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AB PSYCHOLOGY > DEVELOPMENTAL PSYCHOLOGY (CHAP 3) > Flashcards

DEVELOPMENTAL PSYCHOLOGY (CHAP 3) Flashcards

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1
Q
  • unlearned responses that are triggered by a specific

form of stimulation.

A

reflexes

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2
Q

A baby’s toes fan
out when the sole of
the foot is stroked
from heel to toe

A

Babinski

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3
Q

helps newborns avoid unpleasant stimulation.

A

eye blink

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4
Q

A baby’s eyes
close in response
to bright light or
loud noise

A

Blink

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5
Q 
A baby throws its
arms out and then
inward
(as if embracing) in
response to loud
noise or when its
head falls
A

Moro

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6
Q

A baby grasps an
object placed in
the palm of its
hand

A

Palmar

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7
Q 
When a baby’s
cheek is stroked,
it turns its head
toward the
stroking and
opens its mouth
A

Rooting

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8
Q 
A baby who is
held upright by
an adult and is
then moved
forward begins to
step rhythmically
A

Stepping

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9
Q 
A baby sucks
when an
object is
placed in its
mouth
A

Sucking

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10
Q

Breathing and heartbeat are two vital signs
The other vital signs are muscle tone, presence of reflexes such as coughing, and skin tone. Each of the five vital signs
receives a score of 0, 1, or 2, where 2 is the optimal score.

A

Apgar score.

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11
Q

signals a life-threatening situation that requires emergency medical care

A

3 or less

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12
Q

indicating a baby who is in good physical condition.

A

7 or more

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13
Q

that the newborn needs special attention and care.

A

4–6 means

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14
Q

used with newborns to 2-month-olds to provide
a detailed portrait of the baby’s behavioral repertoire. The scale includes 28 behavioral items along
with 18 items that test reflexes.

determine whether a newborn is functioning normally

A

Neonatal Behavioral Assessment Scale (NBAS)

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15
Q

: the newborn’s ability to control body functions such as breathing and temperature
regulation

A

Autonomic

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16
Q

the newborn’s ability to control body movements and activity level

A

Motor

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17
Q

the newborn’s ability to maintain a state

A

State

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18
Q

the newborn’s ability to interact with people

A

Social

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19
Q

The baby is calm with eyes open and attentive; the baby seems to be deliberately
inspecting the environment

A

Alert inactivity

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20
Q

The baby’s eyes are open but they seem unfocused; the arms or legs move in
bursts of uncoordinated motion

A

Waking activity

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21
Q

The baby cries vigorously, usually accompanied by agitated but uncoordinated motion

A

Crying

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22
Q

The baby alternates from being still and breathing regularly to moving gently and
breathing irregularly; eyes are closed throughout.

A

Sleeping

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23
Q

starts softly and then gradually becomes more intense; it usually occurs when a baby is
hungry or tired.

A

basic cry

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24
Q

a more intense version of a basic cry

A

mad cry i

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25
Q

begins with a sudden, long burst of crying followed by a long pause and gasping

A

pain cry

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26
Q

Infants sleep _____ hours daily.

A

16–18

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27
Q

which infants and young children sleep with their parents, is common in many
countries around the world
—is an important step in forging parent–child bonds

A

Co-sleeping

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28
Q

Roughly half of newborns’ sleep is irregular
a time when the body is
quite active.

A

REM Sleep

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29
Q

In regular
breathing, heart rate, and brain activity are steady and newborns lie quietly
without the twitching

A

NON REM sleep

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30
Q

By the _________ years, sleep routines are well established

A

toddler and preschool

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31
Q

a healthy baby dies suddenly for no apparent reason.

Approximately 1–3 of every 1,000 American babies dies

A

Sudden Infant Death Syndrome (SIDS)

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32
Q

Consistent style or pattern to an infant’s behavior, and collectively

A

Temperament

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33
Q

refers to the extent to which a child is generally happy, active, vocal, and
regularly seeks interesting stimulation.

A

Surgency/extroversion

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34
Q

refers to the extent to which a child is angry, fearful, frustrated, shy, and not easily
soothed.

A

Negative affect

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35
Q

refers to the extent to which a child can focus attention, is not readily distracted,
and can inhibit responses.

A

Effortful control

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36
Q

is the best way to ensure that babies get the nourishment they need. Human
milk contains the proper amounts of carbohydrates, fats, protein, vitamins, and minerals for
babies.

A

Breast-feeding

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37
Q
  • being small for one’s age because of inadequate nutrition
A

Malnourished

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38
Q

basic cellular unit of the brain and nervous system that specializes in receiving and
transmitting information

A

Neuron

39
Q

center of the neuron that keeps the neuron alive.

A

Cell body

40
Q

end of the neuron that receives information; it looks like a tree with many branches

A

Dendrite-

41
Q

ubelike structure that emerges from the cell body and transmits information to other
neurons.

A

Axon

42
Q
  • small knobs at the end of the axon that release neurotransmitters
A

Terminal buttons -

43
Q

chemicals released by the terminal buttons that allow neurons to
communicate with each other.

A

Neurotransmitters -

44
Q

wrinkled surface of the brain that regulates many functions that are distinctly
human.

A

Cerebral cortex-

45
Q

right and left halves of the cortex

A

Hemispheres

46
Q

thick bundle of neurons that connects the two hemispheres

A

Corpus callosum

47
Q
  • brain region that regulates personality and goal-directed behavior.
A

Frontal cortex-

48
Q

At ________ of age, for example, the brain has achieved 80% of its ultimate weight.

A

3 years

49
Q

fatty wrap that

speeds neural transmission.

A

myelin

50
Q

refers to the extent to which brain organization is flexible

A

Neuroplasticity

51
Q

which the wiring of the brain is organized by

experiences that are common to most humans

A

Experience-expectant growth process

52
Q

by which an individual’s unique experiences over a

lifetime affect brain structures and organization.

A

Experience-dependent growth process

53
Q
  • coordinated movements of the muscles and limbs
A

Motor skills

54
Q

ability to move around in the world. At first unable to move independently, infants
soon learn to crawl, to stand, and to walk. Once the child can move through the environment
upright, the arms and hands are free.

A

Locomote -

55
Q

motor skills associated with grasping, holding, and manipulating objects. In the
case of feeding, for example, infants progress from being fed by others, to holding a bottle, to
feeding themselves with their fingers, to eating with utensils

A

Fine motor skills -

56
Q

early, unsteady form of walking done by infants

A

Toddling

57
Q

young children who have just learned to walk

A

Toddlers -

58
Q

theory that views motor development as involving many distinct skills
that areorganized and reorganized over time to meet specific needs.

A

dynamic systems theory

59
Q

__________ means that an infant is top-heavy.

A

Cephalocaudal

growth

60
Q

Another essential element of walking is moving the legs alternately, repeatedly transferring the
weight of the body from one foot to the other.

A

Stepping

61
Q

Infants use___________ to judge whether a surface is suitable for walking. When
placed on a surface that gives way underfoot

A

perceptual information

62
Q

mastery of

component skills or distinguishing and mastering individual motions

A

differentiation

63
Q

(combining the

motions in proper sequence into a coherent, working whole

A

integration

64
Q

Most 2-year-olds have a ___________ instead of a true run; they move their legs stiffly (rather than bending them at the knees) and are
not “airborne” as is the case with true running

A

hurried

walk”

65
Q

Newborns have

little apparent control of their hands, but __________are extraordinarily talented.

A

1-year-olds

66
Q

infants can successfully reach for objects.

A

4 months

67
Q

just use their fingers to hold objects, wrapping the object tightly with their fingers alone

A

4-month olds

68
Q

many infants experiment with “finger foods” such as

bananas and green beans

A

6 months of age,

69
Q

can put on some simple clothing and use zippers but not buttons

A

2- or 3-year-old

70
Q

children can fasten buttons and take off their clothes when going to the bathroom

A

y 3 or 4 years,

71
Q

can dress and undress themselves

A

5-year-olds c

72
Q

When young babies reach for objects, they don’t seem to prefer one hand over the other; they use
their left and right hands interchangeably.

A

Handedness

73
Q

child’s hand preference is clear

A

By age 2 a

74
Q

processes by which the brain receives, selects, modifies, and organizes incoming
nerve impulses that are the result of physical stimulation.

A

Perception

75
Q

A research showed that the fetus can hear at ______________ after conception

A

7 or 8 months

76
Q

and by __________ they can recognize their own names (

A

4

or 5 months

77
Q

various elements of the visual system
—are relatively well
developed at birth.

A

the eye, the optic nerve, and the brain

78
Q

cues to depth perception in which motion is used to estimate depth

A

Kinetic cues

79
Q

cues to depth perception in which motion is used to estimate depth

A

Kinetic cues

80
Q

kinetic cue to depth perception that is based on the fact that an object fills
an ever-greater proportion of the retina as it moves closer

A

Visual expansion -

81
Q

kinetic cue to depth perception based on the fact that nearby moving
objects move across our visual field faster than do distant objects

A

Motion parallax

82
Q

way of inferring depth based on differences in the retinal images in the left
and right eyes

A

Retinal disparity

83
Q

because they’re the same cues that artists used

to convey depth in drawings and paintings.

A

pictorial cues

84
Q

Parallel lines come together at a single point in the distance

A

Linear perspective:

85
Q

: The texture of objects changes from coarse and distinct for nearby objects
to finer and less distinct for distant objects. We judge that distinct flowers are close and that
blurred ones are distant.

A

Texture gradient:

86
Q

One important cue
Elements that move together are usually
part of the same object

A

motion

87
Q

information that is presented simultaneously to different sensory
modes

A

intersensory redundancy

88
Q

touch the red mark on the mirror, showing that they notice the mark on the face in
the mirror.

A

Many 1-year-olds t

89
Q

virtually all children do this. When these older children notice the red mark in the mirror,
they understand that the funny looking nose in the mirror is their own!

A

By age 2,

90
Q

When a toddler sees his favorite toy and says “mine,” this implies awareness
of continuity of the self over

A

understanding of

ownership

91
Q

Ideas about connections between thoughts, beliefs, intentions, and behavior that create an
intuitive understanding of the link between mind and behavior.

A

Theory of Mind

92
Q

children clearly distinguish the mental world from the physical world.

A

By about age 3,

93
Q

e aware of desires and often speak of their wants and likes, as in
“Lemme see” or “I wanna sit.”

A

2-year olds

AB PSYCHOLOGY (13 decks)

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