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psych 241 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

growth norms

A

expectations fro typical gains and variations in the height and weight of children based on their age
-first lose weight due to fluid lose then gain

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2
Q

cephalocaudal development

A

growth that proceeds from the head downward
-head and upper body develop before the lower body

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3
Q

proximodistal development

A

growth and development proceed from the center of the body outward

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4
Q

how long is it recommended to breastfeed

A

6 months and then 1 year with other mixed in

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5
Q

benefits of breastfeeding

A

-mothers have lower rates of diabetes, cardiovascular disease, depression, and some cancers
-contains immunizing agents that protect infants against infections, and breastfed infants tend to experience lower rates of allergies and gastrointestinal symptoms, lower risk of obesity, and fewer visits to physicians

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6
Q

malnutrition

A

causes growth stunting, cognitive defects, impairments in motivation, vuriosity, language and environment
-damages neurons (limited branching and shorter branches)

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7
Q

largest leading causes of infant death

A

birth defects, low birthweight, sudden infant death syndrome, respiratory distress, and unintentional injuries
-lack of education also increases infant mortality
-highest in black infants

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8
Q

SIDS

A

leading cause of infant death for under 1 year old
-some infants are more vulnarble due to genetics, premature
-can be caused by soft bedding, bed sharing, exposure to smoke, sleeping on stomach

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9
Q

neurons

A

-Dendrites are receptors that carry signals from other neurons to the cell body, which carries out the basic functions of the cell. Axons are tube-like structures that carry signals away from the cell body to other neurons

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10
Q

neurogenesis

A

formation of neurons (begins before birth)

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11
Q

synaptic pruning

A

loss of unused neural connections which improves the efficiency of neural communication

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12
Q

myelination

A

speeds the transmission of neural signals and communication among neurons

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13
Q

cerebral cortex

A

85% of brains mass
-prefrontal complex, responsible for higher thinking
-

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14
Q

experience-expectant brain development

A

Brain growth and development that are dependent on basic environmental experiences, such as visual and auditory stimulation, in order to develop normally.

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15
Q

experience-dependent brain development

A

-result of lifelong experiences that vary by individual based on contextual and cultural circumstances

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16
Q

reflexes

A

involuntary and automatic responses to stimuli such as touch, light, and sound.

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17
Q

palmar grasp

A

curl fingers around objects

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18
Q

rooting

A

turn head towrads stimulus when cheek is touched

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19
Q

sucking

A

suck on object placed in mouth

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20
Q

moro

A

startle response to loud noise; arms thrown out

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21
Q

Babinski

A

fans and curls toes in response to stroking the bottom of the foot

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22
Q

stepping

A

makes stepping movements as if walk when help upright

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23
Q

swimming

A

holds breath and moves arms and legs, as if to swim when placed in water

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24
Q

gross motor development

A

the ability to control the large movements of the body, actions that help us move around in our environment.
-reflect a cephacaudal progression of motor control

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25
fine motor development
the ability to control small movements of the fingers such as reaching and grasping.
26
influences on Motor Development
-influenced by genetics -maturation practice can enhance motor development
27
dynamic systems theory
A framework describing motor skills as resulting from ongoing interactions among physical, cognitive, and socioemotional influences and environmental supports; previously mastered skills are combined to provide more complex and effective ways of exploring and controlling the environment.
28
sensation
The physical response of sensory receptors when a stimulus is detected (e.g., activity of the sensory receptors in the eye in response to light); awareness of stimuli in the senses
29
perception
refers to the sense our brain makes of the stimuli and our awareness of it
30
preferential looking tasks
experiments to determine whether infants prefer to look at one thing or another
31
visual acuity
sharpness of vision
32
habituation
a gradual decline in the intensity, frequency, or duration of a response to a repeated, unchanging stimulus -
33
dishabituation
the recovery of attention, occurs, it indicates that the infant detects that the second stimulus is different from the first
34
vision
the least developed sense at birth, but it improves rapidly -perfer to look at patterns and faces
35
externality effect
Refers to a particular pattern of infant visual processing. -infants will scan the outside of things
36
depth perception
the ability to perceive the distance of objects from each other and from ourselves
37
visual cliff
study that shows how infants percieve depth -the more crawling experience, the more likely they are to refuse to cross the deep side of the visual cliff
38
hearing
the most well developed sense at birth
39
smell and taste
well developed at birth -
40
intermodal perception
is the process of combining information from more than one sensory system -
41
gibsons
individuals do not build a representation of the world by collecting small pieces of sensory information; rather, the environment itself provides all the information needed
42
affordances
the nature, opportunities, and limits of objects
43
piaget's cognitive developmental theory
first to systematically examine children's thinking -active in their own development -cognitive schemas-concepts or ideas
44
assimilation
involves integrating a new experience into an exisitng cognitive
45
accommodation
schemas are modified or new schemas created in the light of experience
46
accomidation and assimilation
help people adapt to their environment
47
cognitive equilibrium
a balance netween the processes of assimilation and accommodation -everything matches the outside world
48
mental representation
thinking about an object using mental pictures
49
object permanence
the understanding that objects continue to exist outside of sensory awareness -signifies a capacity for mental representation or holding images and thoughts within the mind
50
representational thought
the ability to use symbols such as words and mental pictures to represent objects and actions in memory. -make believe play
51
core knowledge theory
infants are born with several innate knowledge systems, or core domains of thought, that promote early rapid learning and adaptation
52
information processing theory
describe cognition as a set of interrelated components that permit people to process information—to notice, take in, manipulate, store, and retrieve
53
attention
our ability to direct our awareness
54
working memory
the component of the information processing system that holds and processes information that is being manipulated, encoded, or retrieved and is responsible for maintaining and processing information used in cognitive tasks.
55
long term memory
the ability to recall information encountered some time in the past. -recognition memory: the ability to recognize a previously encountered stimulus
56
deferred imitation
imitating the behavior of an absent model
57
categorization
an adaptive mental process in which objects are grouped into conceptual categories, allowing for organized storage of info in memory
58
culture
children's social learning opportunities are facilitated and constrained by culture
59
transfer deficit
they are less able to transfer what they see on the screen to their own behavior than what they learn through active interactions with adults
60
cooing
making deliberate vowel sounds
61
babbling
repeating strings of consonants and vowels
62
receptive language
language a baby can undersatnd
63
productive language
language babies can produce
64
holophrases
one word expressions
65
fast mapping
a process when children learn new words after only a brief encounter, connecting it with their own mental categories
66
vocabulary spurt
a period of rapid vocabulary learbing that occurs between 16 and 24 months of age
67
telegraphic speech
two word utterances
68
two parts of the brain involved in language
broca's (controls the ability to use language) and wernicke's (the ability to understand speech)
69
language acquisition device (LAD)
chomsky; an innate faciliator of language that allow infants to quickly and efficiently analyze everyday speech to determine its rules
70
infant-directed speech
uses repetition, short words and sentences, high and varied pitch, and long pauses
71
recast
when adults repeat a childs sentence back to him or her in a new grammatical form
72
trust vs mistrust
erikson; infants must develop a sense of trust of the world as a safe place where their basic needs will be met
73
autonomy versus shame and doubt
individuals must establish the sense that thry can make choices and guide their actions and bodies
74
basic emotions
also known as primary emotions (happiness, sadness, interest, surprise, fear, anger, and disgust) are universal, experienced by people around the world -
75
social smile
a smile that emerges in response to seeing familiar people
76
self conscious emotions
emotions that require cognitive development and an awareness of sellf, such as empathy, embarrassment, shame and guilt
77
emotional regulation
the ability to control their emotions -first manage them by sucking hands or objects vigorously -next turn bodies away -smiling also regulates emotions (relaxation) -responsive caregiving can help -
78
social referencing
-looking to caregivers’ or other adults’ emotional expressions to find clues for how to interpret and respond to ambiguous events infants become able to discriminate facial expressions that indicate emotion. -older infants use referential cues like body language, gaze etc
79
sensitive caregving can
reduce the negative epigenetic effects of early life stress
80
stranger wariness
fear of unfamiliar people
81
temperament
he characteristic way in which an individual approaches and reacts to people and situations, is thought to be one of the basic building blocks of emotion and personality
82
easy temperament
easy babies often in a positive mood, even tempered, open
83
difficult temperament
active, irritable, and irregular in biological rhythms. react vigorously to change, and have trouble adjusting to new routines.
84
slow to warm up temperament
slow-to-warm-up babies tend to be inactive, moody, and slow to adapt to new situations and people
85
mary rothbart
extraversion/surgency: tendency towrads positive emotions Negative affectivity: tendency toward negative emotions Effortful control: the ability to focus attention, shift attention, and inhibit responses in order to manage arousal
86
goodness of fit
compatibility between a child's temperment and their environment
87
attachment
lasting emotional tie between two people who each strive to maintain closeness to the other and act to ensure that the relationship continues
88
attachment bonds
based on contact comfort rather than feeding
89
bowlby
proposed that early family experiences influence emotional disturbances not through feeding practices, conditioning, or psychoanalytic drives, but via inborn tendencies to form close relationships
90
secure base
use of a caregiver as a foundation from which to explore adn return to for emotional support
91
separation anxiety
occurs when infants respond to the departure of an attachment figure with distress and crying
92
internal working model
A set of expectations about one’s worthiness of love and the availability of attachment figures during times of distress.
93
strange situation
structured observational procedure that reveals the security of attachment when the infant is placed under stress
94
secure attachment
uses parent as a secure base, shows mild distress when parent leaves
95
insecure avoidant attachment
shows little interest in the mother and busily explores the room
96
insecure resistant attachment
show mixed patterns of responses to the mother
97

psych 241 (8 decks)

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