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MED 1022 > HLSD > Flashcards

HLSD Flashcards

1
Q

Reflexes

babinski

A

stroke foot from heel to toe and toes fan out (dorsiflex)

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2
Q

Reflexes

• Blink

A

eyes close in response to bright light/loud noise

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3
Q

Reflexes

• Moro

A

baby throws its arms out and then inwards in response to loud noise or wen its head falls

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4
Q

Reflexes

• Palmar

A

A baby grasps an object placed in the palm of its hand

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5
Q

Reflexes

• Rooting

A

When stroking a baby’s cheek it turns its head towards the stroking and opens its mouth

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6
Q

Reflexes

• Stepping

A

a baby held upright and carried forwards will step rhythmically

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7
Q

Reflexes

• Sucking

A

a baby sucks when an object is placed in its mouth

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8
Q

Reflexes

• Withdrawal

A

a baby withdraws its foot when its sole is prickeda baby withdraws its foot when its sole is pricked

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9
Q 
Freud
Oral
anal 
Phallic
Latency
Genital
A 
0-1 years
1-3
3-6
6-12
12+
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10
Q

anal

A

toilet training

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11
Q

PHALLIC

A

identify with adult role models

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12
Q

LATENCY

A

expanding social contacts (usually wit same sex peers)

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13
Q

GENITAL

A

establishing fam n next generation

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14
Q

freuds theory

A

five stages where kids get source of gratification
if unresolved-will get ‘stuck’ in that stage
development stops at 12 yrs

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15
Q

eriksons’s theory

A

8 stages of conflict that is a turning pnt for development.

can to next stage even if u fail at the stage

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16
Q

basic trust vs mistrust

A

0-1 yrs

sense that world is a safe place

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17
Q

autonomy vs shame/doubt

A

1-3 yrs

understand that can control own actions, but doubts capabilities ‘i want to do everything myself!’

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18
Q

initiative vs guilt

A

3-5yrs
try new things
guilt can come from conflict wit friends
KINDER

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19
Q

industry vs inferiority

A

6-adolescence
goin to skool now, learning new things, becoming competitive but noeing they’re not the best at everything
PRIMARY SKOOL

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20
Q

Identitiy vs indentity confusion

A

adolesence
working out ur identity from many identities -teenage-y!
e.g. work out wat u want to do after high school

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21
Q

intimacy vs isolation

A

young adulthood

share identity /connect with someone

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22
Q

generativity vs stagnation

A

middle adulthood

having kids, shift focus from urself to next gen

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23
Q

integrity vs despair

A

late life
making sense of ur life, reflecting
acepting or feeling despair

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24
Q

paiget’s

A

how kids construct knowledge over time

3 key concepts
scheme,assimilation, accommodation

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25
Q

assimilation

A

putting new info into schema

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26
Q

accommodation

A

altering existing schema to fit wit new info

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27
Q

sensorimotor

A

0-2 yrs
uses senses n motor skills to explore
major gain-learns object permanence

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28
Q

preoperational

A

2-6 yrs
use symbolic thinking (language, gestures, numbers). egocentric view of world
major gains-imagination flourish, use of symbolic thinking

29
Q

concrete operational

A 
7-11 yrs
understands logic (can add, subtract) 
major gains- understand basic concepts like number, classification n conservation
30
Q

formal operational

A

11 yrs +
can think about hypothetical concepts n abstractions
major gains- can discuss ethics, politics, social issues etc

31
Q

lang develop

A

0-1-coo n babble
at 1st birthday- start to talk, first words
1-2-vocab expands by fast mapping, 2 word sentences, turn taking. few hundred words
3-5 yrs- vocab expands, grammar added . 10,000 words

32
Q

zone of proximal development

A

how much kid would learn without help

33
Q

understanding death

A

preoperational- death reversible, eyes closed
concrete - universality, irreversibility, due to things outside body e.g. guns
formal operational- inevitable, universal, causality

34
Q

understanding death-age specific

A

before 10 yrs- no understanding of bio behind death

at 5-8 yrs- starts to understand bio

35
Q

memory

A

newborns-memory lasts a few seconds
by 5 mnths-have memory of faces up to 3 mnths
by 2 yrs- complex memory

36
Q

aspects of memory

A

encoding
storage
retrieval
accessing memories

37
Q

naive theories

A

physics -by 5 mnths, understand objects can occupy same space. + unsupported objects will fall

bio -4 yr olds know that living thins move/grow/heal n inanimate objects don’t

38
Q

carey’s conceptual change theory

A

before age 6/7-kids use intuitive psych ‘tummy rumbles wen u are hungry cos it WANTS to eat. Lungs r for talking’

at age 6/7- use mechanistic explanations ‘stomach does not want to digest the food. Rather, that’s just the way the body works. ‘

39
Q

APGAR-assess on scale of 10

A 
•	A – appearance (skin tone) 
•	P – pulse (HR)
•	G – grimace (reflexes) 
•	A – activity (muscle tone) 
•	R – respiration (breathing effort) 
•	+7 is considered normal 
needs attention= 4-6
life threatening= 3 or less
40
Q

neonatal behavioural assessment scale

A

assess

  1. autonomic: body regulation (e.g. breathing)
  2. motor: activity level n control of body
  3. state:maintaining states (e.g. alertness)
  4. social: interacting wit people
41
Q

cyring -basic

A

starts softly n build up in volume n intensity (hungry/tired)

42
Q

crying - mad

A

more intense n louder

43
Q

cryin g-pain

A

starts wit loud wail n then long pause with gasping

44
Q

newborn locomotion

A

stepping -early as 6-7 mnths
walking (unsupported) -12-15 mnths

ffine motor skills
– 4 months – clumsily reaching for objects
– 5 months – coordinates movement of two hands
– 2-3 years – zippers but not buttons can be used
– 6 years – tying shoes

45
Q

dynamic systems theory

A

idea that motor development involves many distinct skills that are organised n reorganised over time to meet demands of specific tasks

46
Q

new born growth

A
  • most rapid during infancy
  • double weight by 3 mnths
  • triple weight by 1 year
47
Q

– Preattachment

A

birth – 6/8 weeks) – will attach to anyone, not picking who’s who

48
Q

– Attachment in the making

A

(6/8 weeks to 6/8 months)

• thinks mothers do it better-sticks to mum

49
Q

– True attachment

A 
6/8 months to 18 months
gives the infant a 
secure base to start to explore the world
eg kid crawls forward,
•	then turns around n 
•	looks back to mother
•	checkin with the mother
•	to see if its ok
50
Q

– Reciprocal attachment

A

18 months onwards

helps adult as adult helps u

51
Q

secure attachment

A

easily comforted by mother, crying stops, begins to play again

52
Q

avoidant attachment

A

ignores mother, continues wat they were doing –almost like expectation that they should be independent

53
Q

resistant attachment

A

difficult to console, baby remains upset

54
Q

– Disorganised attachment

A

confused and unsure of reaction

55
Q

altruism

A

present as early as 18 mnths

56
Q

issues in development

A

nature vs nuture
continuity vs discontinuity
universal vs context specifif

57
Q

life span perspective -paul baltes

A

multidirectionality, plasticity, historical context

58
Q

selective optimisation n compensation model

A

select n optimise n compensate…

59
Q

Primary sex characteristics

A

sex organ

60
Q

Secondary sex characteristics

A

features that appear during puberty e.g. breasts, pelvic width, facial hair, voice changes, broadening of shoulders in boys

61
Q

menarche

A

onset of menstruation

62
Q

• Spermarche

A

first spontaneous ejaculation with few sperm

63
Q

• Gender labelling

A

0-30 months– self-recognition as a boy or girl by outward appearance. If person wears dress=girl, even if that person was boy before . believe it is possible to change gender

64
Q

• Gender stability (stage 2

A

3-4 years
gender is consistant, though consistent across situations e.g.
a man may be seen to be female when doing a ‘feminine activity’. Thus, these children are still swayed by outward appearance.

65
Q

• Gender consistency (stage 3)

A

– 4-5 years –gender isn’t changing despite changes in appearance or activity. understand that gender is constant over time and situations

66
Q

• Gender typing

A

process by which children acquire a gender identity

67
Q

gender constancy

A

=stage 2+3 =understanding that gender both stable n consistent

68
Q

Cognitive - Theory of Mind
• Focuses on understanding of thoughts, beliefs, desires and intentions
•

A

By 2 years – child understands desires and their relationship with actions
• By 3 years – able to distinguish between mental and physical world
• By 4 years – firm grasp on how thoughts and beliefs explain behaviour

MED 1022 (16 decks)

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