DEV CHAPTER 3 | INFANCY AND TODDLERHOOD Flashcards
1
Q
such as envy, pride, shame, guilt, doubt, and embarrassment appear as children start to develop a self-concept and require social instruction on when to feel such emotions.
A
SELF-CONSCIOUS EMOTIONS
2
Q
is the set of rules of a language by which we construct sentences.
A
SYNTAX
3
Q
children are taught to not call attention to themselves, unless you wish to feel embarrassed for doing so
A
COLLECTIVE CULTURES
4
Q
Fear is often associated with the presence of a stranger
A
STRANGER WARINESS
5
Q
affects children weaned from breastfeeding, particularly those with diets deficient in protein
“disease of the displaced child”
A
KWASHIORKOR
6
Q
the realization that you are separate from others
A
SELF-AWARENESS
7
Q
child usually explores freely while the caregiver is present and may engage with the stranger.
A
SECURE ATTACHMENT STYLE
8
Q
one-word expressions. may use partial words to convey thoughts at even younger ages.
A
HOLOPHRASTIC SPEECH (12 or 13 months)
9
Q
the process in which different functions become localized primarily on one side of the brain.
A
LATERALIZATION
10
Q
Being able to overcome challenges and successfully adapt
A
RESILIENCY
11
Q
At around ten months of age, the infant can understand more than he or she can say
A
(UNDERSTANDING) RECEPTIVE LANGUAGE
12
Q
When lying on the back with the head to one side infants will extend the arm and leg on that side while flexing the limbs on the opposite side (looks like a fencer pose).
A
TONIC NECK
13
Q
a framework for organizing information
A
SCHEMA
14
Q
the innate characteristics of the infant, including mood, activity level, and emotional reactivity, noticeable soon after birth.
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TEMPERAMENT
15
Q
Toddlers act like “little scientists,” exploring through trial and error, such as throwing a ball down the stairs.
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Substage 5 TERTIARY CIRCULAR REACTIONS (12–18 months)
16
Q
step-like jerky movements
A
SACCADIC
17
Q
the information surrounding language, to help us interpret it.
A
CONTEXTUAL INFORMATION
18
Q
period of rapid neural growth
A
SYNAPTIC BLOOMING
19
Q
refers to the set of rules we use to obtain meaning from morphemes.
A
SEMANTICS
20
Q
infants are oral creatures who obtain pleasure from sucking and mouthing objects.
A
FREUD’S PSYCHOANALYTIC THEORY (1938)
21
Q
the imitation of actions after a time delay can occur as early as six-months of age but only if infants are allowed to practice the behavior they were shown.
A
DEFERRED IMITATION
22
Q
responsible primarily for thinking, planning, memory, and judgment (behind the forehead)
A
FRONTAL LOBE
23
Q
The use of the thumb comes at about 9 months of age when the infant is able to grasp an object using the forefinger and thumb.
A
PINCER GRASP (9 months)
24
Q
most insecure style of attachment and occurs when the child is given mixed, confused, and inappropriate responses from the caregiver.
A
INSECURE DISORGANIZED/DISORIENTED STYLE
25
Wisconsin University psychologists Harry and Margaret Harlow investigated the responses of young monkeys. The warm terry-cloth mother provided no food but did provide comfort, which was preferred.
HARLOW’S RESEARCH
26
one of the most poorly developed senses at birth, and time is needed to build those neural pathways between the eyes and the brain
VISION
27
a fear of unfamiliar people.
STRANGER ANXIETY
28
They withdraw from unpleasant stimulation such as bitter flavors or physical discomfort.
WITHDRAWAL
29
the formation of connections between neurons, continues from the prenatal period forming thousands of new connections during infancy and toddlerhood
SYNAPTOGENESIS
30
move in stepping like motion when feet touch a smooth surface
STEPPING LEGS
31
Not only do parents affect their children, children influence their parents
PARENTING IS BIDIRECTIONAL
32
A caregiver's ability to work well and accurately read the child, meaning their styles match and communication and interaction can flow.
GOODNESS-OF-FIT
33
Infants combine basic reflexes and simple behaviors, using planning and coordination to achieve specific goals, like crawling to grab a toy.
Substage 4 COORDINATION OF SECONDARY CIRCULAR REACTIONS (8–12 months)
34
nerve cells that store and transmit information.
NEURONS
35
Children in developing countries and countries experiencing the harsh conditions of war are at risk for two major types of malnutrition, also referred to as
WASTING.
36
older children and adults experience the inability to recall memories from the first few years of life
INFANTILE AMNESIA
37
wary about the situation in general, particularly the stranger, and stays close or even clings to the caregiver rather than exploring the toys.
AMBIVALENT ATTACHMENT STYLE (RESISTANT)
38
children experiencing neglectful situations and also displaying markedly disturbed and developmentally inappropriate attachment behavior, such as being inhibited and withdrawn, minimal social and emotional responsiveness to others, and limited positive affect.
REACTIVE ATTACHMENT DISORDER
39
emphasizes the very social nature of human language. Language from this view is not only a cognitive skill, but also a social one.
SOCIAL PRAGMATICS
40
responsible primarily for processing information about touch. (extends from the middle to the back of the skull)
PARIETAL LOBE
41
Severe deprivation of parental attachment can lead to serious problems. Children who have not been given warm, nurturing care, may show developmental delays, failure to thrive, and attachment disorder
SOCIAL DEPRIVATION
42
Fitting new information into an existing schema (e.g., calling all four-legged animals "doggies").
ASSIMILATION
43
children communicate information through ____ long before they speak, and there is some evidence that gesture usage predicts subsequent language development
GESTURING
44
focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions (e.g., grasping a toy, writing with a pencil, and using a spoon).
FINE MOTOR SKILLS
45
requires input from both eyes, is evident around the third month and continues to develop during the first six months
BINOCULAR VISION
46
The early utterances of children contain many errors, for instance, confusing /b/ and /d/, or /c/ and /z/.
LANGUAGE ERRORS
47
By the time they become toddlers, children have a vocabulary of about 50-200 words and begin putting those words together in ___________
TWO-WORD SENTENCES AND TELEGRAPHIC (TEXT MESSAGE) SPEECH
48
several sleep periods throughout the day
POLYPHASIC SLEEP
49
Lack of linguistic skills limits infants' ability to mentally represent events, reducing memory encoding.
Cognitive perspective:
50
Suck on anything that touches the lips
SUCKING
51
Infants interact deliberately with objects in their environment, (e.g., a crib mobile) finding delight in making things happen, such as banging lids together.
Substage 3 SECONDARY CIRCULAR REACTIONS (4–8 months)
52
the diagnosis for an infant who does not grow, develop, or gain weight on schedule and there is no known medical explanation for this failure
NON-ORGANIC FAILURE TO THRIVE
53
parental presence that gives the child a sense of safety as the child explores the surroundings.
SECURE BASE
54
reacts negatively to new situations, has trouble adapting to routine, is usually negative in mood, and cries frequently.
DIFFICULT CHILD (10%)
55
a label applies to all objects that are similar to the original object
OVEREXTENSION
56
consistent contact from one or more caregivers who meet the physical and emotional needs of the child in a responsive and appropriate manner.
SECURELY ATTACHED
57
smallest unit of sound that makes a meaningful difference in a language
PHONEME
58
refers to the brain’s ability to change, both physically and chemically, to enhance its adaptability to environmental change and compensate for injury.
NEUROPLASTICITY
59
refers to starvation due to a lack of calories and protein.
INFANTILE MARASMUS
60
rasping an object involves the use of the fingers and palm, but no thumbs.
PALMER GRASP (4 months)
61
infants replicate sounds from their own languages and practice vocalization through entertainment. Infants learn the pace and pause of conversation by alternating vocalizations.
INTENTIONAL VOCALIZATIONS
62
which processes visual information.
(at the very back of the skull)
OCCIPITAL LOBE
63
low activity level, adjusts slowly to new situations and is often negative in mood.
SLOW-TO-WARM-UP CHILD (15%)
64
(from head to tail) and (ex. Gain head control before ability to walk)
Cephalocaudal
65
May be jeopardized in daycare settings with high staff turnover or in institutional care with minimal interaction.
CAREGIVER CONSISTENCY
66
occurs when the parent is insensitive and responds inconsistently to the child’s needs
INSECURE AMBIVALENT STYLE
67
how we communicate effectively and appropriately with others.
PRAGMATICS
68
occurs when unnecessary words are not used.
TELEGRAPHIC SPEECH/TEXT MESSAGE SPEECH
69
Newborns learn through reflexes (sucking, reaching, grasping) that become more deliberate and purposeful over time.
Substage 1 REFLEXES (0-1 month)
70
The sudden death of an infant less than one year of age that cannot be explained because a thorough investigation was not conducted, and cause of death could not be determined
UNKNOWN CAUSE
71
laboratory test that measured an infant’s attachment to his or her parents.
THE STRANGE SITUATION TECHNIQUE (Mary Ainsworth)
72
able to quickly adapt to routine and new situations, remains calm, is easy to soothe, and usually is in a positive mood.
EASY CHILD (40%)
73
Reasons for accidental suffocation include: Suffocation by soft bedding, another person rolling on top of or against the infant while sleeping, an infant being wedged between two objects such as a mattress and wall, and strangulation such as when an infant’s head and neck become caught between crib railings.
ACCIDENTAL SUFFOCATION AND STRANGULATION IN BED
74
measuring decreased responsiveness to a stimulus after repeated presentations
HABITUATION PROCEDURES
75
The sensorimotor period ends with the development of symbolic or representational thought, problem-solving, memory, and pretend play, marking the transition to preoperational thought.
Substage 6 BEGINNING OF REPRESENTATIONAL THOUGHT (18–24 months)
76
They show attraction to pleasant situations that bring comfort, stimulation, and pleasure.
ATTRACTION
77
Perhaps the most straightforward explanation of language development is that it occurs through the principles of learning, including association and reinforcement
LEARNING THEORY
78
Expanding the framework of knowledge to accommodate new situations (e.g., recognizing a horse is different from a zebra).
ACCOMMODATION
79
defined as an individual’s consistent pattern of feeling, thinking, and behaving, is the result of the continuous interplay between biological disposition and experience.
PERSONALITY
80
such as interest, happiness, anger, fear, surprise, sadness and disgust appear first
BASIC EMOTIONS
81
A sudden noise or loss of support to the head and neck will cause infants to spread out their arms and legs then quickly contract the limbs inward
MORO
82
which is responsible for hearing and language.
(in front of the occipital lobe, between the ears.)
TEMPORAL LOBE
83
refer to our ability to move our bodies and manipulate objects.
MOTOR SKILLS
84
have an inconsistent way of coping with the stress of the strange situation.
DISORGANIZED/DISORIENTED ATTACHMENT STYLE
85
An important aspect of cognitive development; consistent order in which children learn language structures across cultures
Language Acquisition:
86
an area in front of the left hemisphere near the motor cortex, is responsible for language production
BROCA’S AREA
87
During the second year of life, children begin to recognize themselves as they gain a sense of self as an object.
DEVELOPMENT OF SENSE OF SELF
88
intentional vocalizations that lack specific meaning and comprise a consonant-vowel repeated sequence, such as ma-ma-ma, da-dada.
BABBLING (7months)
89
a critical milestone during the sensorimotor period is the development of object permanence
DEVELOPMENT OF OBJECT PERMANENCE
90
identified when the death of a healthy infant occurs suddenly and unexpectedly, and medical and forensic investigation findings (including an autopsy) are inconclusive.
SUDDEN INFANT DEATH SYNDROME (SIDS)
91
Baseline rate of sucking is measured using a pacifier equipped with transducers.
INITIAL MEASUREMENT
92
a time in which learning can easily occur, for language.
CRITICAL PERIOD
93
CELL BODY - soma
DENDRITES - receive information
AXON - sends information
MYELIN SHEATH - insulates axon
SYNAPSES - connection
PARTS OF A NEURON
94
These deaths occur among infants less than one-year-old and have no immediately obvious cause.
SUDDEN UNEXPECTED INFANT DEATHS (SUID)
95
The toes will fan out and curl when the sole of the foot is stroked from heel to toe
BABINSKI
96
developed the concept of attachment theory. He defined attachment as the affectional bond or tie that an infant forms with the mother.
BOWLBY’S THEORY
97
Infants seem to be born with the ability to perceive the world in an intermodal way– through stimulation from more than one sensory modality.
INTERMODALITY
98
blooming period of neural growth where neural connections are reduced thereby making those that are used much stronger
SYNAPTIC PRUNING
99
Noam Chomsky is a believer in the nature approach to language. He argues that human brains contain a _____ that includes a universal grammar that underlies all human language.
NATIVISM / LANGUAGE ACQUISITION DEVICE (LAD)
100
(from the midline outward)
Proximodistal
101
a one-syllable combination of a consonant and a vowel sound (e.g., coo or ba)
COOING
102
string of one or more phonemes that makes up the smallest units of meaning in a language
MORPHEME
103
the first breast milk produced during pregnancy and just after birth has been described as “liquid gold”
COLOSTRUM
104
branching extensions that collect information from other neurons, will undergo a period of exuberance during the next several years
DENDRITES
105
the departure of significant others
SEPARATION ANXIETY
106
will avoid or ignore the mother, showing little emotion when the mother departs or returns
AVOIDANT ATTACHMENT STYLE
107
For 90% of right-handed people, language is stored and controlled by the left cerebral cortex. For some left-handers, this pattern may be reversed.
BRAIN AREAS FOR LANGUAGE
108
Infantile amnesia may be due to the immaturity of the infant brain, especially the hippocampus.
Biological perspective:
109
thin outer covering of the brain involved in voluntary activity and thinking.
divided into two hemispheres, and each hemisphere is divided into four lobes, each separated by folds known as fissures.
CORTEX
110
For the first few days of life, infants typically lose about 5 percent of their body weight as they eliminate waste and get used to feeding.
OVERALL PHYSICAL GROWTH
111
word can be used for only that particular object
UNDEREXTENSION
112
an area of the brain next to the auditory cortex, is responsible for language comprehension
WERNICKE’S AREA
113
the close bond with a caregiver from which the infant derives a sense of security.
ATTACHMENT
114
understanding that even if something is out of sight, it still exists
OBJECT PERMANENCE
115
marked by insecurity, but this style is also characterized by a tendency to avoid contact with the caregiver and with others
INSECURE AVOIDANT STYLE
116
refers to strategies we use to control our emotional states so that we can attain goals
EMOTIONAL SELF-REGULATION
117
the central field of vision in the retina and allows us to see sharp detail, is not fully developed at birth, and does not start to reach adult levels of development until 15 months.
FOVEA
118
Fingers automatically grip anything that touches the palm of the hand
GRASP
119
the first stage of cognitive development
sensorimotor stage
120
infants learn about the world primarily through their senses and motor abilities
Piagetian perspective
121
how ideas are expressed in any one language.
SURFACE STRUCTURE
122
involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression
INFANT-DIRECTED SPEECH
123
Infants actively involve their bodies in repeated activities, like making vocalizations, leading to new behaviors centered on their own bodies.
Substage 2 PRIMARY CIRCULAR REACTIONS (1–4 months)
124
infant's need for physical closeness and touching. believed to be the foundation for attachment
CONTACT COMFORT
125
Another dramatic physical change that takes place in the first several years of life is the change in body proportions.
BODY PROPORTIONS
126
considered the ideal diet for newborns.
BREAST MILK
127
teach us to feel pride in personal accomplishments
INDIVIDUALISTIC CULTURES
128
Turning the head when the cheek is touched
ROOTING
129
involuntary movements in response to stimulation.
REFLEXES
130
focus on large muscle groups that control our head, torso, arms and legs and involve larger movements (e.g., balancing, running, and jumping).
GROSS MOTOR SKILLS
131
how the idea is represented in the fundamental universal grammar that is common to all languages
DEEP STRUCTURE
132
the process whereby infants seek out information from others to clarify a situation and then use that information to act
SOCIAL REFERENCING
133
coating of fatty tissues around the axon of the neuron
MYELIN
