Infancy Flashcards
Covers all Infancy of OLFU prelims
Regulates growth from birth through adolescence; triggers adolescent growth spurt
A. Growth Hormones
B. Activating Hormones
C. Thyroxine
A. Growth Hormones
Signal other endocrine glands (such as ovaries and testes) to secrete their hormones.
A. Growth Hormones
B. Activating Hormones
C. Thyroxine
B. Activating Hormones
Affects growth and development of the brain and helps regulate growth of the body during childhood
A. Growth Hormones
B. Activating Hormones
C. Thyroxine
C. Thyroxine
Are responsible for development of the male reproductive system during the prenatal period; directs male sexual development during adolescence.
A. Testosterone
B. Estrogen and Progesterone
C. Adrenal Androgens
A. Testosterone
Are responsible for regulating the menstrual cycle; Androgen directs female sexual development during adolescence
A. Testosterone
B. Estrogen and Progesterone
C. Adrenal Androgens
B. Estrogen and Progesterone
Play supportive role in the development of muscles and bones; contributes to sexual motivation
A. Testosterone
B. Estrogen and Progesterone
C. Adrenal Androgens
C. Adrenal Androgens
The sequence in which the earliest growth always occurs at the top with the physical growth and differentiation of features gradually working their way down from top to bottom.
A. Cephalocaudal Pattern
B. Proximodistal Pattern
A. Cephalocaudal Pattern
The sequence in which growth starts at the center of the body and moves toward the extremities.
A. Cephalocaudal Pattern
B. Proximodistal Pattern
B. Proximodistal Pattern
involved in voluntary movement, thinking, personality, and intentionality on purpose.
A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes
A. Frontal Lobes
The visual processing area of the brain.
A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes
B. Occipital Lobes
Have an active role in hearing, language processing and memory.
A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes
C. Temporal Lobes
Play an important role in registering spatial location, attention, and motor control.
A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes
D. Parietal Lobes
A nerve cell that handles information processing.
A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters
A. Neuron
A layer fat cells, encases many axons.
A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters
B. Myelin Sheath
Provides energy to neurons and in communication.
A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters
C. Myelination
The body’s chemical messengers.
A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters
D. Neurotransmitters
Tiny gaps between neurons’ fibers.
A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome
A. Synapses
Restores, replenishes, and rebuilds our brain and body.
A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome
B. Sleep
Approximately requires 18 hours a day of sleep.
A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome
C. Infant Sleep
The eyes flutter beneath closed lids, in non-REM sleep, this type of eye movement does not occur, and sleep is quieter.
A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome
D. REM Sleep
A condition that occurs when infants stop breathing, usually the night and die suddenly without any apparent reason.
A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome
E. Sudden Infant Death Syndrome
Caused by a severe protein calorie deficiency and results in a wasting away of body tissues in the infant’s first year.
A. Marasmus
B. Maximus
C. Marullus
A. Marasmus
Where infants assemble motor skills for perceiving and acting.
A. Dynamic Systems Theory
B. Survival Reflex
C. Primitive Reflex
A. Dynamic Systems Theory
Are involuntary motor responses that are present at birth and facilitate the survival of the newborn.
A. Dynamic Systems Theory
B. Survival Reflex
C. Primitive Reflex
B. Survival Reflex
Are not clearly useful; many are believed to be remnants of evolutionary history that have outlived their purpose.
A. Dynamic Systems Theory
B. Survival Reflex
C. Primitive Reflex
C. Primitive Reflex
This reflex happens when you firmly stoke the sole of the baby’s foot. The baby’s big toe moves upward or toward the top of the foot and the other toe fans out.
A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex
A. Babinski reflex
Also called as the startle reflex, usually occurs when a baby gets startled by a loud sound, sudden movement or intense light. As a response to the trigger, the baby suddenly lifts the arms and legs, curl them back toward the body and then throw the head back. Your baby’s own cry may also startle him/her and trigger this reflex.
A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex
B. Moro reflex
This reflex occurs when the infant’s cheek is stroked, or the side of the mouth is touched. When triggered, you will notice that the baby will turn his/her head and open his/her mouth to follow in the direction of the stroking. this helps the baby find the breast or bottle and also helps prepare him/her to suck.
A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex
C. Rooting reflex
This reflex occurs after the rooting reflex, when the roof of your baby’s mouth is stimulated.
A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex
D. Sucking reflex
Pertain to skills involving large muscle movements, such as independent sitting, crawling, walking, or running.
A. Gross Motor Skill
B. Fine Motor Skill
A. Gross Motor Skill
Involve use of smaller muscles, such as grasping, object manipulation, or drawing.
A. Gross Motor Skill
B. Fine Motor Skill
B. Fine Motor Skill
By 2 months of age, babies can sit while supported on a lap or an infant seat, but they cannot seat independently until they are 6 or 7 months of age.
A. Development of Posture
B. Handedness
C. Learning to Walk
A. Development of Posture
The early preference for one hand becomes stronger and more consistent during the toddler.
A. Development of Posture
B. Handedness
C. Learning to Walk
B. Handedness
Most babies take their first steps sometime between 9 and 12 months and are walking well by the time they’re 14 or 15 months old. Some perfectly normal children don’t walk until they’re 16 or 17 months old.
A. Development of Posture
B. Handedness
C. Learning to Walk
C. Learning to Walk
A baby learns to walk easily in this year.
A. Learning to Walk
B. First Year
C. Second Year
B. First Year
The motor accomplishments of the first year bring increasing independence, allowing infants to explore their environment more extensively and to initiate interaction with others more readily.
A. Learning to Walk
B. First Year
C. Second Year
C. Second Year
Infants grasp small objects with their thumb and forefinger.
A. Pincer Grip
B. Palmar Grasp
C. Perceptual Motor Coupling
A. Pincer Grip
Infants grip with the whole hand.
A. Pincer Grip
B. Palmar Grasp
C. Perceptual Motor Coupling
B. Palmar Grasp
it is necessary for the infant to coordinate grasping.
A. Pincer Grip
B. Palmar Grasp
C. Perceptual Motor Coupling
C. Perceptual Motor Coupling
Occurs when information interacts with sensory receptors, the eyes, ears, tongue, nostrils, and skin.
A. Sensations
B. Perception
C. Ecological View
D. Affordances
A. Sensations
It is the interpretation of what is sensed.
A. Sensations
B. Perception
C. Ecological View
D. Affordances
B. Perception
Directly perceive information that exists in the world around us. It connects perceptual capabilities to information available in the world of the perceiver.
A. Sensations
B. Perception
C. Ecological View
D. Affordances
C. Ecological View
Which are opportunities for interaction offered by objects that fit within our capabilities to perform activities.
A. Sensations
B. Perception
C. Ecological View
D. Affordances
D. Affordances
Method used to determine whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli.
A. Visual Preference Method
B. Habituation
C. Dishabituation
A. Visual Preference Method
It is the decreased responsiveness to a stimulus after repeated presentations of the stimulus.
A. Visual Preference Method
B. Habituation
C. Dishabituation
B. Habituation
Recovery of a habituated response after a change in stimulation
A. Visual Preference Method
B. Habituation
C. Dishabituation
C. Dishabituation
By 8 weeks and possibly as early as 4 weeks, infants can discriminate something colors. By 4 months of age, they have color preferences that mirror adults in some cases preferring saturated colors such as royal blue over pale blue.
A Color Vision
B. Size Constancy
C. Shape Constancy
A Color Vision
The 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 Color Vision
B. Size Constancy
C. Shape Constancy
B. Size Constancy
The recognition that an object remains the same shape even though its orientation to us change.
A Color Vision
B. Size Constancy
C. Shape Constancy
C. Shape Constancy
During the last two months of pregnancy, as the fetus nestles in its mother’s womb, it can hear sounds such as the mothers voice, music, etc.
A. Hearing
B. Loudness
C. Pitch
A. Hearing
Immediately after birth, infants cannot hear soft sounds quiet as well as adults can.
A. Hearing
B. Loudness
C. Pitch
B. Loudness
Infants are also sensitive to the pitch of a sound than adults are.
A. Hearing
B. Loudness
C. Pitch
C. Pitch
Newborns can determine the general location from which a sound is coming, but by 6 months of age, they are more proficient at localizing sounds or detecting their origins.
A. Localization
B. Smell
C. Taste
A. Localization
Newborns can differentiate odors.
A. Localization
B. Smell
C. Taste
B. Smell
Sensitivity to taste is present even before birth.
A. Localization
B. Smell
C. Taste
C. Taste
these are actions or mental presentations that organize knowledge.
A. Schemes
B. Assimilation
C. Accommodation
A. Schemes
Occurs when children use their existing schemes to deal with new information or experiences.
A. Schemes
B. Assimilation
C. Accommodation
B. Assimilation
Occurs when children adjust their schemes to take new information and experiences into account.
A. Schemes
B. Assimilation
C. Accommodation
C. Accomodation
The grouping of isolated behaviors and thoughts into a higher-order system.
A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error
A. Organization
mechanism by which children shift from one stage of thought to the next.
A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error
B. Equilibration
Is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.
A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error
C. Object Permanence
The focusing of mental resources on selecting information improves cognitive processing on many tasks.
A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error
D. Attention
Error that occurs when infants make the mistake of selecting the familiar hiding place rather than the new hiding place.
A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error
E. A-not-B Error
The first sensorimotor substage, corresponds to the first month after birth
A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction
A. Simple Reflexes
the second sensorimotor substage, which develops between 1 and 4 months of age.
A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction
B. First Habits and Primary Circular Reaction
A scheme based on the attempt to reproduce an event that initially occurred by chance.
A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction
C. Primary Circular Reaction
The third sensorimotor substage, which develops between 4 and 8 months of age.
A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction
D. Secondary Circular Reaction
Piaget’s fourth sensorimotor substage, which develops between 8 and 12 months of age.
A. Coordination of Secondary Circular Reactions
B. Tertiary Circular Reactions, Novelty and Curiosity
C. Internalization of Schemes
A. Coordination of Secondary Circular Reactions
Piaget’s fifth sensorimotor substage, which develops between 12 to 18 months of age.
A. Coordination of Secondary Circular Reactions
B. Tertiary Circular Reactions, Novelty and Curiosity
C. Internalization of Schemes
B. Tertiary Circular Reactions, Novelty and Curiosity
Piaget’s sixth and final sensorimotor substage, which develops between 18 and 24 months of age.
A. Coordination of Secondary Circular Reactions
B. Tertiary Circular Reactions, Novelty and Curiosity
C. Internalization of Schemes
C. Internalization of Schemes
Decreased responsiveness to a stimulus after repeated presentations of stimulus.
A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts
A. Habituation
The increase in responsiveness after a change of stimulation.
A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts
B. Dishabituation
Two or more individuals focus on the same object or event.
A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts
C. Joint Attention
Are cognitive groupings of similar objects, events, people, or ideas.
A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts
D. Concepts
refers to a memory without conscious recollection.
A. Implicit Memory
B. Explicit Memory
C. Deferred Imitation
A. Implicit Memory
Refers to unconscious remembering of facts and experiences.
A. Implicit Memory
B. Explicit Memory
C. Deferred Imitation
B. Explicit Memory
Occurs after a time delay of hours or days.
A. Implicit Memory
B. Explicit Memory
C. Deferred Imitation
C. Deferred Imitation
Combines sub scores in these categories to provide an overall score. Combines sub scores in motor, language, adaptive, and personal-social domains in the Gesell assessment of infants.
A. Developmental Quotient
B. Bayley Scales of Infant Development
A. Developmental Quotient
Were developed by Nancy Bayley to assess infant behavior and predict later development.
Bayley III five scales of infant development
A. Developmental Quotient
B. Bayley Scales of Infant Development
B. Bayley Scales of Infant Development
The ability to produce an endless number of meaningful sentences using a finite set of words and rules.
A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme
A. Infinite Generativity
The sound system of the language, including the sounds that are used and how they may be combined.
A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme
B. Phonology
Refers to the units of meaning involved in word formation.
A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme
C. Morphology
A minimal unit of meaning; it is a word or a part of a word that cannot be broken into smaller meaningful parts.
A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme
D. Morpheme
Involves the way words are combined to form acceptable phrases and sentences.
A. Syntax
B. Semantics
C. Pragmatics
A. Syntax
Refers to the meaning of words and sentences
A. Syntax
B. Semantics
C. Pragmatics
B. Semantics
The appropriate use of language in different contexts.
A. Syntax
B. Semantics
C. Pragmatics
C. Pragmatics
babies do this even at birth. This can signal distress.
A. Crying
B. Cooing
C. Babbling
A. Crying
babies first do this at about 2 to 4 months. These are gurgling sounds that are made in the back of the throat and usually express pleasure during interaction with the caregiver.
A. Crying
B. Cooing
C. Babbling
B. Cooing
They produce strings of consonant vowel combinations such as “ba ba ba ba”, this usually occurs in the middle of first year.
A. Crying
B. Cooing
C. Babbling
C. Babbling
Infants start using this at about 7 to 15 months of age with a mean age of approximately 11 to 12 months by showing and pointing.
A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech
A. Gestures
infants understand their first words earlier than they speak them.
A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech
B. First Words
By the time children are 18 to 24 months of age, they usually speak in like “see, doggie” or “book, there”.
A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech
C. Two-word utterances
The use of short and precise words without grammatical markers such as articles, auxiliary and other connectives.
A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech
D. Telegraphic Speech
An area in the left frontal lobe of the brain involved producing words.
A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion
A. Broca’s area
A region of the brains left hemisphere involved in language comprehension.
A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion
B. Wernicke’s Area
A biological endowment that enables the child to detect certain features and rules of language including phonology, syntax, and semantics.
A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion
C. Language Acquisition Device
The language spoken with higher pitch, slower tempo, and exaggerated intonation than normal.
A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion
D. Child-directed Speech
A natural instinctive state of mind deriving from one’s circumstances, mood, or relationships with others.
A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion
E. Emotion
These are present in humans and other animals. It includes surprise, interest, joy, anger, sadness, fear, and disgust.
A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying
A. Primary Emotions
This require self-awareness.
A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying
B. Self-Conscious Emotions
First distinct signs of fear that emerge around 6 months of age when infants become wary in the presence of unfamiliar adults.
A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying
C. Stranger Wariness
The most important mechanism newborns have for communicating with their world.
A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying
D. Crying
A rhythmic pattern that usually consists of a cry, followed by a briefer silence, then a shorter whistle that is somewhat higher in pitch than the main cry, then another brief rest before the next cry.
A. Basic Cry
B. Anger Cry
C. Pain Cry
A. Basic Cry
A variation of the basic cry in which more excess air is forced through the vocal cords.
A. Basic Cry
B. Anger Cry
C. Pain Cry
B. Anger Cry
A sudden long, initial loud cry followed by breath holding, no preliminary moaning in present.
A. Basic Cry
B. Anger Cry
C. Pain Cry
C. Pain Cry
A key social signal and a very important aspect of positive social interaction in developing a new social skill.
A. Smiling
B. Reflexive Smile
C. Social Smile
A. Smiling
A smile that does not occur in response to external stimuli.
A. Smiling
B. Reflexive Smile
C. Social Smile
B. Reflexive Smile
A smile that occurs in response to an external stimulus.
A. Smiling
B. Reflexive Smile
C. Social Smile
C. Social Smile
One of a baby’s earliest emotion.
A. Fear
B. Stranger Anxiety
C. Separation Protest
A. Fear
An infant shows a fear and weariness of strangers.
A. Fear
B. Stranger Anxiety
C. Separation Protest
B. Stranger Anxiety
Crying when the caregiver leaves.
A. Fear
B. Stranger Anxiety
C. Separation Protest
C. Separation Protest
Involves individual differences in behavioral styles, emotions, and characteristics ways of responding.
A. Temperament
B. Reactivity
C. Self-Regulation
A. Temperament
Involves variations in the speed and intensity with which an individual respond to situations with positive or negative emotions.
A. Temperament
B. Reactivity
C. Self-Regulation
B. Reactivity
Involves variations in the extent or effectiveness of an individual’s ability to control his or her emotions.
A. Temperament
B. Reactivity
C. Self-Regulation
C. Self-Regulation
Generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences.
A. Easy Child
B. Difficult Child
C. Slow-to-warm-up child
A. Easy Child
Reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change.
A. Easy Child
B. Difficult Child
C. Slow-to-warm-up child
B. Difficult Child
Has a low activity level, is somewhat negative and displays a low intensity of mood.
A. Easy Child
B. Difficult Child
C. Slow-to-warm-up child
C. Slow-to-warm-up child
This includes approach, pleasure, activity, smiling, and laughter.
A. Extraversion
B. Negative Affectively
C. Effortful Control
A. Extraversion
Includes fear, frustration, sadness, and discomfort.
A. Extraversion
B. Negative Affectively
C. Effortful Control
B. Negative Affectively
Includes attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low intensity pleasure.
A. Extraversion
B. Negative Affectively
C. Effortful Control
C. Effortful Control
Attention occurs when the caregiver and infant focus on the same object or event.
A. Joint Attention
B. Social Referencing
C. Attachment
A. Joint Attention
The term used to describe reading emotional cues in others to help determine how to act in a particular situation.
A. Joint Attention
B. Social Referencing
C. Attachment
B. Social Referencing
A close emotional bond between two people.
A. Joint Attention
B. Social Referencing
C. Attachment
C. Attachment
From birth to 2 months. Infants instinctively direct their attachment to human figures.
A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4
A. Phase 1
from 2 to 7 months. Attachment becomes focused on one figure, usually the primary caregiver.
A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4
B. Phase 2
From 7 to 24 months. Specific attachments develop.
A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4
C. Phase 3
From 24 months on. Children become aware of other feelings, goals and plans.
A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4
D. Phase 4
An observational measure of infant attachment.
A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies
A. Strange situation
Uses the caregiver as a secure base from which to explore the environment.
A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies
B. Securely Attached babies
Show insecurity by avoiding the caregiver.
A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies
C. Insecure Avoidant babies
Often cling to the caregiver and then resist her by fighting against the closeness.
A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies
D. Insecure resistant babies
Babies that appear disoriented.
A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies
E. Insecure Disorganized babies
