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Human Development 005 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

from the Latin word for “head to tail”; an organized pattern of physical growth that proceeds from the upper to the lower part of the body (i.e. during the prenatal period, the head develops more rapidly than the lower part of the body)

A

cephalocaudal

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2
Q

“near to far”; an organized pattern of physical growth that proceeds from the center of the body outward

A

proximodistal

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3
Q

the view that perceptual development involves the detection of increasingly fine-grained, invariant features in the environment; infants actively search for stable features of the environment in a constantly changing perceptual world

A

differentiation theory

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4
Q

specialization of functions in the two hemispheres of the cerebral cortex; the different development of the 2 hemispheres and their specialization in cognitive abilities; one hemisphere of the brain becomes dominant over the other for specific functions

A

lateralization

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5
Q

verbal abilities (i.e. spoken or written language) and positive emotion (i.e. joy)

A

functions of the left brain hemisphere

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6
Q

spatial abilities (i.e. judging distances, reading maps, and recognizing geometric shapes) and negative emotion (i.e. distress)

A

functions of the right brain hemisphere

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7
Q

the capacity of various parts of the cerebral cortex to take over functions of damaged regions – declines as hemispheres lateralize; a highly plastic cerebral cortex has a high capacity for learning

A

brain plasticity

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8
Q

(Piaget) the process of building schemes through direct interaction with the environment; consists of two complementary activities: assimilation and accommodation.

A

adaptation

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9
Q

In Piaget’s theory, the process of building schemes through direct interaction with the environment; consists of two complementary activities: assimilation and accommodation.

A

adaptation

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10
Q

the part of adaptation in which the external world is interpreted in terms of current schemes

A

assimilation

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11
Q

the part of adaptation in which new schemes are created and old ones adjusted to produce a better fit with the environment; we create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely; in early childhood, reflecting on & revising one’s faulty reasoning in response to one’s physical & social worlds

A

accommodation

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12
Q

the understanding that objects continue to exist when out of sight; infants do not have a grasp on object permanence (i.e. the game of peek-a-boo highly entertains infants because of this)

A

object permanence

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13
Q

the basic, fundamental unit of cognitive development, and of knowledge; a repeatable pattern; In Piaget’s theory, a specific psychological structure, or organized way of making sense of experience, that changes with age

A

scheme

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14
Q

increases in ability to represent experience, symbolically are a major difference between sensory-motor & pre-operational intelligence and between toddlerhood & early childhood; key concept in cognition; the ways we represent our understanding & the representations we can understand change as we develop; how a child shows off/expresses their learned schemes in real life

A

representation

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15
Q

develops from the processes of mutual gaze or mutual regard. gestures, & pointing; connects meaning, constructed from sensory-motor schemes, to linguistic schemes; words or symbols that refer to specific experiences, concepts, or schemes; experience –> scheme + reference = word

A

reference

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16
Q

an arbitrary representative of something

A

symbol

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17
Q

the ability to distinguish and produce sounds; auditory input and motor oral output (i.e. phonemes, morphemes, words, semantics, phrases, syntax, sentences, grammar, ASL & other visual/motor languages)

A

speech

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18
Q

system of arbitrary symbols arranged in an orderly fashion to convey meaning; communication depends on a shared relation between language & meaning, or referent, & a transaction between speaker & listener, or writer & reader; conveys the speaker’s/writer’s meaning, but it also evokes meaning in the listener/reader; meaning (i.e. concept, idea, image) –> utterances (i.e. translations) –> meaning

A

language

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19
Q

how one changes words and sentences to represent differences in meaning (i.e. they’re, there, their; it’s v.s. its)

A

grammar

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20
Q

an early vocabulary error in which young children apply a word too broadly to a wider collection of objects and events than is appropriate

A

overextension

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21
Q

overextension of regular grammatical rules to words that are exceptions

A

overregularization

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22
Q

physiological response to experience; develop as brain and perceptual capacity develop; categorized as either:

  1. emotional contagion: a dynamic transaction between child & caregiver
  2. emotional flooding [overwhelmed]: tired, hungry, or afraid child –> tantrum
  3. emotional triggers
  4. emotional experience & emotional expression
  5. emotional regulation
A

emotion

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23
Q

the ability to understand another’s emotional state and to feel with that person, or respond emotionally in a similar way; toddlers have the ability to express this

A

empathy

24
Q

adaptation to dynamic system in which caregivers:

  • respond empathetically,
  • guide behavior, and
  • help the child understand a situation & learn to express emotion appropriately, and
  • support/appreciate progress
A

emotional self-regulation

25
Q

strong affectionate tie with another (i.e. familiarity, preference), which leads one to feel pleasure when interacting with those people they care about and to be comforted by their nearness in times of stress; consists of…

  1. biological basis: innate behaviors & responses of both infant & caregiver
  2. dynamic system: style of attachment is adaptation –> attachment – promoting behaviors of caregivers
  3. transaction: between infant/toddler & caregivers who have themselves developed styles of attachment
A

attachment

26
Q

early-appearing, stable individual differences in reactivity (quickness and intensity of emotional arousal, attention, and motor activity,) and self-regulation (strategies that modify that reactivity)

A

temperament

27
Q

early-appearing, stable individual differences in reactivity (quickness and intensity of emotional arousal, attention, and motor activity,) and self-regulation (strategies that modify that reactivity); differences in personality; shapes transactions with caregiver, which modify or intensify temperament

A

temperament

28
Q

autonomy meaning “separate”; the interests of children in experimenting, doing things on their own, making choices, exploring, and establishing that they are a separate human being from their caregiver; shame comes into play when the child is told not to do something/autonomy is not encouraged, which hinders development

A

autonomy/shame

29
Q

the ability to make a choice and accept the consequences; make decisions on what one wants to do; initiative –> pride, consequences –> failure or guilt; is fostered by social play, supported learning/exploring with adults, conscience development (superego)

A

initiative

30
Q

In Erikson’s theory, the psychological conflict of early childhood, which is resolved positively through play experiences that foster a healthy sense of initiative

A

initiative vs guilt

31
Q

In Erikson’s theory, the psychological conflict of early childhood, which is resolved positively through play experiences that foster a healthy sense of initiative and through development of superego, or conscience, that is not overly strict or guilt-ridden

A

initiative vs guilt

32
Q

differentiation is discovering the functions of/your ability to move your different body parts (i.e. baby reaching for something) vs integration which is discovering the use of that body part/coordinating body parts (i.e. baby using its reaching skills + grabbing skills –> reach + grab something)

A

differentiation vs integration

33
Q

nerve cells that transmit and store information

A

neurons

34
Q

fibers from different cells come close together and never touch, these connections are what pass along neurotransmitters

A

synapses

35
Q

“messengers”; chemicals that allow for neurons to send messages to each other

A

neurotransmitters

36
Q

neurons that have not been used are returned to a non-active state, to eventually support future development

A

synaptic pruning

37
Q

In Piaget’s theory, the second stage of cognitive development, extending from about 2-7 years of age, in which children undergo an extraordinary increase in representational, or symbolic activity, although thought is not yet logical

A

pre-operational stage of cognitive development

38
Q
  1. play detaches from the real-life conditions associated with it: in early pretending, toddlers use only realistic objects; after age 2, children play with less realistic toys & are more imaginative with play
  2. play becomes less self-centered: children move from directing make-believe towards themselves to directing it towards others and objects
  3. play includes more complex combination of schemes: pretending to drink from cup –> pretending to pour drink + actually drinking the drink
    (Note: make-believe play is the rehearsing of schemes)
A

development of pretend/make-believe play

39
Q

development of conscience; regulated by external control –> inner standards; children usually have a rigid thinking about morality (no room for gray areas): either good or bad, right or wrong

A

morality

40
Q

pointing out the effects of behavior; encourages empathy & sympathy; is not about fear of punishment; guilt as motivator for moral behavior (Note: excessive guilt is not healthy for childhood development, but a reasonable amount of guilt is)

A

inductive reasoning

41
Q

the discipline and/or punishment of a child; warmth & reasoning –> positive (+) moral development, frequent, harsh punishment –> negative (-) moral development; positive approaches: time out, withdrawal of privileges, consistency, warmth, explanations

A

child rearing

42
Q
  1. authoritative: high acceptance, involvement; reasonable demands; permits appropriate decision-making & expression
  2. authoritarian: cold, rejecting; demand obedience; makes decisions for child (think authoritarian: complete ruler)
  3. permissive: accepting but uninvolved, overindulgent; few demands/expectations; autonomy beyond child’s readiness
  4. uninvolved: emotionally detached; few demands/expectations; indifference about autonomy
A

styles of child rearing

43
Q

the development of gender-related differences in children; use of gender categorizations/categories to organize world (i.e. gender identity, labeling); gender-stereotyped beliefs

A

gender typing

44
Q

exposure to androgens (i.e. prenatal influences) vs biological determinism; even biological attributes exist on continum

A

biological influences on gender typing

45
Q

parents, teachers, peer

A

environmental influences on gender typing

46
Q
  1. primitive (present at birth & needed for survival): sucking, rooting, blink, swallow, yawn, gag, cough, sneeze, pupil dilation, shiver, moro, grasp
  2. postural (appear at 2-4 mos.): parachute, head
  3. loco-motor (2-4 mos.): swimming, stepping, crawling
    (Note: most postural & loco-motor reflexes disappear around 6-12 mos.)
A

motor reflexes

47
Q
  1. feeding routines
  2. dressing routines
  3. object play
  4. cause & effect –> every occurrence has a cause
  5. object permanence
A

early sensori-motor schemes

48
Q

using imitation infants are able to explore their social world; serves as a foundation for understanding others’ thoughts and feelings; infants imitate facial expressions of adults, registering the emotion eventually with that facial expression or action

A

imitation in infancy

49
Q

toddlers imitate actions of adults and peers (i.e. playing house); imitate purposeful and accidental behavior

A

imitation in toddlers

50
Q

actions that help get an infant around its environment (i.e. walking, crawling, running)

A

gross-motor development

51
Q

small actions that have to do with smaller movements (i.e. grasping or reaching)

A

fine-motor development

52
Q

infant established trust with caregiver/mother through attachment (i.e. feeling comfort and support in caregiver’s embrace); infant establishes mistrust when it cannot find comfort and security in caregiver/mother (i.e. when child is crying, caregiver doesn’t respond/does anything)

A

trust vs. mistrust

53
Q

helps infant or child create more schemes; imitating an adult or another person to try to understand what they do

A

imitation

54
Q
  1. nonsocial play: onlooker, solitary play
  2. parallel play: near others, similar play, doesn’t influence others
  3. associative play: separate activities, some exchange
  4. cooperative play: advanced interaction, common goal
A

patterns of play

55
Q

the sing-song speech, often accompanied by exaggerated facial expressions, that parents/caregivers use to speak to an infant or young child

A

parentese

Human Development 005 (1 decks)

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