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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
Q

Industry vs inferiority

A

5-13 years
Industry: Accomplishment and confidence
Lack of resolution leads to feeling of being less than others

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26
Q

Identity vs role confusion

A

13-21 years
Identity: self-identity and awareness
Lack of resolution leads to inability to identify roles

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27
Q

Maslow

A

Sought to address human motivation
Developed the Hierarchy of needs and identified self-actualization as the ultimate goal

28
Q

Hierarchy of needs

A

Physiological needs
Safety
Love/belonging
Esteem
Self-actualizaiton

29
Q

Self-actualization

A

Morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts

30
Q

Temperament

A

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
Q

Areas of temperament

A

Activity level
Approach/withdrawal
Distractability
Intensity of reactions
Attention
Persistance
Quality of mood
Rhythmicity
Sensory threshold
Adaptability

32
Q

Rhythmicity

A

Area of temperament
The predictability or unpredictability of biological functions

33
Q

Emotional regulation

A

Modulation of emotional reactions (inhibiting, activating, grading)
Influenced by caregiver, environment, and experiences
Progresses from co-regulation to self-regulation

34
Q

Developmental of emotional regulation

A

Neurophysiologic modulation
Sensoriomotor modulation
Control
Self-control
Self-regulation

35
Q

Neurophysiologic modulation stage

A

Birth - 2-3 months
Modulation of arousal, activation of organized patterns of behavior

36
Q

Sensorimotor modulation stage

A

3-9 months
Behavior depends on social or environmental stimuli or events

37
Q

Control stage of emotional regulation

A

12-18 months
Behavior demonstrates awareness of social demands
Toddler demonstrates compliance and self-initiated monitoring

38
Q

Self-control stage of emotional regulation

A

24-48 months
Child’s behaviors are in accordance with social expectations and developing sense of identity
Behaviors become more internally monitored

39
Q

Self-regulation stage of emotional regulation

A

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
Q

Attachment types

A

Pre-attachment
Undiscriminating attachments
Discriminate attachments
Seeking physical proximity
Goal-corrected partnership

41
Q

Pre-attachment

A

Birth - 6 weeks
Infant shows no particular attachment to a specific caregiver

42
Q

Undiscriminating attachments

A

2-3 months
Infant begins to show preference for primary and secondary caregiver

43
Q

Discriminate attachments

A

4-5 months
Infant shows strong attachment to one caregiver

44
Q

Seeking physical proximity

A

7 months
Desire to be near people who they are attached to

45
Q

Goal-corrected partnership

A

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
Q

Patterns of attachment

A

Secure
Anxious insecure
Avoidant insecure
Ambivalent insecure
Disorganized insecure

47
Q

Secure attachment

A

Child is secure, explorative, and happy
Mother is quick to respond and consistent
Child trusts that needs will be met

48
Q

Anxious insecure attachment

A

Child is clingy and has a needs for constant reassurance
Mother is overprotective and does not let child explore

49
Q

Avoidant insecure attachment

A

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
Q

Ambivalent insecure attachment

A

Child is anxious, insecure, and angry
Mother in inconsistent and sometimes sensitive, sometimes neglectful
Child cannot rely on their needs being met

51
Q

Disorganized insecure attachment

A

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
Q

Gestalt

A

Believed perception can’t be reduced to parts and needs to be seen as a whole
Pioneered figure-ground perception

53
Q

Gestalt

A

Believed perception can’t be reduced to parts and needs to be seen as a whole
Pioneered figure-ground perception

54
Q

Gibson

A

Believed sensory stimulation contains numerous meaningful elements
Developed perceptual learning and affordance

55
Q

Developed perceptual learning

A

Ability of sensory systems to respond to a stimuli is improved through past experience

56
Q

Affordance

A

How we perceive environments as a way to afford our needs

57
Q

Perception

A

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
Q

Perceptual skills from birth - 6

A

Child visually explores environment
Mouths objects
Explores object texture by moving fingers back and forth

59
Q

Perceptual skills from 6-12 months

A

Explores objects with eyes and hands
Discriminates hardness of objects

60
Q

Perceptual skills from 12 months - 3 years

A

Adjusts manipulation according to the object property
Perceives object shape by moving between hands

61
Q

Perceptual skills at older than 3 years

A

Identifies common objects using haptic perception (active touch)

62
Q

Object manipulation skills from birth - 6 months

A

Brings objects to mouth
Begins to extend and move fingers together

63
Q

Object manipulation skills from 6-12 months

A

Fingers and manipulates objects
Can tighten and loosen grip while holding an object

64
Q

Object manipulation skills from 12 months - 3 years

A

Moves an object from hand to hand
Uses two hands to manipulate object

65
Q

Object manipulation skills at greater than 3 years

A

Begins to demonstrate in-hand manipulation skills
Uses dynamic grasping patterns

OT with Adolescents (11 decks)

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