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Developmental Psychology > Infancy > Flashcards

Infancy Flashcards

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1
Q

growth starts from the top part of the body (i.e., brain to foot)

A

o Cephalocaudal Principle

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2
Q

growth proceed from the center of the body outward (e.g., Palm (grasping) to fingers)

A

o Proximodistal Principle

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3
Q

o Children grow faster during

A

first 3 years

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4
Q

o Teething usually begins

A

around 3-4 months

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5
Q

o Growth slows in

A

second year of life

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6
Q

o Growth isn’t often smooth and continuous but rather ?

A

episodic, occurring in spurts

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7
Q

o– brain’s growth occurs in fits and starts

A

Brain Growth Spurts

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8
Q

(maintains balance and motor coordination) grows the fastest during the first year of life

A

Cerebellum

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9
Q

specialization of the hemispheres

A

o Lateralization

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10
Q

concerned with language and logical thinking

A

o Left Hemisphere

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11
Q

concerned with visual and spatial functions

A

o Right Hemisphere

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12
Q

– tough band of tissue that joins the two hemisphere which allows them to share info and coordinate commands

A

o Corpus Callosum

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13
Q

smallest; concerned with visual processing

A

o Occipital

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14
Q

involved with integrating sensory info from the body; movement and manipulation of objects

A

o Parietal

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15
Q

interpret smells and sounds and involved in memory

A

o Temporal

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16
Q

involved in high-order processes such as reasoning and problem solving

A

o Frontal Lobe

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17
Q

– outer surface of the cerebrum; grows rapidly in the first few months and are mature by age 6 months

A

o Cerebral Cortex

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18
Q

o Brain Growth Spurt begins at

A

about the third trimester of gestation and continues until at least the 4th year of life

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19
Q

send and receive info in the brain

A

o Neurons

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20
Q

nourish and protect the neurons

A

o Glia or Glial Cells

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21
Q

– sends signals to other neurons

A

o Axon

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22
Q

receive incoming messages

A

o Dendrites

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23
Q

tiny gaps which are bridged with the help of chemicals

A

o Synapses

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24
Q

neurons that control various groups of muscle coordinate their activities

A

Integration

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25
Q

each neuron takes on a specific, specialized structure and function

A

o Differentiation

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26
Q

pruning of cells which is a way to calibrate the developing brain to the local environment and help it work more efficiently, beings during the prenatal period and continues after birth

A

o Cell Death

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27
Q

enables signals to travel faster and more smoothly by coating the neural pathways with myelin

A

o Myelination

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28
Q

biological process and environmental conditions influences development, the brain is

A

o Neuroconstructivist View

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29
Q

– automatic, innate response to stimulation which are controlled by the lower brain centers that govern involuntary processes

A

o Reflex Behavior

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30
Q

includes sucking, rooting, and the Moro reflex are related to instinctive needs for survival and protection or may support the early connection to the caregiver

A

o Primitive reflexes

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31
Q

– reactions to changes in position or balance

A

o Postural Reflexes

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32
Q

resemble voluntary movements that do not appear until months after the reflexes have disappeared

A

o Locomotor Reflex

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33
Q

o Early Reflexes Disappear during

A

first 6-12 months

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34
Q

Extend legs, arms, and fingers, arches back, draws back head

A

Moro

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35
Q

Make strong fist

A

Darwinian (grasping)

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36
Q

Fencer Position

A

Tonic Neck

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37
Q

Mouth opens, eyes close, neck flexes, head tilts forward

A

Babkin

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38
Q

Toes fan out; foot twist in

A

Babinski

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39
Q

Head turns, mouth opens, sucking begins

A

Rooting

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40
Q

Steplike motions

A

Walking

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41
Q

Swimming movements

A

Swimming

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42
Q

o Sense of smell and taste begin to develop

A

in the womb

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43
Q

is the first sense to develop, the most mature sensory system for the first several months

A

o Touch

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44
Q

develops rapidly after birth

A

o Auditory Discrimination

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45
Q

Infant’s brain responds preferentially to speech

A

at 4 months

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46
Q

Is the least developed sense at birth

A

Vision

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47
Q

the use of both eyes to focus

A

Binocular Vision

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48
Q

o Infants like attractive faces T or F?

A

True

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49
Q

o Sleep restores, replenishes, and rebuilds our brains and bodies T or F?

A

True

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50
Q

all animals sleep and this sleep is necessary for survival (to protect themselves at night)

A

o Evolutionary Perspective

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51
Q

sleep replenishes and rebuilds the brain and the body such as clearing out neural tissues

A

o Restorative Perspective

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52
Q

sleep is critical for brain plasticity, i.e., increases synaptic connections between neurons which is linked to improved consolidation of memories

A

o Plasticity Perspective

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53
Q

Newborns sleep approx. 18 hrs/day T or F?

A

True bakit? tanga ka ba

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54
Q

no eye movement and sleep is more quiet

A

o Non-REM Sleep

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55
Q

the eyes flutter beneath the closed lids
▪ Usually appears 1 hr after non-rem (adults)

A

o Rapid Eye Movement (REM Sleep)

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56
Q

There is a Negative link between infant sleep and cognitive functioning T or F

A

False, Positive link tanga ka ba?

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57
Q

used to chart progress between ages 1 month and 6 years and to identify children who are not developing normally

A

o Denver Developmental Screening Test

(▪ Measures Gross Motor Skills (using large muscles), Fine Motor Skills (using small muscles), Language Development, Personality, and Social Development )

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58
Q

helps babies learn to judge distances and perceive depth

A

o Crawling

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59
Q

babies learn to look at caregivers for clues as to whether a situation is secure or frightening

A

o Social Referencing

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60
Q

enable infants to learn about themselves and their environment so they can make better judgements about how to navigate in it

A

o Sensory Perception

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61
Q

– the use of eyes to guide the movements of the hands

A

o Visual Guidance

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62
Q

the ability to perceive objects and surfaces in three dimensions

A

o Depth Perception

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63
Q

produced by movement of the object or the observer or both

A

o Kinetic Cues

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64
Q

ability to acquire information by handling objects rather than just looking at them

A

o Haptic Perception

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65
Q

dynamic process that is linked with sensory information in the skin, joints, and muscles which tell us where we are in space

A

o Posture

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66
Q

sensory stimulation is changing but perception of the physical world remains constant

A

o Perceptual Constancy
▪ Allows infants to perceive that their world as stable

67
Q

recognition that an object remains the same even though the retinal image of the object changes as you move toward or away from the object

A

▪ Size Constancy

68
Q

an object remains the same shape even though its orientation changes

A

▪ Shape Constancy

69
Q

– a person learns to make a reflex, or involuntary, response to a stimulus that originally did not bring about the response

A

o Classical Conditioning

70
Q

if the conditioned learning is not reinforced by repeated association

A

o Extinction

71
Q

focuses on the consequences of behaviors and how they affect the likelihood of the behavior occurring again

A

o Operant Conditioning
o Babies were able to use contextual cues (e.g., odor) to retrieve memories
o Infant memory is context-dependent and appears to be strongly linked to the original cues encoded during learning

72
Q

presumed to be goal-oriented, meaning it exists for the purposes of attaining a goal

A

o Intelligent Behavior

73
Q

consists of questions or tasks that are supposed to show how much of the measured abilities a person has by comparing that person’s performance with norms

A

o IQ Tests

74
Q

developmental test designed to assess children from 1 month to 3 ½ years

A

o Bayley Scales of Infant and Toddler Development
(▪ Cognitive, Language, Motor, Social-Emotional, and Adaptive Behavior)
▪ Accompanied by Behavior Rating Scale taken from the caregiver

75
Q

trained observers interview the primary caregiver and rate on a yes-or-no checklist the intellectual stimulation and support observed in a child’s home

A

o Home Observation for Measurement of the Environment (HOME)
▪ Number of books and toys, parents involvement with the child, parental emotional and verbal responsiveness, acceptance of the child’s behavior, organization of the environment, and opportunities for daily and varied stimulation

76
Q

systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs

A

o Early Intervention

77
Q

o The first stage of Jean Piaget’s cognitive development is
o Approx. from birth to 2 years old

A

Sensorimotor Stage

78
Q

an infant learns to reproduce events originally discovered by chance

A

o Circular Reactions

79
Q

actions or mental representations that can be performed on objects

A

o Schemes

80
Q

– occurs when children use their existing schemes to deal with new information

A

o Assimilation

81
Q

occurs when children adjust their schemes to take new information and experiences into account

A

o Accommodation

82
Q

grouping of isolated behaviors and thoughts into higher-order system

A

o Organization

83
Q

cognitive conflict

A

o Disequilibrium
- o Children constantly assimilate and accommodate as they seek equilibrium

84
Q

children shift from one stage of thought to the next

A

o Equilibration

85
Q

the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture

A

o Representational Ability

86
Q

– the realization that something continues to exist when out of sight

A

o Object Permanence

87
Q

proposal that children under age of 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time

A

o Dual Representation Hypothesis

88
Q

– a type of learning in which repeated or continuous exposure to a stimulus, reduces attention to that stimulus

A

o Habituation
▪ Familiarity breeds loss of interest

89
Q

– if a new sight or sound is presented, the baby’s attention is generally captured once again, and the baby will reorient toward the interesting stimulus and once again sucking slows

A

o Dishabituation

90
Q

tendency to spend more time looking at one sight rather than another

A

o Visual Preference

91
Q

ability that depends on the capacity to form and refer to mental representations

A

o Visual Recognition Memory

92
Q

ability that depends on the capacity to form and refer to mental representations

A

o Visual Recognition Memory

93
Q

the ability to use information gained from one sense to guide another – as when a person negotiates a dark room by feeling for the location of familiar objects

A

o Cross-Modal Transfer

94
Q

o Examines the hardware of the CNS to identify what brain structures are involved in specific areas of cognition

A

Cognitive neuroscience approach

95
Q

o Examines the hardware of the CNS to identify what brain structures are involved in specific areas of cognition

A

Cognitive Neuroscience Approach

96
Q

refers to remembering that occurs without effort or even conscious awareness

A

o Implicit Memory
▪ Habits and skills
▪ Develop early and is demonstrated by such actions as an infant’s kicking

97
Q

– declarative memory; conscious intentional recollection, usually of facts, names, events, or other things that can be stated or declared

A

o Explicit Memory

98
Q

refers to mutual interactions with adults that help structure children’s activities and bridge the gap between a child’s understanding and an adult’s

A

o Guided Participation

99
Q

communication system based on words and grammar

A

o Language

100
Q

the ability to produce and comprehend an endless no. of meaningful sentences using a finite set of words and rules

A

o Infinite Generativity

101
Q

sounds that progress from crying to cooing and babbling

A

o Pre-linguistic Speech

102
Q

newborn’s first means of communication
o Between 6-3 months, babies start cooing
o By 6-10 months, they start babbling

A

o Crying

103
Q

sound system of a language

A

o Phonology

104
Q

system of meaningful units involved in word formation

A

o Morphology

105
Q

the system that involves the way words are combined to form acceptable phrases and sentences

A

o Syntax

106
Q

the system that involves the meaning of words and sentences

A

o Semantics

107
Q

– the system of using appropriate conversation and knowledge of how to effectively use language in context

A

o Pragmatics

108
Q

words that the child understand

A

o Receptive Vocabulary

109
Q

words the child expresses/uses

A

o Spoken Vocabulary

110
Q

tendency to apply a word to objects that are inappropriate for the word’s meaning by going beyond the set of referents an adult would use (e.g. “Dada” not only for her Dad but also to other male strangers)

A

o Overextension

111
Q

tendency to apply the word too narrowly; occurs when children fail to use a word to name a relevant event or object

A

o Underextension

112
Q

the use of short and precise words without grammatical markers such as articles, etc. (“Momi give water”)

A

o Telegraphic Speech

113
Q

Responsible for speech Production

A

: Broca’s Area

114
Q

Responsible for language comprehension, sounds

A

Wernicke’s area

115
Q

Responsible for language comprehension, sounds

A

Wernicke’s Area

116
Q

loss or impairment in language processing

A

o Aphasia

117
Q

– biological endowment that enables the child to detect certain features and rules of language

A

o Language Acquisition Device

118
Q

language spoken with a higher-than-normal pitch, slower tempo, and exaggerated intonation, with simple words and sentences

A

o Child-Directed Speech

119
Q

rephrasing something the child has said that might lack appropriate morphology

A

o Recasting

120
Q

– adding information to a child’s incomplete sentence

A

o Expanding

121
Q

name objects that children

A

o Labeling

122
Q

the relatively consistent blend of emotions, temperament, thought, and behavior that makes each person unique

A

o Personality

123
Q

the relatively consistent blend of emotions, temperament, thought, and behavior that makes each person unique

A

o Personality

124
Q

o Subjective reactions to experience that are associated with physiological and behavioral changes

A

Emotions

125
Q

o Four Patterns of Crying of Infants

A

Basic Hunger Cry
Angry Cry
Pain Cry
Frustration Cry

126
Q

rhythmic pattern that usually consist of cry, followed by a briefer silence

A

Basic Hunger Cry

127
Q

more excess air is forced through vocal cords

A

Angry Cry

128
Q

sudden long, initial loud cry followed by breath holding

A
  1. Pain Cry
129
Q

appearance of 2 or 3 whining

A

Frustration Cry

130
Q

newborn infants gaze and smile at their parents; smile that occurs in response to external stimulus (2 months)

A

o Social Smiling

131
Q

a smile that does not occur in response to external stimuli and appear during the first month after birth

A

o Reflexive Smile

132
Q

– infants smile at an object then gaze at an adult while continuing to smile

A

o Anticipatory Smiling

133
Q

– acting out of concern with no expectation of reward

A

o Altruistic Behavior

134
Q

underlie empathy and altruism

A

o Mirror Neurons

135
Q

o An early-appearing, biologically based tendency to respond to the environment in predictable ways

A

Temperament

136
Q

type of children that are generally happy, rhythmic in biological functioning, and accepting of new experiences

A

o Easy Children

137
Q

more irritable and harder to please type of children

A

o Difficult Children

138
Q

type of children that’s mild but slow to adapt to new people and situations

A

o Slow-to-Warm-Up Children

139
Q

– the match between a child’s temperament and the environmental demands and constraints the child must deal with

A

o Goodness of Fit

140
Q

o According Erik Erikson, as babies, our first challenge involves forming basic sense of Trust versus Mistrust T or F?

A

False! Charot lang True eh parang di ka naman nag grade 7

141
Q

overly trusting and gullible, unrealistic, spoiled

A

o Maladaptive Tendency for Infancy: Sensory Maladjustment

142
Q

– never trust anyone, paranoid, neurotic, depressive

A

o Malignant Tendency: Withdrawal

143
Q

Mother

A

Significant individual

144
Q

Mother

A

o Significant Individual

145
Q

– reciprocal, enduring emotional tie between an infant and a caregiver, each of whom contributes to the quality of the relationship

A

o Attachment

146
Q

by Mary Ainsworth; designed to assess attachment patterns between infant and adult

A

o Strange Situation

147
Q

flexible, resilient

A

o Secure Attachment

148
Q

generally anxious even before the caregiver leaves

A

o Ambivalent (Resistant) Attachment

149
Q

lack a cohesive strategy to deal with the stress of the strange situation; they show contradictory, repetitive, or misdirected behaviors; confused and afraid

A

o Disorganized-Disoriented

150
Q

– wariness of a person she does not know

A

o Stranger Anxiety

151
Q

– distress when a familiar caregiver leaves her

A

o Separation Anxiety

152
Q

crying when caregiver leaves

A

o Separation Protest

153
Q

the ability of both infant and caregiver to respond appropriately and sensitively to each other’s mental and emotional states

A

o Mutual Regulation

154
Q

seeking emotional information to guide behavior

A

o Social Referencing

155
Q

shameless willfulness that leads to jump into things without proper consideration

A

o Maladaptive Tendency for Toddler: Impulsiveness

156
Q

perfectionism, rule follower
o Sphincter Muscle is developed

A

o Malignant Tendency for Toddler: Compulsiveness

157
Q

our image of ourselves; it describes what we know and feel about ourselves and guides our actions

A

Self-concept

158
Q

an early indication of the ability to understand other’s mental states and their own

A

o Pretend Play –

159
Q

process by which children develop habits, skills, values, and motives that make them responsible and productive members of the society

A

o Socialization –

160
Q

– extra assistance provided by their parents reminder and prompts to complete the task

A

o Situational Compliance

161
Q

they were committed to following request and could do so without their parents direct intervention

A

o Committed Compliance

162
Q

– eager willingness to cooperate harmoniously with a parent, not only in disciplinary actions, but in variety of daily interactions

A

o Receptive Cooperation

163
Q

slowed or arrested physical growth with no known medical cause, accompanied by poor developmental and emotional functioning

A

A. Nonorganic Failure to thrive

164
Q

baby has a weak neck muscles, and a large, heavy head, shaking makes the brain bounce back and forth inside the skull

A

B. Shaken Baby Syndrome

Developmental Psychology (9 decks)

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