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2016 spring semester > Infant and child exam 2 > Flashcards

Infant and child exam 2 Flashcards

1
Q

Myelination

A
  • coats neural fibers

- improves efficiency of message transfer

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2
Q

Lateralization

A
  • specialization of features of right and left hemisphere
  • Adaptive brain
  • left and right hemisphere work together but each have their own functions
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3
Q

Left hemisphere

A
  • sensory information and controls right side of body
  • verbal abilities
  • positive emotions
  • sequential, analytical processing
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4
Q

Brain plasticity

A
  • capacity of CNS to change its structure and functions in reaction to environment
  • more plasticity in infants and young children
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5
Q

Changes in sleep patterns

A
  • sleep declines from 18 to 12 hours a day by age 2
  • move into more adult like sleep patterns in first year
  • affected by brain development, social environment, and cultural values
  • night wakings increase 1.5-2 years then decline
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6
Q

Heredity and early physical growth

A

Height, weight, rate of physical growth determined by heredity

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7
Q

Reasons to breastfeed

A
  • correct fat (^) and protein (v) balance
  • nutritionally complete
  • disease protection
  • better jaw and tooth development
  • ensures digestibility
  • Easier transition to solid food
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8
Q

Right hemisphere

A
  • sensory information and control of left side of body
  • spatial abilities
  • negative emotions
  • holistic, integrative processing
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9
Q

Reasons women don’t breastfeed

A
  • physically can’t (don’t produce milk)
  • work full-time (don’t want to pump)
  • societal pressure
  • don’t know how
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10
Q

chubby babies and later weight issues

A
  • relationship between rapid weight gain in infancy and later obesity

What to do?

  • breastfeed for 6 months
  • avoid sugary food, salt and saturated fats
  • promote physical exercise
  • limit TV time
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11
Q

4 types of Malnutrition

A
  • Marasmus
  • Kwashiorkor
  • Iron-deficiency Anemia
  • Food insecurity
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12
Q

Marasmus

A
  • diet low in essential nutrients (wasted)

-

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13
Q

Kwashirkor

A
  • unbalanced diet very low in protein (enlarged belly, swollen feet, hair loss, irritable)
  • 1-3 years
  • loss of brain weight
  • poor motor development
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14
Q

Iron-deficiency Anemia

A
  • low iron level caused by insufficient dietary intake
  • any age
  • learning and attention problems
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15
Q

Food Insecurity

A
  • uncertain access to enough food
  • any age
  • passivity, irritability, anxiety
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16
Q

Classical Conditioning

A
  • infant reflexes allow classical conditioning possible
  • Neutral stimulus
  • pair w/ stimulus that triggers a reflex, allowing new stimulus to produce behavior
  • USC > UCR
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17
Q

Operant Coniditoning

A

Reinforcements:

  • +/-
  • increase probability of behavior occurring again

Punishments:

  • +/-
  • decreases probability of behavior occurring again
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18
Q

Habituation

A

gradual reduction of a response due to repetitive stimulation

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19
Q

Recovery

A

a change in the environment causes responsiveness to return to a high level

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20
Q

Imitation

A
  • copying behavior of another
  • newborns have the ability to imitate
  • does not decline with age
  • biological explanations: mirror neurons
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21
Q

Gross Motor Development

A
  • control over actions that help infants move

- crawling, standing, walking

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22
Q

Fine Motor Development

A
  • smaller movements

- reaching and grasping

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23
Q

Gross Motor Development

A
  • larger movements

- walking

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24
Q

Piaget: Stages of Cog. Development

A
  • Sensorimotor (birth-2)
  • Preoperational (2-7)
  • Concrete Operational (7-12)
  • Formal Operational ( 12 and older)
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25
Q

Sensorimotor

A
  • Birth - 2 years
  • child cannot think without preforming movement (to think is to move)
  • child thinks with eyes, eats, hands, etc.
  • active participant with their learning
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26
Q

Adaptation

A
  • building schemes through direct interaction with environment
  • assimilation
  • accommodation
  • equilibrium and disequilibrium
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27
Q

Assimilation

A

(Adaptation)

- using current schemes to interpret external world

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28
Q

Accomidation

A

(adaption)

- adjusting old schemes and creating new ones to better fit environment

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29
Q

Equilibrium and Disequilibrium

A

( adaptation)

  • use assimilation during equilibrium
  • use accommodation during disequilibrium
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30
Q

Organization

A

internal rearranging and links schemes create interconnected system

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31
Q

Sensorimotor Stages

A
  • Circular reactions
  • Intentional behavior
  • Mental representations
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32
Q

Circular reactions

A

(sensorimotor stages)
- repeating chance behavior

Primary CR: repeating behavior motivated by needs

Secondary CR: repeat interesting events in environment

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33
Q

Intentional Behavior

A

(sensorimotor stage)
- goal directed behaviors (brings out desired result)

Object Permanence

34
Q

Object Permanence

A
  • objects skill exist when out of sight

A-not-B Error: continuing to reach for object where they first saw it hiddent

35
Q

Mental Representation

A

(sensorimotor stage)
-internal, mental depictions of objects, people, events that mind can manipulate

images: mental pictures of objects
concepts: categories of similar objects

36
Q

Zone of Proximal Development

A
  • range of tasks child cannot do alone (too difficult) but can learn with help of more skilled partners
  • learning is most rapid
  • task is beyond the grasps but not so hard that it’s overwhelming
37
Q

Mental Tests

A
  • measure cognitive products reflecting mental development
  • Aim: predict future performance
  • Most emphasized: perception/motor responses
38
Q

Bayley Scales of Infant Development

A

1 month - 42 months (3.5 years)

3 subtests:

  • cognitive (attention, play)
  • language (comprehension and production)
  • motor (gross and fine)
39
Q

HOME

A

Home Observation for Measurement of the Environment

Factors measured:

  • parent: encouragement, involvement, affection, stimulation
  • environment: organized, appropriate learning materials, variety of experiences

-predicts early infant IQ

40
Q

Infant and Child Care

A
  • 20-25% of centers offer positive, stimulating environment
  • Low SES: inadequate
  • Mid SES: WORST childcare
  • physical size
  • group size
  • caregiver-child ratio
  • caregiver qualifications
  • relationships with parents
  • licensing and accreditation
41
Q

Early Head Start

A
  • offered to low SES
  • 2-5 years
  • started in 1965
  • 18,000 sites serving > 1 million
  • childcare, education, nutrition, health care

Lead to:

  • warm, affectionate parenting
  • increase cog and language development
42
Q

3 Theories of language development

A
  • Nativist
  • Interactionist
  • Behaviorist
43
Q

Behaviorist

A 
- Language learned through:
operant conditioning (reinforcement)

imitation

44
Q

Nativist

A
  • language acquistion device (LAD)
    • -innate system that contains universal grammar - rules common to all language

Biological Primed:

  • language areas in brain
  • sensitive period
45
Q

Interactionist

A
  • Language aquired; interaction between inner capacities and environment

Two Interaction theories:

  • applies info processing perspective
  • emphasized social interaction
46
Q

Language Development

A 
- first speech sounds
     cooing and babbling
- gaze (3/4m)
- give and take (4-6m)
- joint attention (8-12m)
- preverbal gesture (11/12m)
47
Q

Starting to talk

A
  • first words: 12 m

(people, objects, food, animals, “uh oh”)

48
Q

Underextension

A

apply words too narrowly

49
Q

Overextenstion

A
  • common

- apply to wider collection of objects

50
Q

Differences in Language Development

A
  • gender
  • temperment
  • environmental
    – SES
    – child directed speech
  • language style
  • ## expressive
51
Q

Supporting early language learning in infants

A
  • respon to coos and babbles
  • establish joint attention
  • use child-directed speech
  • play social games
52
Q

Supporting early language learning in toddlers

A

play, talk, read

53
Q

Two word utterances

A
  • steady, continuous increase in rate of word learning through preschool years

telegraphic speech: eliminated extra words ( no go, want milk)

54
Q

Psychosocial stages during infancy and toddlerhood

A

First year:
- basic trust vs. mistrust

Second year:
- autonomy vs. shame/doubt

55
Q

Basic trust vs Mistrust

A
  • faith in environment and future events (favorable outcome)
  • suspicion: fear of events (unfavorable outcomes)

-need from caregivers: responsiveness

56
Q

Autonomy vs shame/doubt

A
  • sense of self control and adequacy (favorable)
  • feeling of shame and self doubt (unfavorable)

-Need from caregiver: suitable guidance and responsible choice

57
Q

Basic Emotion

A
  • happy, angry, disgust, surprise, interest

- universal and promote survival

58
Q

Happiness

A
  • smile: birth (physiological)
  • laugh: 3-4 m
  • several smiles: 10-12 m
59
Q

anger and sadness

A
  • general distress from birth
  • anger: 4-6 m
  • sadness: less common that anger ( happens in deprived infants)
60
Q

fear

A
  • first fears: second half of 1st year

stranger anxiety: 8-12 m

61
Q

emotional self regulation

A

-strategies used to adjust our emotional state to comfortable level

  • requires effortful control
  • grows over 1st year
62
Q

Temperment: Thomas and Chess

A
  • NY longitudinal study
  • structure of temperment:
    • easy (40%)
    • difficult ( 10%)
    • STWU ( 15%)
    • unclassified ( 35%)
63
Q

Ethological theory of attachment

A
  • bowlby
  • infants emotional tie to caregiver promotes survival

preattachment (b-6w)
attachment in making (6w-8m)
clear cut attachment (8m-24m)
reciprocal relationship (24+m)

64
Q

strange situation

A
  • 8 episodes

- most interested in separations and reunions

65
Q

measuring security of attachment

A
  • secure attachment: B baby )65%)
  • avoidant attachment: A baby (20%)
  • resistent attachment: C baby (10%)
  • disorganized/disoriented attachment: D baby (15%)
66
Q

avoidant attachment

A
  • A baby

- seem unresponsive to parent and are slow to greet the parent upon return

67
Q

secure attachment

A
  • B baby
  • use the parents as a secure base
  • actively seek contact with the parent when he/she returns
68
Q

resistent attachment

A
  • C baby
  • seek closeness to the parent and are distressed
  • angry when parent returns
69
Q

disorganized/disoriented

A
  • D baby
  • pattern reflects greatest insecurity
  • at reunion, these infants show confused, contradictory behaviors
70
Q

multiple attachment

A
  • fathers
  • siblings
  • grandparents
  • other caregiver
71
Q

body growth in first 2 years

A

Height:

  • 50% by age 1
  • 75% by age 2

Weight:

  • 6m: doubled (15lb)
  • 12m: tripled (22lb)
  • 24 m: quadrupled (30lb)
72
Q

Cephalocaudal

A

Head to tail

  • growth is from head to lower part of body
  • infants gain control of their head, then neck, shoulders, chest, back, hips, legs, and feet
73
Q

Proximodistal

A

Near to far

-growth: head, chest and trunk > arms/legs > hands/feet

74
Q

Skeletal Age

A
  • best estimate of physical maturity
  • measure of bone development
  • establish skeletal age by x-ray of bones and checking for number of epiphyses and fusion
75
Q

Epiphyses

A
  • growth centers at end of long bones
  • thin and disappear when no more growth
  • cartilage produced at growth plates of epiphyses throughout childhood
76
Q

Growth of skull

A

Fontanels:
- bones of skull separated by gaps

Sutures (seams): skull bones come in contact with on another

77
Q

Appearance of Teeth

A
  • 4-6 months
  • 20 teeth by 2
  • genetic
  • all teeth are present at birth (permanent and primary)
78
Q

Brain development

A
  • Development of neurons
  • neurotransmitters
  • synaptic pruning
  • mylination
79
Q

Neurons

A
  • 100-200 million
  • store and transmit info

synapses:
- tiny gaps where fibers from different neurons close together but don’t touch

80
Q

Neurotransmitters

A

neurons send messages to one another by releasing these chemicals

81
Q

synaptic pruning

A
  • returns neurons to uncommitted state to be used in future development

2016 spring semester (2 decks)

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