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Infancy > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Phonology

A

sound patterns

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2
Q

Semantics

A

meaning of words/signs

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3
Q

Grammar/syntax

A

systems rules for combining words or sign

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4
Q

Pragmatics

A

using language for particular purposes in specific social contexts

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5
Q

Displacements

A

enables speakers to describe distant or absent objects & communicate abstract notions; allows speakers to discuss past

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6
Q

How to research language: intermodal preferential looking

A

infants shown 2 videos side by side, hear a word that matches one, infants look longer at match video

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7
Q

B.F. Skinner Language

A

imitation, but can’t explain linguistic universals, or acquired at certain time

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8
Q

Behavior ecology theory of language

A

Noam Chomsky: infants born with rudimentary notion

Problem: infant speech not easily into simple rules: exceptions

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9
Q

Modern language theory

A

inner capacities/envionrment

social interaction
Build in stuff too

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10
Q

Infants prepared to communicate

A

respond to voice
Coordinate vocal activity and body movements in response to another person’s verbal/nonverbal rhythmic patterns

Vocalize/send social signals

Receptive to language

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11
Q

Adults speak to infants

A

Exaggerate
Slow/simple
Rhythm and repeat

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12
Q

Cooing begins

A

2 months

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13
Q

Babbling

A

6 months
string of related vowel/constants

Right hand movements and babbling correlation

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14
Q

Perceptual magnet effect

A

Experiences attune infants to the sounds in the language(s) being spoken around them,

Lose ability 6-9 months

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15
Q

Why attune to one language

A

synaptic pruning by ~9 months

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16
Q

First music then words

A

babble familiar sounds, then words

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17
Q

Joint attention

A

end of first year

common ground, figure out adult’s verbal label

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18
Q

Conventional gestures can be taught before words

A

Learn signs easily

by 10-16 add words

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19
Q

Being using words to communicate

A

10=16 months

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20
Q

Rate infants learn words when start speaking

A

1-3 words per month

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21
Q

Overextension

A

Using a word for instances not including in adult’s definition

Ex: kitty

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22
Q

Underextension

A

apply a word only to specific instance

ex: felix is the only cat

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23
Q

Language comprehensions comes before

A

production

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24
Q

Vocab spurt

A

18 months,

5+ words per week

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25
Q

in all language learning ___ predominates

A

nouns

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26
Q

18 month single word communicate big idea:

A

Dirty = this shoe is dirty

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27
Q

Mulitword speech

A

20 months

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28
Q

Cognitive abilities guide language

A

combine symbolic objects/gestures in novel ways. Classify objects by sorting. Solve complex problems mentally without trial-and-error behavior.

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29
Q

18-24 telegraphic speech

A

2 word combinations

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30
Q

Overregulatorization and plurals

A

Goose’s

Goed to the store

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31
Q

When do children begin asking questions and what do they ask

A

subject/berb

Start: What, where, who

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32
Q

Normal for typically language child to suddenly have problem?

A

no

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33
Q

Can children younger than 4/5 understand messed up grammar?

A

no

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34
Q

Continuing pronunciation difficulties into ___ year may be reason to assess child for language intervention

A

4-5th

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35
Q

Autism warning signs 18 months:

A
  • a lack of pretend play
    • a lack of pointing
    • a lack of interest in social relationships
    • an absence of social play
    • an inability to establish joint attention with the caregiver
    • atypical eye tracking
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36
Q

Attachment

A

proximity over time

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37
Q

BONDING

A

skin contact

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38
Q

dyadic synchrony

A

interactions of mutual attention/affective matching/regulation

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39
Q

Frames

A

regularly occurring communication routines

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40
Q

Distal parenting

A

emphasizes independence and individuality, leaving infants alone for periods during the day and encouraging them to learn to comfort themselves

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41
Q

Proximal parenting

A

emphasizes interpersonal relatedness and frequent, close physical contact and rapid response to infants’ perceived needs

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42
Q

Hunter-gathering cultures

A

proximal

ELauma

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43
Q

Egalitarian socieites

A

closer and longer contact with infant

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44
Q

Japanese/native American

A

believe that infants are precious & close to God
• infants should be kept quiet & not influenced by adults until they begin to make some of their own initiatives (around 6 months)

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45
Q

Japanese vs. US mothers

A
  • spend less time in physical contact with their babies when awake, although they sleep with babies at night
    • hold, rock, bounce, touch, and kiss their babies less
    • tend to use more negative vocalizations throughout the day, and use more nonsense sounds and baby talk during play (vs. sentences & adult words)
    • are more likely to talk about how to incorporate objects into social play than to label objects
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46
Q

Matching

A

adults imitating bay

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47
Q

Attunement

A

adult behavior similar to infant, not exact

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48
Q

Contingent social responses

A

infants tend to smile, coo, and look more at the adults

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49
Q

When responses noncontingent, infants are more likely to

A

fuss, cry, look away

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50
Q

still face experiment

A

mother silent, babies sad, when mother resumes babies cry if they haven’t already,

After 3-4 months, infants more distressed at still face than separation

increase cortisol

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51
Q

Postpartum Depression

Prevalence and baby blues vs. PPD

A

8-15% new mothers
Baby blues: right after childbirth

Post-Partum depression: symptoms longer than 2 weeks

Fathers too

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52
Q

Postpartum depression symptoms

A 
Symptoms: 
	• Mood swings
	• Crying spells
	• Change in appetite
• Sleeping less (or more)
Feeling sad, anxious, or overwhelmed
Feeling angry or irritable
Feeling hopeless, worthless, or shame
Loss of pleasure in things use to enjoy
Lack of concern for self 
	• No interest in baby
	• Constant worry
	• Racing Thoughts
Obsessive thoughts or compulsive actions, particularly around keeping baby safe
Hypervigilance in protecting baby
Critical Symptoms:
Delusions or odd beliefs
Hallucinations
Worry that may hurt baby
Thoughts of hurting baby
Thoughts of hurting self
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53
Q

Baby PDD

A 
Fussy
Negative face
withdrawn
low level physical activity 
brain asymmetries
poor cognition/social outcomes
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54
Q

Mother PDD

A
  • Lack energy
    • Have trouble focusing
    • Feel moody
    • Difficulty caring for yourself
    • Difficulty caring for your child
    • Less likely to pick up on or respond to your child’s cues
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55
Q

PPD cycle

A

Mothers who are stressed after birth often over-arouse their babies & do not recognize infant cues to slow down or to change behavior
• this behavior creates stress and physiological arousal for the baby, who begins the neuroception patterns of flight or freeze
• this in turn makes the mother more anxious and more insistent, creating a mutually escalating spiral of chase-and-dodge and physiological and emotional dysregulation
left untreated, these dyads go on to develop an insecure attachment relationship

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56
Q

Attachment

A

a lasting emotional tie between people such that the individual strives to maintain closeness to the object of attachment and acts to ensure that the relationship continues

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57
Q

Behavior ecology theory attachment

A

adults’ caregiving responses are triggered in the presence of infants and young children & infants are innately drawn to the caregiver
• Classic study by Harry Harlow (monkeys)

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58
Q

Bowlby’s theory of infant-caregiver attachment

A

Infants possess built in attachment behaviors that attract attention and elicit care from caregivers

6-9 months develop caregiver preference

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59
Q

Mary Ainsworth attachment:

attachment system vs. Attachment behavior

A
  • attachment system: the network of feelings and cognitions related to the object of attachment
    • attachment behavior: overt signals such as crying & following that bring parent & child into close proximity
    • virtually all infants are attached to their parents but differ in the sense of security they feel in relation to the adult
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60
Q

Ainsworth Strange Situation Test (ASST)

A

A series of separations and reunions between infants/caregivers in an unfamiliar playroom

ASST/4 types of attachment quality have been shown to be highly reliable and valid

61
Q

Secure attachment

A

Will seek comfort from the caregiver during the reunion and, once comforted, will return to independent play

interested in objects & in the stranger

will get acquainted with the unfamiliar setting, using the caregiver as a secure base from which to explore

such infants will feel comfortable and secure in most situations

62
Q

Insecure-Resistant attachment

A

ambivalent responses during the reunions, first approaching the mother & then pushing her away

Tend to…
be upset during the ASST
be temperamentally vulnerable to stress
 have limited coping skills
show limited independent exploration
have mothers who are inconsistently available
63
Q

Insecure-Avoidant Attachment

A

Avoid caregivers during the reunion

may actively resist any attempts to be comforted

seem neutral in their emotions regarding the mother, but show physiological arousal indicative of masked anger

likely to have a caregiver who is insensitive and rejecting of their needs, the attachment figure may withdraw from helping during difficult tasks and is often unavailable during times of emotional distress.

64
Q

Disorganized-Disoriented Attachment

A

Display contradictory behavior during the ASST

may smile broadly & then abruptly turn away from the mother

may approach by crawling backward toward the mother with gaze averted

may have frozen postures during reunion, sitting and staring at a wall or sucking their thumbs

Abusive/sexual behavior to infant

65
Q

Attachment disorders

A

extreme social neglect can disrupt brain

66
Q

Reactive Attachment Disorder (RAD)

A

INHIBITIONS

emotionally withdrawn
minimal social response
limited positive affect
unexplained irritability

Present before age 5, at least 9 months

67
Q

Disinhibited Social Engagement Disorder (DSED)

A

DISINHIBTIONS

Approach unfamiliar adults

Show seductive/manipulative/inappropriate behavior

Willing to go with strangers

9 months +

68
Q

Separation anxiety disorder

A

refusal to be separated from the parent, even to go to bed, and has excessive distress when not at home with parents

must be intense, last at least 1 month, and be inappropriate for the child’s age in order to meet the criteria for diagnosis

more likely if the child is temperamentally inhibited or if one parent or close relative has panic disorder or another form of severe anxiety

69
Q

3 possible causes of secure/insecure attachments at 12 months

A

1) variations in parent’s ability to create warm/sensitive relationship with her/his baby during 1st year
2) Temperamental factors in child that no parental response can change
3) Issues that arise in the relationship between parent and infant that cannot be attributed directly to either one of them

70
Q

Intergenerational transmission

A
  • the infant’s attachment quality is related to the parent’s security or insecurity with regard to his or her own parents
    • the disturbed behavior of mothers of disorganized-disoriented infants can be explained by trauma, harsh punishment, and/or sexual abuse in the mother’s early history
71
Q

Insecurity in North American and Europe attachment

A

○ avoidant classifications are more frequent

○ independence is encouraged & infants may be less likely to approach the mother for comfort

72
Q

Insecurity in Japan, Indonesia, and Israel

A

○ resistant classifications are more frequent
○ in Japan, for instance, infants are not used to being separated – thus, they may be overly distressed and resist the mother’s attempts to comfort them

73
Q

More attached to mother/father

A

neither, but in stressful situation choose mothers

74
Q

Fathers support secure attachment

A

• spends more time with the infant
• is more extroverted
• has greater marital and work satisfaction
Secure attachment to either mother or father helps the baby to be significantly less wary of strangers

75
Q

Adoptive parents/infant attachment

A

Few differences between adoptive/non-adoptive families in parent-child attachment

76
Q

Best parental discipline

A

authoritaTIVE
firm and empathy
proactive behavior
discipline related to cooperation/compliance

77
Q

Authoritative Children

A

Purposive, independent behavior

Cooperative with adults

Show friendliness to peers

More likely to imitate mothers

Likely to become upset after violating standards of conduct

78
Q

Authoritarian Children

A

Discipline controlling and coercive “do it because I said so”

Children: tend to be anxious, unhappy, low in self-esteem and self-reliance

Parent-child coercive cycle: demands/attacks, as pattern continues, rate/intensity of parent and child aggressive behavior increases

79
Q

Permissive Children

A

Overindulgent/inattentive

Children: impulsive, disobedient, and rebellious. They tend to make poor decisions and are unable to manage their time. They are also overly demanding and dependent on adults.

80
Q

Uninvolved Children

A

detached/withdrawn

Children: poor emotional self-regulation, emotionally withdrawn, school achievement difficulties, substance abuse, and antisocial behavior.

81
Q

Corporal punishment

A

poor self-control, criminal/antisocial behavior, abuse of child’s own children/spouse
poor parent relationship

Ethnic differences

82
Q

Defiance/refusal diminishes around

A

3 years of age

83
Q

What strategies do 3 year olds employ to get their way?

A

Negotiation

84
Q

Younger sibling

A

imitate
follow directions/suggestions
take assigned roles

Advantage of older guide, do things younger age

85
Q

Older sibling

A

give directives
orient the attention of the younger children
command/prohibit
support and tease

86
Q

Can young children have friendship

A

yep. prefer same sex as early as 30-36 months

87
Q

Dominance Hierarchy

A

3rd year

ranked according to power/assertiveness

88
Q

a persistent pattern of emotion and emotion regulation in the infant’s relationship to people and things in the environment

A

Temperament

89
Q

Goodness of fit

A

occurs when there is a match between the child’s temperament and characteristics of the environment

90
Q

Issue in temperament research

A

Mother/father disagree.
individuality not reflected

Best strategy: combo of parental reports, direct observations, and physiological measures made at repeated intervals in life

91
Q

Newborn facial

A 
Distress
Contentment 
Disgust
Interest 
Surprise
92
Q

At 4 month facial

A

attention/expression

93
Q

Smiling during face to face interactions age…

A

2-5 months

94
Q

What makes Duchenne smile different

A

open mouth
SQUINTED EYES
Genuine enjoyment and pleasure

likely to occur during mom-infant play where infant held upright and can see mother smile and talk

95
Q

dynamic systems says emotion closely related to

A

social communication

96
Q

Emotional regulation 2-5 months

A

decrease crying
ability to shift gaze,
mastery of continuous bouts of smiling

handle variety of stimulation/change

Why? Sensorimotor skills/caregivers

97
Q

Negative emotions 6-9 months

A

anger, wariness, fear

98
Q

Anger: goal disruption

A

mouth open, brow lowered, eye intense, jaw braced

10-12 months more purposeful, stomping,
Right frontal brain

Anger without crying left frontal region

99
Q

Wariness and Fear

A

~6 months, infants develop wary look, related to fear

inhibition, withdrawal

Fear-10 months
raised and furrowed brow, mouth corners retracted straight back

12 months- heights/unpredictable events

100
Q

Sadness

A

9-10 months, also feeling of loss, absent objects

careful during separation

101
Q

Enjoyment/Affection - 10 months

A

more lasting +
simple smile, wide eyes
Caregiver vs. stranger

102
Q

Jealousy

A

approach/avoid mom

Teasing game help children cope

103
Q

Emotion regulation in brain

A

asymmetry

104
Q

Stranger to help stop fear

A

§ approaches slowly & keeps appropriate distance
§ is a little person or a child, or does not tower over them
§ is sensitive to the infant’s signals and allows the approach to be regulated by the infant

105
Q

using cognitive comparisons of alternate interpretations to regulate one’s emotions

~10 month- look at another: what to feel

A

Appraisal

106
Q

communicating feelings to another person or confirming feelings with another person

A

Affective sharing

107
Q

infants look to another person’s expressions to help decide what to do in an uncertain situation

A

Social Referencing

108
Q

Emotional expression development ~12 months

A

seek help from adults in regulating their emotions, but also will attempt to control their own emotions

109
Q

12-18 months positive emotions

A

elation- happy over long time

own achievement

110
Q

12-18 months negative

A

fight back tears

parent more willing to expose child to stress,

fewer separation issues

individual differences in coping ability

111
Q

18 months develops what

A

joint attention
affective sharing
initial + emotions

112
Q

Laughter

A

2nd year
Get attention
meaning ‘
mother-infant laugh style

113
Q

Start talking about emotion:

A

20 months

Conversation by 24 months

Existential self

114
Q

Stress coping

A

transitional object
Parental help
deficit in neuro?
Difficult if no joint attention

115
Q

Internal working model

A

expectations for particular kinds of attachment styles

116
Q

Separation for primary caregiver end of 2nd year

A

understand they come back
boys leave more than girls, but don’t wander

Easier if
○ if the parent prepares the child & gives instructions for what to do during separation
○ if dropped off at a familiar setting
○ if the caregiver stays at a distance shortly before departure

if dropped off by father rather than mother (mothers took longer to leave the children)

117
Q

Sex difference in emotion

A

Girls more spontaneously and earlier about emotion.

sons solve issue on own

118
Q

Empathy develops age

A

2

119
Q

More caring behavior if mom

A

depressed

120
Q

• Children who score high on understanding others’ emotions are likely to come from families in which

A

Talk about cause of feelings

	○ children have an opportunity to observe parents talking with siblings about their feelings and behavior
	○ children are encouraged to cooperate with their siblings during coordinated play
	○ there is a secure attachment with the mother
121
Q

Recognize own name age

A

6 months

Subjective self
Shared communication, awareness of self/others

122
Q

Existential self

A

18 months whole picture of self.
personal pronouns begins same time as mirror self-recognition
Infants more self-other aware more securely attached to mom/fathers, concern for other’s distress, coordinate mirror image imitation, competent with peers

123
Q

recognize self in mirror and show emotion

Self-conscious emotions

A

2 years
embarrassment

Others: guilt, jealousy, pride, shame

124
Q

Shame vs. Pride

A

Shame- eyes of someone else, communicates failure

Pride- own standards, personal goal in eyes of another

125
Q

Committed compliance

A

parents establish mutually responsive orientation that leads children to become aware of behavioral standards/rules and internalized them

126
Q

Situational compliance

A

develops when children cooperate with parents but do not follow their instructions with enthusiasm or completely on their own.

127
Q

Yale lab: born good

A

complicated

born empathetic, but love their own

128
Q

Maternal employment: a factor in this decision

A

does mom want to work?

129
Q

most likely to take parental leave

A

Mothers
~3 months
shorter leave? more depression
less interest in infant

130
Q

paterntity leave

A

~6.5 days

131
Q

Why not like US leave policy

A
  • mothers cannot breast feed for as long as recommended by the American Academy of Pediatrics (for 12 months)
    • mothers may choose drug-assisted childbirth or C-sections, even if they would have preferred a natural birth, to get back to work sooner
132
Q

Canada/Europe

A

A few years

Healthier birthweight
lower mortality
high rates of breastfeeding

133
Q

Effects of child care depend on

A

quality of care

quality of family environment

134
Q

High Quality child care

A

Trained caregiver, good hygiene
low caregiver-child ratio

correlated with secure attachment

135
Q

Child care under age 1

A

Children in high-quality child care under age 1 did better in school at 8 & 13 years

• Under the age of 1 year, infants appear to be more sensitive to the effects of child care quality & the availability of attachment figures within the child care setting
136
Q

Weird finding about child care

A

More hours in child care under age 1 is related to lower school readiness scores at age 5

hours in child care after the age of 1 year is related to higher school readiness at age 5

137
Q

Good things of child care

A

After 12 months, more cognitive/social advancement, compliance to rules, school readiness

positive impact on math/reading for low income children

138
Q

Purpose of early intervention

A

Children with disabilities, low income, poverty, anything that could hurt development and help mediate it

139
Q

Head Start

A

A national intervention program for families with young children with disabilities and low-income pregnant women and families with infants and toddlers

Center-based care + home visits have produced the strongest effects for children.

Research indicates that parents also benefit from their participation in Early Head Start.

140
Q

Lasting effects of head start

A

lasting academic success, but not IQ

Positive effects not sustained if it does not continue during school transition

141
Q

Cost benefit of early intervention reveals…

A

the costs of interventions and early childhood programs are returned as savings to taxpayers and program participants.

12% rate of return

142
Q

Variables that predict better outcomes for children

A

Individual: Good cognitive skills, easygoing temperament, hope, high self-efficacy, self-regulation or executive functioning skills

Relationship: Effective parenting, close relationships with caring competent adults, close friendships

Community: Effective schools, comforting rituals, spiritual beliefs

143
Q

Property of language that lets us talk about heaven, Santa, superman

A

displacement

144
Q

Vocab explosion

A

18 months

145
Q

Predictor of language competence

A

verbal interaction with child in early years

146
Q

wug test

A

fill in with “correct” word from context even though nonsense

147
Q

Should, parents intervene?

A

Yes, if children under 3

Even so, favor younger child. better if expect responsibility and accountability

148
Q

3 reasons for increase peer relations

A

1) imitation
2) complementary roles/responses
3) language

149
Q

Emotion/Cognition

A

Left hemisphere, language skill

Infancy (3 decks)

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