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child development > Exam 2 > Flashcards

Exam 2 Flashcards

0
Q

Cephalocaudal pattern of growth

A

most growth starts in the head and works its way down (top-down growth)

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1
Q

Size proportion of head to body

A

In utero: ratio of head to brain= 50/50

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3
Q

Frontal lobe functions

A

Voluntary movement, thinking, personality

If injured people become impulsive

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4
Q

Parietal lobe functions

A

Spatial location, Attention, and motor control

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5
Q

Temporal lobe functions

A

Hearing, memory, language

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5
Q

Gender differences in occipital lobe

A
  • young girls have nearsightedness more often
  • color blindness occurs more in men
  • red and green colorblindness happens in men only, x linked
  • Women who have different shades of red on each x chromosome have extremely better vision for color
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6
Q

Occipital lobe function

A

Vision

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8
Q

Amygdala function

A

emotion

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8
Q

Ways we can study nerual development

A

EEG
NIRS
MEG

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9
Q

Hippocampus functions

A

Memory and emotion

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10
Q

Prosopagnosia

A

face blindness

caused by lesion to hipposcampus

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11
Q

NIRS

A

near infra red spectroscopy

use lasers and light into the head to see how much activity is going on in the brain

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12
Q

MEG

A

Magnetoencephalography: uses an array of highly sensitive sensors to detect and record the magnetic fields associated with electrical activity in the brain. can be used to detect epileptic activity in the brain
looks at language perception

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13
Q

EEG

A

electroencephalogram: test used to detect abnormalities related to electrical activity of the brain. This procedure tracks and records brain wave patterns

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14
Q

When does dendritic spreading occur

A

first two years of life

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15
Q

what happens in brain growth for children between 3-6

A

no filters
growth in frontal lobe causes maturation
-Children are more impulsive

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16
Q

Greatest growth in children’s brain occurs when

A

3-15 years

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18
Q

What part of the brain changes the most from age 6-puberty?

A

The Temporal and Parietal Lobes

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19
Q

What does the Neuroconstructivist View state? (3)

A
  • Biological processes and environmental conditions influence development
  • Brain has plasticity and is context dependent
  • Brain development is closely linked with cognitive development
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20
Q

What does the quote “Organized in Advance of Experience” imply? Who said it?

A
  • Our brains are amazing, but experience is important

- Gary Marcus

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21
Q

How do nurturing environments help children? (3)

A
  • Promote healthy brain activity
  • Provide experience
  • Activates the senses
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22
Q

What are 5 adverse experiences that can significantly impact children?

A
  • Maternal Depression
  • Underdevelopment
  • Abuse
  • Neglect
  • Institutionalization without Stimulus
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23
Q

What happened during the still face experiment?

A

After a mom interacted with her baby, she stopped responding and the baby became very distressed

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24
Q

What did Rene Spitz do?

A

Studied at an orphanage in South America and found that babies are not idle passengers in their lives. They tap into the information in the world and if they aren’t stimulated they mentally regress.

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25
Q

Brains of __________ change more than we previously thought.

A

Adolescents

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26
Q

What parts of the adolescent brain changes the most?

A
  • Prefrontal Cortex

- Amygdala

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27
Q

Changes in the prefrontal cortex of adolescents cause changes to what? (4)

A
  • Reasoning
  • Decision Making
  • Self-Control
  • Risk-Taking Behavior
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28
Q

Changes to the adolescent amygdala cause _________

A

Increased emotions

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29
Q

Describe the newborn sleep/wake cycle.

A

Newborns sleep 16-17 hours a day in stretches of 2-3 hours

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30
Q

When do adult-like sleep patterns emerge?

A

6 months

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31
Q

Why do babies need so much REM sleep in their first two years?

A

REM sleep allows for dendritic growth

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32
Q

What do SIDS and SUID stand for?

A
  • Sudden Infant Death Syndrome

- Sudden Unexplained Infant Death

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33
Q

What can cause SIDS? (4)

A
  • Brain Abnormalities
  • Events at Birth (especially with oxygenation)
  • Immune System Problems
  • Metabolic Disorders
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34
Q

What measures can be taken to prevent SIDS? (7)

A
  • Prenatal Care
  • Back Sleeping
  • Proper Bedding
  • Temperature Control
  • Same Room
  • Avoid Bed Sharing
  • Smoke-Free Environment
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35
Q

What is inadequate sleep in childhood linked to? (3)

A
  • Depression
  • School Problems
  • Living in Unsafe Neighborhoods
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36
Q

Why are uninterrupted sleep and consistent patterns important?

A

Sleep is linked to behavioral problems

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37
Q

Inadequate sleep patterns in adolescents can be linked to what? (5)

A
  • Fatigue
  • Moodiness
  • Depression
  • More Caffeine Beverage Use
  • Poor School Performance
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38
Q

When given the opportunity, how much sleep did adolescents get?

A

9.5 hours

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39
Q

What is sleep debt?

A

Trying to make up lost sleep on the weekend

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40
Q

What causes later waking and going to sleep in adolescents?

A
  • Biological Clock

- Changes in melatonin levels

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41
Q

How are schools try to help adolescent sleep patterns?

A

Working on starting school later

Would increase sleep and decrease absences

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42
Q

What are the 3 major causes of increased illness in children?

A
  • Poverty
  • Lack of Prevention
  • Weight Control
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43
Q

Who and what does Sarah Jayne Blakemore do

A

compares the prefrontal cortex in adolescents to that of adults, to show us how typically “teenage” behavior is caused by the growing and developing brain

44
Q

Sensation information interacts with:

A

sensory receptors

45
Q

Perception

A

the interpretation of the information received through the senses

46
Q

Action

A

How you act once information has been received through the senses

47
Q

Nativist

A

nature/perception is innate

48
Q

Empiricist

A

learn by experience

49
Q

Nativist perspective study

A

Babies are given a cotton swab with sweet, salty, bitter, or sour
Nativist because babies have never had theses experiences

50
Q

infant sense of smell

A
  • Recognition of mother

* Soothing to familiar smell

51
Q

Preference for face like stimuli

A

•Pictures that look most like a face are ones babies like the most
Ex: Config face

52
Q

Visual acuity

A

how well an infant is able to see
At birth: 20/600
By age 1: adultlike

53
Q

How fast a baby sucks indicates:

A

how interested they are in what you are saying

54
Q

Face perception

A

attuned to faces from birth

55
Q

Scanning changes at 2 months

A
  • Help to identify people

* Helps to know how someone feels

56
Q

Visual Preference method

A

Developed by Fantz to determine whether infants can distinguish one stimulus from another

57
Q

Habituation

A

decreased responsiveness to a stimulus after repeated presentations

58
Q

Dishabituation

A

recovery of habituated response after change in stimulation

59
Q

Eye tracking

A

Use equipment to follow head and eye movements

60
Q

What is the difference between autistic and non autistic children with eye tracking

A

When shown faces autistic children look more at the mouth and non autistic children look more at the eyes

61
Q

Lemur/baby study

A

oBabies who are under 6 months can recognize the different lemurs
•Able to do this because they have more synapses than adults and older children
•They lose the ability to recognize lemurs because they rarely use it so it is pruned away
•This is the same with languages

62
Q

Occluded objects

A

objects disappear and reappear, by you know they are there

63
Q

Tracking occluded objects

A
  • Babies don’t realize there are two objects until you add motion
  • Adding motion helps with perceptual abilities
64
Q

Intermodal perception

A

Integration information from two or more senses

65
Q

Dynamic systems theory(4)

A
  • Provides and understanding of how processes change over time
  • Perception and action are inextricably linked
  • Describes how humans gain knowledge from their everyday actions
  • Actions are mastered modified, re master and again modified, based on motivation and ability
66
Q

reflexes

A

•Rooting
o Babies will turn their head upon being touched
•Sucking
•Moro (startle)
o Pretend to drop baby and baby spreads their arms out
•Blinking
•Babinski
o If you run you finger by the side of the babies foot the baby spreads its toes
•Grasping (palmer/plantar)
o Palmar= hand
o Plantar=foot
•Stepping
•Swimming
•Tonic (ATNR)/ Fencing
o Turn babies head to the right, right arm shoots out and left arm is bent

67
Q

Gross motor skills

A

Motor skills that involve large muscle activities

68
Q

Gross Motor skills for infants

A

Rolling, sitting, crawling, and jumping

69
Q

Gross Motor skills for older children

A

running jumping climbing learn sports skills

70
Q

Gross Motor skills for adolescents

A

master specific skills/Muscle memory

71
Q

research in motor development includes

A

specificity of learning and individual differences in motor development

72
Q

Karen Adolph and specificity of learning

A
  • motor skills are not transferable
  • Babies have to re-experience parts of the world as a crawler to know how to act upon it
  • Action on environment depends on experience
73
Q

individual differences in motor development

A

o Experience rather than age
o Importance of practice
o Sequence of events

74
Q

Fine motor skills

A

Finely tuned motor movements of the hands and fingers

75
Q

Fine motor skills in infancy

A

reaching grasping pointing

76
Q

Fine motor skills in children

A

pick up small objects, stack and build

77
Q

Fine motor skills in adolescents

A

handwriting, art , music

78
Q

Palmer grasp

A

Gabbing handful of cheerios

79
Q

Pincer grasp

A

Pencil grip/ picking up one cheerio

80
Q

Experience and practice with Fine motor skills

A

Sticky mittens

Fine tuning

81
Q

Terms associated with Piaget

A

Schemes
Assimilation
Accomodation

82
Q

Scheme

A

actions or mental representations that organize knowledge

83
Q

Behavioral scheme

A

Physical activities that babies use to figure out the world

84
Q

Mental schemes

A

Cognitive activities used during childhood

85
Q

Assimilation

A

incorporate new information to existing schemes

86
Q

Accomodation

A

adjust schemes to fit new experiences

87
Q

Piaget’s Theroy

A

developmental stage theory

88
Q

Sensorimotor stage

A

age 0-2

89
Q

Piaget’s 0-1 months

A

simple reflexes (Self)

90
Q

Piaget’s 1-4 months

A

primary circular reactions (Self Object)

91
Q

Piaget’s 8-12 months

A

coordination of secondary circular reactions (object -object)

92
Q

Piaget’s 12-18 months

A

tertiary circular reactions, novelty and curiosity

93
Q

Piaget’s 18-24 months

A

internalization of schemes

use symbols to speak

94
Q

Developmental changes in information processing are likely influenced by increases in what? (2)

A

-Capacity and Speed of Processing

95
Q

In the information processing approach, children’s cognitive development results from what?

A

Their ability to overcome processing limitations by increasingly executing basic operations, expanding information-processing capacity, and squiring new knowledge and strategies

96
Q

What contributes to the growth of cognitive resources?

A

Biology and Experience

97
Q

Children’s speed in processing information is linked with what?

A

Their competence in thinking

98
Q

What can improve the processing of information?

A

An increase in capacity

Being able to hold more in your mind at one time

99
Q

What is encoding?

A

The process by which information gets into memory.

100
Q

What is automaticity?

A

The ability to process information with little or no effort

101
Q

Once a task is automatic, it does not require what?

A

Conscious Effort

102
Q

What is strategy construction?

A

Creation of new procedures for processing information

103
Q

What is self-modification?

A

Children learn to use what they have learned in previous circumstances to adapt their responses to a new situation

104
Q

What is meta cognition?

A

Cognition about cognition or “Knowing about Knowing”

105
Q

How is the Information Processing Theory similar to Piaget’s Theory?

A
  • Constructivist: Children direct their own cognitive development
  • Identify cognitive capabilities and limitations at different points in development
  • Explain how more understanding comes from a less advanced version
  • Explain how individuals do and do not understand important concepts at different points in life
106
Q

How does the Information Processing Theory differ from Piaget’s Theory?

A
  • IPT does not have distinct stages

- IPT focuses more on precise analysis of change and contributions of ongoing cognitive activity

107
Q

What is the basis for action?

A

Perception

child development (2 decks)

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