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Lifespan Development PSYC 333 > Infancy > Flashcards

Infancy Flashcards

1
Q

brain and nervous system

A
  • develop very quickly during the first 2 years
  • mid-brain
  • cortex
  • rapid myelinization
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2
Q

midbrain function

A
  • regulates vital function
  • almost fully developed at birth
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3
Q

cortex function

A
  • less developed at birth
  • involves perception, body movement, thinking, language
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4
Q

reflexes

A
  • help newborns survive
  • some reflexes disappear in infancy or childhood, while others persist through life
  • rooting, babinski, moro
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5
Q

reflexes: rooting

A
  • touch the side of the cheek
  • will turn towards the touch
  • will open mouth to suck
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6
Q

reflexes: babinski

A
  • sole of foot is touched
  • infants toes fan out
  • shows neural connections throughout the body
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7
Q

reflexes: moro

A

sudden loss of support makes infants arch their backs and throw out their arms and legs

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8
Q

behavioural sleep states

A
  • patterns stabilize with age
  • cultural beliefs play a role in responses to child’s sleep patterns
    neonates
  • sleep 80% of time
    8 weeks
  • babies begin to sleep through the night
    6 months
  • babies sleep 13 hours per day
  • clear nighttime and daytime patterns = established
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9
Q

cries

A
  • basic cry
  • angry cry
  • pain cry
  • colic
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10
Q

basic cry

A
  • signals hunger
  • rhythmical pattern
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11
Q

angry cry

A

louder and more intense than basic cry

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12
Q

pain cry

A

very abrupt onset

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13
Q

colic

A
  • unknown cause
  • intense daily bouts of crying
  • totals 3+ hours per day for several months
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14
Q

attention to crying

A

prompt attention to crying in the first 3 months leads to less crying later

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15
Q

sensory skills

A

newborns and young infants have more capacity than physicians/psychologists thought

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16
Q

visual acuity

A
  • how well one can see at a distance
  • v.a of newborn = 40x worse than normal adult
  • v.a of 6m = 6x worse than normal adult
  • develops rapidly in the first year thanks to synaptogenesis and myelinization
  • infants can see near objects clearly
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17
Q

tracking

A
  • process of following a moving object
  • initially inefficient but improves rapidly
  • important for preference technique
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18
Q

colour vision

A
  • red, green, blue present by 1m
  • ability to sense colour is almost identical to adults
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19
Q

depth perception

A
  • 4m = binocular cues beginning
  • associated with movement and navigation
    / regression around 5-6m
    / improvement around 11-12m
    / regression 12m
  • as mobility changes, vision adapts
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20
Q

auditory acuity

A
  • newborns hear nearly as well as adults
  • high pitch noises need to be loud to be heard
  • infants can locate the direction of sound at birth
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21
Q

smell and taste

A
  • nearly unlimited variations
  • newborns react differently to each basic taste
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22
Q

touch and motion

A
  • best developed of all sense
  • responsive to gentle social touching
  • important for early brain developement
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23
Q

perceptual development

A
  • preference technique
  • habituation/dishabituation
  • operant conditioning
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24
Q

perceptual development: preference technique

A
  • longer time looking at something
  • reveals what captures the baby’s attention
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25
Q

perceptual development: habituation/dishabituation

A
  • after diminished response to stimulus, renewed interest in a slightly different stimulus indicates that the infant has noticed a change
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26
Q

perceptual development: operant conditioning

A
  • when learned response is established, experimenter can vary the stimulus in some systematic way
  • sees whether baby still responds
  • in older infants, we see motivation, socialization
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27
Q

cognitive changes in infancy

A
  • changes in cognitive abilities are highly consistent across environments
  • 2 year old has not achieved cognitive maturity, but has taken many steps
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28
Q

Piaget’s sensorimotor stage

A
  • first stage of development
  • 18-24 months
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29
Q

Piaget’s sensorimotor stage

A
  • first stage of development
  • 18-24 months = beginning of mental representation
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30
Q

Piaget’s sensorimotor stage: circular stages

A

primary:
- begin to repeat pleasurable actions
secondary:
- intentionally repeat actions to trigger a response
tertiary:
- trial + error experimentation

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31
Q

Piaget’s sensorimotor stage: object permanence

A
  • understanding that objects continue to exist even if they cannot be seen
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32
Q

object permanence: 2 months

A

rudimentary expectations shown by surprise when an object disappears

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33
Q

object permanence: 6-8 months

A

looking for partially hidden object

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34
Q

object permanence: 8-12 months

A
  • reaching for a toy that is hidden
  • A not B error
  • may be possessed looking at place where object once was
35
Q

imitation (2 months)

A

can imitate actions they see themselves make

36
Q

imitation (8-12 months)

A

can imitate other people’s facial expressions

37
Q

imitation (12 months)

A
  • imitation of any action that wasn’t in child’s repertoire begins
  • deferred imitation begins
38
Q

deferred imitation

A

child’s imitation of some action at a later time

39
Q

challenges to Piaget’s theory

A
  • underestimated cognitive capacity of infants
  • may have wrongly equated child’s lack of physical ability with lack of cognitive understanding
  • object permanence occurs much earlier
  • imitation sequence of skills occur earlier than proposed
40
Q

learning

A
  • permanent change in behaviour that results from experience
  • babies show evidence of learning from their first moments and organize their interactions through their environment
41
Q

conditioning and modeling

A
  • research supports presence of classical and operant conditioning
  • conditioning of fear and extinction of fear
42
Q

theoretical perspectives on language

A
  • behaviourist
  • nativist
  • interactionist
43
Q

behavioural perspective on language

A
  • infants learn language through parental reinforcement of wordlike sounds
44
Q

nativist perspective on language

A
  • innate language processor = language acquisition device
  • contains the basic grammatical structure of all human interaction
  • guides comprehension and production of language
45
Q

interactionist perspective on language

A
  • infants are biologically prepared to attend to language
  • language development is a sub-process of cognitive development
46
Q

influence

A
  • experience in early years influence language most
  • being read to often is very critical
  • children whose parents talk to them often develop richer vocabulary sentences
47
Q

language development: 2-3 months

A
  • make cooing sounds when alone
  • responds with smiles and cooing when talked to
48
Q

language development: 4-5 months

A
  • begins to make some consonant sounds with cooing
49
Q

language development: 6 months

A
  • babbles
  • utters phonemes of all language
50
Q

language development: 8-9 months

A
  • focuses on phonemes, rhythm and intonation of language spoken in the household
  • receptive vocabulary of 20 to 30 words
51
Q

language development: 12 months

A
  • expressive language emerges
  • says single words
52
Q

language development: 12-18 months

A
  • use word-gesture combinations combined with variations in tones
  • holophrases
53
Q

language development: 18-20 months

A
  • uses two word sentences
  • telegraphic speech
  • has expressive vocabulary of 100 to 200 words
54
Q

expressive language

A
  • ability to produce words
  • 12 months - babies begin to say first words
55
Q

individual differences in language

A

-difference in rate
- difference in style (expressive vs referential)

56
Q

Freud’s psychoanalytic perspective

A
  • oral stage = 0-2 years
  • believed that fixation would manifest itself in oral behaviours such as nail-biting and swearing
  • emphasizes symbiotic relationship between the mother and young infant
57
Q

early relationships and attachment

A
  • important to respond to infant’s needs through talking, comforting
  • infant learns to trust the world
  • attachment theory
58
Q

attachment

A

emotional tie to a parent experienced by an infant, from which the child derives security

59
Q

attachment theory

A

ability and need to form attachment relationships early on in life are genetic characteristics of all human beings

60
Q

Konrad Lorenz: imprinting

A

psychological phenomenon of how animals form attachment to first being interacted with

61
Q

Bowlby’s theory on attachment

A
  1. non-focused orienteering and signalling (0-2 months)
  2. focus on one or more figures (3-6 months)
  3. secure base behaviour (6-7 months)
  4. internal model (24 months +)
    WHEN COMFORTABLE, BABIES START INTERNALIZAING B FROM OTHERS
62
Q

theories on attachment

A
  • emphasis on active role played by infant’s early social signaling system
  • stress development of mutual attachments
  • attachment = dyadic relationship
  • long term bonds develop from synchrony
63
Q

Ainsworth experiment

A
  1. mother and child play alone in the lab
  2. stranger joins mother and child
  3. mother leaves room and child is left with the stranger (or left alone)
  4. mother returns and tries to comfort the child
64
Q

Ainsworth’s attachments

A
  • secure
  • insecure-ambivalent
  • insecure-avoidant
  • disorganized
65
Q

secure attachment

A
  • child is upset when mother is separated
  • comforted when she comes back
66
Q

insecure-ambivalent attachment

A
  • child is upset when the mother is separated
  • cannot be comforted when she comes back
67
Q

insecure-avoidant attachment

A
  • child does not care when the mother is separated
  • child does not care when she comes back
68
Q

disorganized attachment

A
  • child shows inconsistent, contradictory, unpredictable behaviour over several trials
69
Q

internal working model

A
  • person’s perception of themselves as a child, their caregivers, nature of interactions, interpretations of relationships
  • caregivers recreate their relationship with their children + their interpretation of what happened
70
Q

mother and child relationship
(child = secure, mother is autonomous)

A
  • mother is not dealing with unresolved concerns concerning her own experience
  • is able to be sensitive to her child’s communications
71
Q

mother and child relationship
(child = insecure-avoidant, mother is dismissing)

A
  • mother is reluctant to acknowledge her own attachment needs
  • is insensitive and unresponsive to her child’s needs
72
Q

mother and child relationship
(child = insecure-ambivalent, mother is preoccupied)

A
  • mother is confused about her attachment history
  • inconsistent in her interactions with her child
73
Q

outcomes of stable attachments

A
  • are more effective when solving a problem
  • display more advanced cognitive abilities at age 7
  • display more emotion variation in conversation and socialization
  • display less frustration/crying/whining
  • exhibit more complex exploratory behaviour
  • engage in more symbolic and pretend play
  • regulate emotions better
74
Q

personality

A

pattern of responding to people and objects in the environment

75
Q

temperament

A

inborn predispositions that form the foundations of personality with key dimensions

76
Q

temperament dimensions: activity level

A

tendency to move often and vigorously

77
Q

temperament dimensions: approach emotionality

A
  • tendency to move toward new experiences
  • usually accompanied by positive emotion
78
Q

temperament dimensions: inhibition

A

tendency to respond to fear or withdrawal in new situations

79
Q

temperament dimensions: effortful control

A

ability to stay focused and to manage attention and effort

80
Q

temperament dimensions: negative emotionality

A

tendency to respond with anger, fussing, loudness

81
Q

origins of stability of temperament

A
  • genetic factors
  • goodness of fit in the environment
  • long-term stability across the lifespan
82
Q

self-concept

A
  • subjective self
  • emotional self
83
Q

subjective self

A
  • aware that they are a separate person
  • can differentiate objects and people at 2 months
  • can differentiate images of themselves and others at 5-8 months
  • babies usually aware of subjective self at 8-12 months
  • ability to recognize oneself develops around 18 months
84
Q

emotional self

A
  • begins when baby identifies change in emotions expressed in others’ faces
  • understanding of self increases, increase in expression of emotions
  • 11-12m = caregiver’s emotions guide infant’s
  • 22-24m = self-conscious emotional expressions emerge

Lifespan Development PSYC 333 (11 decks)

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