Exam 1 Flashcards
Kohlberg
Development of morality and social consciousness, to understand origin of antisocial behavior
Bowlby
Studied mother/child attachments: secure, avoidant, and ambivalent
Believed attachment drives social behavior
Laws of developmental (Gesells)
Cephalocaudal (head to toe), proximal to distal (shoulder before fingers), medial to lateral (ulnar before radial), against gravity (kneeling before standing)
Mcgraw theory
Idea if sensitive periods in development for learning specific skills, ex. Easier to learn languages when you are younger
Stages of motor learning theory
Cognitive (talks self through), associative (adjustments based on feedback), autonomous (no thought required)
Stages of motor learning theory
Cognitive (talks self through), associative (adjustments based on feedback), autonomous (no thought required)
Sensorimotor stage
(Piaget) infants and reflexes
Preoperation stage
(Piaget), 2-7 years, objects have symbolic meaning
Concrete operational
Piaget, actions are reversible, consistency… followed by formal operations
Concrete operational
Piaget, actions are reversible, consistency… followed by formal operations
Developmental screening
Different from an evaluation or assessment, brief and indicates a possible presence of delay, no decisions about treatment or diagnosis made here
Developmental assessment
Use of assessment tool, info from various sources including parents, shows where the child is developmentally
Permissive parenting
Few rules, lenient, and little structure
Uninvolved parent style
Passive, decreased time spent with kids, absent
Authoritative parenting
Assertive, democratic response, most healthy, results in child having high self esteem
Mesosystem
Interaction between Microsystems (family, school, peers, etc)
Social structures that families function with
Exosystem
Macro system
The culture (United States vs different country)
Biological maturation culture framework
Prematurity, genetic conditions, genetic tendencies, and behaviors or personality
Environmental learning culture framework
Geography, assets, human events, and laws
Interactional culture framework
Attachment issues, habits/routines, roles, parents strengths/needs
Multidimensional culture framework
Biological, cultural, contextual bits and pieces of culture from long periods of time, ever changing
Phonology
Sound system that produces meaningful words
Morphology
Word structure that changes the meaning of
Syntax
Word order
Language (4-6mo)
Cooing/babbling when happy and crying when unhappy
Language (9 mos)
Exchange back and forth sounds or gestures with you
Language (1 year)
Gestures to have needs met, plays social games or peekaboo, makes ma or ba sounds
Language (15mos)
Uses sounds to have needs met, draws attention to interest, knows at least 3 words and holophrases (one word that signals different meanings)
language (15-20)
word spurt, many new words rapidly
language 18 mos.
words and gestures together, more than 4 consonants when babbling, two word phrases, at least 10 words, points or looks at familiar
language 24 mos
at least 50 words, consistent two word phrases, simple pretend play, SVO?
language 3yrs
“wh” questions, more mature pretend play; talks of interests and feelings
factors influencing language development
oral motor skills, hearing, language rich environment, early use of gestures
ASD & language
limited language, repetitive/rigid language, narrow interests, uneven development, poor nonverbal communication
down syndrome & language
stronger receptive language than expressive vocab strong, syntax and phonology weak
social/emotional 0-3 mos.
cries as communication, calms to human face/voice, smiles
social/emotional 4-6 mos
early play, shows delight, laughs
social/emotional 7-9mos
anger, fear, early signs of attachment, separation discomfort
social/ emotional 10-12mos
shows attachment style, increased fear of strangers
social/emotional 1-2 years
explores on own, references caregiver, expresses emotion, trouble with regulation
social/emotional 2-3 years
moves from parallel to interactive play styles
preschool socioemotional by 3yrs
calm within 10 minutes after caregiver separation, notice other children, join in play
preschool socioemotional by 4yrs
pretend play emerges, ask to play w friends by name, comfort other who are hurt, angry, or sad
preschool socioemotional by 5 years
follows rules and takes turns, helps adults, does simple chores
preschool socioemotional by 6-10
2 emotions at once, developing friendships and same-sex play, seek belonging/acceptance, rule-based play, seek justice, fairness, empathy, and compassion
global mental functions
consciousness, orientation, temperament and personality, psychosocial, energy/drive, sleep
specific mental functions
attention, memory, higher level thinking, sequencing, emotion, experience of self and time
procedural memory
how to do things in the right order
explicit memory
long term memory of facts and events, ex. capital of mexico
implicit memory
unintentionally memorized, just know it
episodic memory
unique personal life experiences, ex. doctors appointment on same day each year
working memory
hold/manipulate information over a short period of time, ready to use in the course of our lives
inhibitory control
an ability to display acceptable conduct by resisting the temptation to commit a forbidden act, results in selective, focused, sustained attention
cognitive flexibility
switching gears on demand, enables us to apply rules to different settings
cognitive 0-3mos
responds to sounds, will search for voices
cognitive 3-6 mos.
uses hands and mouth to explore objects, finds a partially hidden object
cognitive 6-9mos
touches a toy or adult’s hand to restart activity
cognitive 9-12mos
rotates object find functional side
cognitive 12-16mos
solves simple problems using tools
cognitive 16-24 mos
solves simple problems using tools
cognitive 24-28 mos
recognizes familiar adult in photo
cognitive 30-36mos
completes 3-4 piece puzzle
cognitive 3-4 years
name colors, letters, numbers; understands counting, 3 step directions, recalls parts of story that was read to them, draws circle and intersecting lines
cognitive 4-5 years
can count to ten, understands time (tomorrow, yesterday), 5-10 min. attention span, write some letters/numbers
cognitive 6-10 years
understands viewpoints of others, focus on more than one aspect of a problem at a time, simple planning skills, places events in sequence, moral rules, increasing memory
theory of mind
2 emotions at once, other people have different perspectives
social referencing
reading emotions of others to influence your behavior
release
intentional letting go of hand held object
manipulate
use dextrous movements without evidence of fumbling, for a purpose
calibrate
use movements of appropriate force, speed, extent when interacting with objects
psychobiosocial functions are rooted in _____ system, influenced by ______ & _______
limbic, hormones&neurotransmitters
five steps of social knowledge
- decode social cues
- interpret social cues
- search for response
- select optimal response
- take action
stroke or TBI patients have trouble regulating emotions because
their limbic system is impaired
development of the self
self representation(infancy)
autobiographical personal narrative (early childhood)
self-evaluations (middle childhood)
social self (adolescence and beyond)
emotional regulation is an example of
social competence
important components of social competence
self regulation, mastery, self esteem, personal causation/locus of control, resiliency, social problem solving, communication
temperament
individual differences in emotion, motor, reactivity, self regulation consistency across situations/times, biologically based, modulated by environmental factors and parental response
regularity of physiologic functions: hunger, sleep, bathroom
rhythmicity, predictability
amount of physical motion during sleep, eating, play
activity level
nature of response to new stimuli, people, placees, and situations
approach/ withdrawal
ease/ difficulty with which reactions to stimuli can be modified
adaptability
amount of pleasant/ unpleasant behavior
mood
amount of stimulation necessary to evoke discernible response
threshold for stimuli
energy level of responses, regardless of direction(positive or negative)
intensity
effectiveness of environmental stimuli in interfering with behaviors
distractibility
hook grasp
carrying an item with a handle without using thumb and palm
length of time that activities lasted
persistence/attention-span
spherical grasp
ball grip, gross grasp, holding tennis ball in hand
cyndrical grasp
gross grasp, holding tube shaped item (drinking glass, baseball bat), wider than hook
disc grasp
gross grasp, holding CD, palm is cupped and fingers engaged
prehension
advanced, involves opposition of thumb to fingers, dynamic movements: reach, grasp, manipulate, release
patterns of grasp development
ulnar to radial, and proximal to distal
ulnar side of hand is for
stabilization
thumb side of hand is used for
power
lateral pinch
prehension grasp, thumb opposed to side of index fingers, 8mos., think pulling out house key and getting it ready
raking
prehension pattern, use of all fingers to bring object toward you, extend fingers and bring to palm, BEFORE lateral pinch
3 jaw chuck
thumb touches index and middle, or holds object there, ulnar fingers slightly flexed to stabilize radial side of hand (8-10mos.)
inferior pincer
8-9 mos, thumb opposed to index finger, object is closer to palm than in superior pincer
superior pincer
10-12 mos, thumb opposed to index finger, object is between pads of fingers
neat pincer
12-18mos, thumb opposed to index/middle finger, object between finger nails, very small objects (needle), all joints of middle and index are flexed
fine motor at 3mos.
swipe, visually triggered reaching, reflexive/automatic release
fine motor at 4-6 mos.
hands to midline, visually guided reaching, switch from mouthing to fingering, accidental release
fine motor 7-9mos
dissociation of thumb and fingers, poking, voluntary release, control from ulnar to palmar and then to radial
fine motor 10-12mos
pad to pad, then fingertips, precision grasps, developing pointing
fine motor 13-36mos
refinement of reach, grasp, release, uses vision to guide tool use, bilateral hand use, in-hand manipulation skills develop
translation
moving something from finger to palm or vice versa with stabilization, doing it while holding something else in palm
shift
movement of object from pad to pad (ex.buttoning, turning pages)
simple rotation
turning something 90 degrees or less, ex. turning a key
complex rotation
turning something 180-360 degrees, ex. rotating a pencil to erase in hand
scissor use
snips at 2, straight lines at 3, curved lines at 4
writing milestones
15mo: crayon with whole hand
2-3: supination
3-6: pencil use
silverware
6mo: hold bottle
10-12mo: finger feeding and drink from cup
2: feed self with spoon
3: uses fork
5: knife
drawing
2: line
3: circle
4: square
5: triangle
