of psychosocial development

A

Trust vs mistrust
Autonomy vs shame and doubt
Initiative vs guilt
Industry vs inferiority
Identity vs role confusion

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22
Q

Trust vs mistrust

A

Infant - 18 months
Trust: able to rely on others to support on their needs
Lack of resolution leads to mistrust and fearfulness toward others

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23
Q

Autonomy vs shame and doubt

A

18 months - 3 years
Autonomy: Greater sense of self-control
Lack of resolution leads to insecurity and dependency

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24
Q

Initiative vs guilt

A

3-5 years
Initiative: understanding of control over actions
Lack of resolution leads to belief that thoughts and actions are wrong, inferior, or bad

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25
Industry vs inferiority
5-13 years Industry: Accomplishment and confidence Lack of resolution leads to feeling of being less than others
26
Identity vs role confusion
13-21 years Identity: self-identity and awareness Lack of resolution leads to inability to identify roles
27
Maslow
Sought to address human motivation Developed the Hierarchy of needs and identified self-actualization as the ultimate goal
28
Hierarchy of needs
Physiological needs Safety Love/belonging Esteem Self-actualizaiton
29
Self-actualization
Morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts
30
Temperament
Stable traits that influence how individuals process and respond to their environment Easy, difficult, or slow-to-warm Good fit between temperament and environment will support skill development Poor fit between temperament and environment leads to disruption in psychological development
31
Areas of temperament
Activity level Approach/withdrawal Distractability Intensity of reactions Attention Persistance Quality of mood Rhythmicity Sensory threshold Adaptability
32
Rhythmicity
Area of temperament The predictability or unpredictability of biological functions
33
Emotional regulation
Modulation of emotional reactions (inhibiting, activating, grading) Influenced by caregiver, environment, and experiences Progresses from co-regulation to self-regulation
34
Developmental of emotional regulation
Neurophysiologic modulation Sensoriomotor modulation Control Self-control Self-regulation
35
Neurophysiologic modulation stage
Birth - 2-3 months Modulation of arousal, activation of organized patterns of behavior
36
Sensorimotor modulation stage
3-9 months Behavior depends on social or environmental stimuli or events
37
Control stage of emotional regulation
12-18 months Behavior demonstrates awareness of social demands Toddler demonstrates compliance and self-initiated monitoring
38
Self-control stage of emotional regulation
24-48 months Child's behaviors are in accordance with social expectations and developing sense of identity Behaviors become more internally monitored
39
Self-regulation stage of emotional regulation
36 months and up Child develops behavioral flexibility according to demands of the situations and has strategies for managing different situations Has self-awareness and can self-evaluate
40
Attachment types
Pre-attachment Undiscriminating attachments Discriminate attachments Seeking physical proximity Goal-corrected partnership
41
Pre-attachment
Birth - 6 weeks Infant shows no particular attachment to a specific caregiver
42
Undiscriminating attachments
2-3 months Infant begins to show preference for primary and secondary caregiver
43
Discriminate attachments
4-5 months Infant shows strong attachment to one caregiver
44
Seeking physical proximity
7 months Desire to be near people who they are attached to
45
Goal-corrected partnership
3+ years Children begin to find more flexible and adaptive ways to maintain proximity with object of attachment and seek reassurance under stressful situations
46
Patterns of attachment
Secure Anxious insecure Avoidant insecure Ambivalent insecure Disorganized insecure
47
Secure attachment
Child is secure, explorative, and happy Mother is quick to respond and consistent Child trusts that needs will be met
48
Anxious insecure attachment
Child is clingy and has a needs for constant reassurance Mother is overprotective and does not let child explore
49
Avoidant insecure attachment
Child is not very explorative and is emotionally distant Mother is distant and disengaged Child subconsciously believes that their needs probably won't be met
50
Ambivalent insecure attachment
Child is anxious, insecure, and angry Mother in inconsistent and sometimes sensitive, sometimes neglectful Child cannot rely on their needs being met
51
Disorganized insecure attachment
Child is depressed, angry, completely passive, and nonresponsive Mother is extremely erratic, frightened or frightening, passive or Intrusive Child is severely confused with no strategy to have needs met
52
Gestalt
Believed perception can't be reduced to parts and needs to be seen as a whole Pioneered figure-ground perception
53
Gestalt
Believed perception can't be reduced to parts and needs to be seen as a whole Pioneered figure-ground perception
54
Gibson
Believed sensory stimulation contains numerous meaningful elements Developed perceptual learning and affordance
55
Developed perceptual learning
Ability of sensory systems to respond to a stimuli is improved through past experience
56
Affordance
How we perceive environments as a way to afford our needs
57
Perception
Process of taking in, organizing, and interpreting sensory information Utilizes sensation, memory, and anticipation based on previous experience to give meaning to sensory information
58
Perceptual skills from birth - 6
Child visually explores environment Mouths objects Explores object texture by moving fingers back and forth
59
Perceptual skills from 6-12 months
Explores objects with eyes and hands Discriminates hardness of objects
60
Perceptual skills from 12 months - 3 years
Adjusts manipulation according to the object property Perceives object shape by moving between hands
61
Perceptual skills at older than 3 years
Identifies common objects using haptic perception (active touch)
62
Object manipulation skills from birth - 6 months
Brings objects to mouth Begins to extend and move fingers together
63
Object manipulation skills from 6-12 months
Fingers and manipulates objects Can tighten and loosen grip while holding an object
64
Object manipulation skills from 12 months - 3 years
Moves an object from hand to hand Uses two hands to manipulate object
65
Object manipulation skills at greater than 3 years
Begins to demonstrate in-hand manipulation skills Uses dynamic grasping patterns

OT with Adolescents (11 decks)

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