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Lifespan Development > exam 2 > Flashcards

exam 2 Flashcards

1
Q

Variations of a newborn’s appearance

A

Swollen genitals
Wrinkled skin
A misshapen head

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2
Q

Administration of the ________ is important as it provides a quick assessment of the newborn’s overall physical or health status.

A

APGAR scale

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3
Q

Which visual process is the visual cliff designed to measure or assess?

A

depth perception

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4
Q

Researchers have suggested that __________ is critical to the development of a fear of heights and thus explains why some infants cross the “cliff” whereas others refuse.

A

experience with moving or crawling

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5
Q

When Colin, a new crawler, was put on the visual cliff apparatus after his training in the “moving car,” he

A

refused to cross the cliff, just like experienced crawlers do.

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6
Q

According to the video, a fear of heights is linked to the development of __________ through ___________.

A

peripheral vision; crawling or movement

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7
Q

The results of Dr. Campos’ “moving room” study demonstrated that -experienced- crawlers

A

noticed the moving side walls of the room and made bodily adjustments.

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8
Q

Sally notices that her 2-year-old niece typically uses thick crayons and markers to draw, whereas her 7-year-old nephew uses pencils. Sally recognizes that this difference is influenced by the __________ growth pattern.

A

proximodistal

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9
Q

Infant language development progresses in the following order:

A

cooing, babbling, first words, telegraphic speech

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10
Q

When Aida’s mother left her with a new babysitter, Aida was not upset. When her mother returned, Aida did not acknowledge her. Aida appears to have a(n) __________ attachment to her mother.

A

insecure-avoidant

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11
Q

All of the following are possible reasons for a cesarean delivery

A

Position of the baby
Size of the baby
Age of the mother

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12
Q

A secure attachment is MOST likely to occur when

A

parents are sensitive and responsive to their baby’s needs

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13
Q

Accepted explanations for the increase in the size/weight of the brain during infancy

A
  • process of myelination

- formation of new neural networks

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14
Q

_______ is an observational measure of infant attachment developed by Mary Ainsworth. It requires the infant to move through a series of introductions, separations, and reunions with his/her caregiver and a stranger.

A

The Strange Situation

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15
Q

In Piaget’s theory, basic mental structures that change with age are called __________.

A

schemes

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16
Q

What happens during and how long is Stage 1 of birth?

A

Contractions begin to dilate the cervix to create the birth canal
Full dilation is 4 inches or 10 cams
Regular contractions are 5-7 mins apart, then they pick up to every minute
This stage lasts 12-24(6-12?) hours

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17
Q

What happens during and how long is Stage 2 of birth?

A 
Pushing - actively pushing baby out
Baby has entered birth canal
Fully dilated
Baby is born during this stage
This stage lasts 45-60 minutes
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18
Q

What happens during and how long is Stage 3 of birth?

A

Shortest part of birth process
Afterbirth, placenta and umbilical cord come out
This stage lasts 10-15 minutes

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19
Q

If the mother is giving birth to her second child the labor of Stage 1 of birth has a higher chance of being _______.

A

Shorter

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20
Q

Most common delivery setting in the U.S.

and most common birth attendants

A

Hospital, attendant is a physician (as opposed to a midwife.)

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21
Q

Characteristics of the “standard” method (prior to 1970’s)

A
  • Took place in a hospital
  • Women labored together, with the women having contractions
  • During Stage 2 women are moved to the delivery room and were heavily sedated. (Not involved in the process.)
  • Then the taken to maternity ward.
  • No support personnel were allowed in the delivery room.
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22
Q

3 Defining characteristics of “prepared” birth method

A
  1. Emphasis on education/knowledge- to prepare mom for what is to come, childbirth education classes, etc
  2. Little use of medication- not a reliance on strong medications and sedatives
  3. Involvement of support personnel
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23
Q

Reasons for a c-section

A
  • Position of baby
  • Size of baby
  • STDs - vaginal infections
  • Fetal Monitoring - cord wrapped around neck, oxygen deprivation, slowed heart rate
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24
Q

Risks of a c-section

A

Infection
Longer recovery time and hospital stay
More restrictions for mom.

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25
Q

What is the rate for c-sections and why has it increased in the U.S.?

A
  • 1/3 or 30% of births in U.S. are c-section

- Rate may have increased from fetal monitoring. At the first sign of fetal distress the Dr. orders a c-section.

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26
Q

How did Piaget believe infant’s learned?

A

He believed infants learn by doing

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27
Q

What did Piaget’s theory say?

A
  • Fixed stage theory: development of children progressed in a series of stages (qualitative change.)
  • Their way of thinking is what’s changing
  • The stages are fixed, and they go through them in order
  • believed his theory was universal
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28
Q

What is a scheme?

A

A mental structure created by your brain to organize incoming information .

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29
Q

Grasping reflex

A

Infant scheme, grasp onto fingers when palm is touched

30
Q

Rooting Reflex

A

Infant scheme, Baby turns towards whichever side of its face you stroke.

31
Q

What are examples of schemes an infant has?

A

Grasping reflex, rooting reflex, sucking reflex.

32
Q

How do infants understand the world in the Sensorimotor stage?

A

they learn about the world through sensory experiences and motor responses.

33
Q

What is object permanence?

A

awareness that even though you can’t see something it still exists.

34
Q

What different way of thinking does a child development when they attain object permanence?

A

Mental representation - You can represent the object as an image in your mind and hold onto it while the object is out of view.

35
Q

independent variable

A

the variable you have control over, what you can choose and manipulate.

36
Q

dependent variable

A

what you measure in the experiment and what is affected during the experiment

37
Q

what was Baillargeon’s Research paradigm

A
  • possible vs. impossible events.
  • showed that infants develop object permanence much earlier that piaget had hypothesized.
  • possible event: screen hits the box
  • impossible event:screen does not hit the box and goes flat but then the box appears when screen rotates back (trap door)
38
Q

Results of Karen Wynn’s research on Baby math

A
  • same paradigm of Baillargeon’s of possible and impossible events.
  • showed that babies develop basic knowledge of mathematics at an earlier age than expected.
  • Showed that babies seem to be actively thinking about the world.
39
Q

What is attachment?

A
  • enduring emotional bond that develops between a child and caregiver.
  • endures over time
  • develops within the first year of life.
  • physical contact and cognitive component
40
Q

Freud’s perspective on why the attachment relationship develops.

A

Freud saw attachment as a dependency based on feeding.

-reason they are bonding is because caregiver is fulfilling the baby’s “oral need”

41
Q

Harlow’s research and what it demonstrated about attachment

A
  • Contact comfort
  • if attachment was based on feeding, we would see infant monkeys spending time and clinging to wire mom that provides food. (instead they spent most of their time with the cloth mom.) disproved freud
42
Q

Bowlby’s perspective on attachment

A
  • functions to provide security, safety

- evolutionary perspective: we needed a protector figure to stay alive.

43
Q

What does Ainsworth’s Strange Situation procedure entail?

A
  • puts children in scary situations to test their attachment.
  • looks at how child reacts when mom leaves
  • looks at how child reacts when stranger tries to comfort
  • revealed patterns of attachment.
44
Q

Secure attachment

A
  • 65% of babies
  • Infant calmed down very quickly
  • crawled toward caregiver, seeks contact
  • went back to playing
  • linked with positive life outcomes, stability
45
Q

Insecure Avoidant

A
  • 20% of babies
  • infant avoids caregiver
  • no eye contact, or contact seeking
  • no crying when caregiver leaves
  • Places baby at risk for negative life outcomes.
46
Q

Insecure ambivalent/resistent

A
  • 10-15% of babies
  • children will often start seeking contact
  • caregiver picks up child, child resists
  • mixture of positive and negative behaviors
  • Places baby at risk for negative life outcomes.
47
Q

What is a factor affecting the quality of attachment?

A

-quality of caregiving

48
Q

To develop a secure attachment what parental caregiving behaviors occur:

A
  • parental warmth, sensitivity and responsiveness
  • consistent and appropriate levels of warmth and sensitive responding.
  • picking them up, changing them and engaging with them.
  • baby learns trust and that you can count on others in social relationships.
49
Q

To develop an insecure avoidant attachment what parental caregiving behaviors occur:

A
  • unresponsive parent
  • angry or negative interactions
  • baby learns caregivers are not dependable, and may develop trust issues later on
50
Q

To develop an insecure ambivalent attachment what parental caregiving behaviors occur:

A
  • inconsistent responding
  • sometimes they respond warmly and sensitively, sometimes they’re nonresponsive
  • baby learns sometimes someone might be there, sometimes someone might not be there for me.
51
Q

What is Assimilation?

A

organizing incoming info into already created schemas.

52
Q

What is Accommodation?

A

New schema has to be created to accommodate incoming info

53
Q

Define Language

A

complex system of symbols used for communication

letters, hand gestures, words

54
Q

receptive language

A

receiving a message someone is saying to you.

55
Q

productive language

A

producing speech sounds or talking

56
Q

Which develops first, Receptive or Productive language?

A

Receptive

57
Q

Sequence of language development

A
  1. Cooing
  2. Babbling
  3. First words
  4. Telegraphic speech
58
Q

Cooing

A

Occurs at 2-3 months

Repetition of vowel sounds “ooh” “eeeeee”

59
Q

Babbling

A

Occurs at 6 months

combination of consonant and vowel sounds “BAH BAH BAH BAH” “Dadadada”

60
Q

First Words

A

Occurs at 12 months

61
Q

Telegraphic speech

A

Occurs 18-24 months
Two-word combinations to reflect a greater meaning “mommy sleeping”
*Typically follow rules of grammar, ex. noun before action “mommy - noun sleeping - verb”
Combines these two-word combos in a grammatically correct way

62
Q

Holophrastic speech

A

One word to reflect a greater meaning.

“Drink.” instead of “I want a drink!”

63
Q

Overextension

A

Applying meaning of a word too broadly.

Calling all vehicles “cars”

64
Q

Underextension

A

Apply meaning of a word too narrowly.

A child thinking only dogs that are the same breed as their own are considered dogs. Other breeds are something else.

65
Q

Overregularization

A

When a child learns a rule of grammar and applies the rule to situations where there are exceptions.
Ex: If you want to make something past tense you ad “-ed”. This doesn’t work for the word “run”. The child may say “Runned” instead of “Ran.”

66
Q

Biological Influences/Nativist perspective of language development

A
  • Theory of language development that says children are born with the ability to learn language
  • LAD
67
Q

What is the Language Acquisition Device?

A
  • LAD: something in the brain that allows children to learn language. Enables children to pick up on and understand verbs, nouns and their organization in a sentence for any language.
  • Only operates during critical/sensitive period
68
Q

Is the Nativist perspective more in line with nature or nurture?

A

More in line with Nature

69
Q

Environmental influences/Learning theory of language development

A
  • Says that children aren’t born with anything that makes them learn language.
  • Says that children acquire language through reinforcement (positive reinforcement for certain sounds = child learns new words.)
70
Q

Is the Learning theory more in line with nature or nurture?

A

More in line with nurture

71
Q

Interactionist perspective

A
  • Says that biological and social factors have to interact for a child to learn language
  • Children strongly desire to communicate with others
  • That desire motivates them to learn to communicate via language

Lifespan Development (7 decks)

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