Final Review (OH NO!) Flashcards
The type of grasp the child uses to pick up a glass of milk is
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
a. Cylindrical
When throwing a ball, the individual uses which type of grasp
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
b. Spherical
The ability to distinguish specific features of an object like shape, size and color which precedes the ability to copy forms in drawing describes visual
a. Acuity
b. Pursuits
c. Scanning
d. Discrimination
d. Discrimination
The type of grasp the child uses to pick up small beads from a pile is
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
c. Pincer
Short, rapid changes of fixation from one point in the visual field to another; used when searching for something and in reading, describes visual
a. Acuity
b. Pursuits
c. Scanning
d. Discrimination
c. Scanning
The process of using one hand to adjust an object for more effective object placement or release; the object remains in the hand is called
a. Bimanual coordination
b. In hand manipulation
c. Prehension
d. School readiness
b. In hand manipulation
Discuss hand development with regard to ulnaràradial, types of grasp and functions of the arches in your own words.
Arches allow for the stability and flexibility needed for power and precision grasps
The most refined type of grasp is
a. Cylindrical
b. Spherical
c. Pincer
d. Lateral
c. Pincer
The ability to discern details when the target is static describes this visual function; it is used in reaching and grasping objects
a. Acuity
b. Pursuits
c. Scanning
d. Discrimination
a. Acuity
Making or building things A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
C. Constructive Play
Child watches other children play A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
I. Onlooker Play
Typically emerges at around 2 years old as the child learns to focus on play activities independently A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
A. Solitary Play
Children are interested in both the people, and the activity they are playing with A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
G. Cooperative Play
The innate drive to find solutions; the child’s drive to learn they have control over their world and can cause change A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
F. Mastery Motivation
Child plays in same vicinity of another and engaged in similar activities; have not learned to share yet A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
E. Parallel Play
Characteristic pattern of interaction that includes the tendency to seek opportunities for play, to suspend reality and to behave with spontaneity A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
H. Playfulness
Enables the child to be open to challenges and believe they can master new skills A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
D. Self-efficacy
Child enjoys the company of other children; there is little organization in their activity A. Solitary Play B. Associative Play C. Constructive Play D. Self-efficacy E. Parallel Play F. Mastery Motivation G. Cooperative Play H. Playfulness I. Onlooker Play
B. Associative Play
Hemispheric specialization is associated with:
a. The development of hand dominance and the myelination of the corpus callosum
b. Refinement in dynamic balance and a lowered center of gravity
c. Asynchronous development and improved eye–hand coordination
d. Improved metalinguistic abilities and vocabulary expansion
a. The development of hand dominance and the myelination of the corpus callosum
The ability to visually track an object to a target area and then make a physical response to the object (such as catching or hitting it) is called:
a. Psychomotor integration
b. Asynchronous development
c. Coincidence-anticipation timing
d. Haptic perception
c. Coincidence-anticipation timing
The ability to remember how to get from the classroom to the cafeteria in the school is best defined as an example of:
a. Haptic perception
b. Cognitive mapping
c. Metacognition
d. Sensory integration
b. Cognitive mapping
Which of the following is true of the impact of poverty on childhood development?
a. Children living in poverty are at higher risk for physical, cognitive, social, emotional, and behavioral problems
b. Poverty influences the environments children learn in, and can be associated with more accidents and injuries
c. Poverty is associated with high levels of personal stress and puts children at risk for mental health problems
d. All of these are true
d. All of these are true
Which of the following examples best illustrates effective working memory?
a. Saying info over and over (out loud or in one’s head) to remember it
b. Focusing study of a topic following a failure, to process info into memory due to lack of attention or rehearsal
c. Actively considering properties of numbers to do mathematics problems mentally (without paper and pencil)
d. Repeating back a series of digits immediately after hearing them
c. Actively considering properties of numbers to do mathematics problems mentally (without paper and pencil)
All of the following are true of figure-ground perception EXCEPT:
a. It can help individuals to isolate important salient sounds, such as a call for help, while ignoring unimportant sounds in the environment
b. It matures between the ages of 4 and 13
c. It is a visual skill used in reading, and does not involve other types of sensory information
d. It important in developing skill in many self-care and academic tasks
c. It is a visual skill used in reading, and does not involve other types of sensory information
