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PSY 341 > Intro - Infancy and Toddlerhood > Flashcards

Intro - Infancy and Toddlerhood Flashcards

1
Q

social construct

A

the view of child development, it is simply a concept or practice that is an invention of a particular culture or society

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2
Q

individual differences

A

differences in characteristics, influences, or developmental outcomes
- heredity, environment, maturation, normatice and non normative influencess

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3
Q

heredity/environment

A
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4
Q

maturation

A

the unfolding of a universal, natural sequence of physical changes and behavior patterns

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5
Q

nuclear family

A

household unit of parents and their children

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6
Q

extended family

A

everyone besides the nuclear family (aunts, uncles, grandparents, cousins, etc.)

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7
Q

race vs. ethnic group

A

race: a group of humans distinguished by their outward physical characteristics or social qualities from other groups
ethnic group: consists of people united by a distinctive culture, ancestry, religion, language, or national origin

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8
Q

ethnic gloss

A

an overgeneralization that obscures or blurs variation within heterogenous groups

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9
Q

socioeconomic status

A

based on family income and the educational and occupational levels of the adults in the household

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10
Q

normative history-graded

A

a group of people strongly influenced by a major historical event during their formative period

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11
Q

normative age-graded

A

biological and environmental experiences that have a strong correlation with chronological age

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12
Q

non-normative influences

A

characteristic of an unusual even that happens to a particular person or a typical event that happens at an unusual time of life

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13
Q

historical generational effects

A

a group of people strongly influenced by a major historical event during their formative period

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14
Q

cohort

A

a group of people born at about the same time

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15
Q

imprinting

A

the automatic and irreversible bone with a mother or some type of first thing they see

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16
Q

critical period vs sensitive period

A

critical period: a specific time when a given event or its absence has a specific impact on development (if a specific event does not occur during critical period of maturation normal development will no occur
sensitive period: when a developing person is especially responsive to certain kinds of experiences

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17
Q

plasticity

A

modifiability or the ability of the brain to change

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18
Q

types of theroetical perspectives

A

psychoanalytic perspective: psychosexual (freud) and psychosocial (Erickson)
learning perspective: behaviorism
cognitive perspective: cognitive stage theory, sociocultural theory, information-processing
contextual perspective: biological theory
evolutionary/sociobiology perspective

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19
Q

psychoanalytic perspective

A

psychosexual development and psychosocial development

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20
Q

psychosexual perspective

A
  • developed by Freud who believed that unconscious universal biological drives shaped development
  • newborns act under the id (pleasure principle and immediate satisfaction)
  • the ego is the reason and gradually develops
  • the superego then develops and involves the shoulds and should not in the child value system
  • psychosexual development is the sensual pleasure shifts (oral 12-18 mo, anal 12/18 mo-3 yrs, phalic 3-6 yrs, latency 6 yrs-puberty, gentical puberty to adulthood)
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21
Q

psychosocial development

A
  • developed by erikson implementing the life span perspective looking at qualitative changes
  • 8 stages, across the life span and each has its own crisis
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22
Q

learning perspective

A
  • development was the result of learning led into behaviorsim
  • classical conditioning looks at the relationship between stimulus and behavior
    operant conditioning looks at the relationship between behavior and consequence
  • reinforcement: something added to either promote or stop a behavior
  • punishment: taking something away to promote or stop a behavior
  • social learning theory: behaviors were greatly influenced by the environment
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23
Q

recipricol determinism

A

a part of social learning theory where it is believed that the child acts on the world as the world acts on the child

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24
Q

observational learning

A

watching other people and learning different behaviors is how children develop

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25
Q

cognitive perspective

A

cognitive stage theory (piaget), sociocultural theroy (vygotsky), information processing approach

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26
Q

cognitive stage theory

A
  • developed by piaget
  • schemes: ways to organize information about the world
    adaptation: how children handle new information in light of what they already know
  • assimilation: taking in new information and incorporating it into existing cognitive structures/schemes
    accommodation: adjusting ones cognitive structures to fit new information
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27
Q

sociocultural theory

A

using social interactions to help guide children through development

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28
Q

zone of proximal development

A

the imaginary psychological space between what children can do on their own what they could achieve with another person’s assistance

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29
Q

scaffolding

A

the breaking down of tasks or things to a child development stage to help them learn

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30
Q

information processing approach

A

looking to break down the mind into smaller chunks and how those chunks affect and interact with each other

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31
Q

contextual perspective

A

bioecological theory: microsystems, mesosystems, exosystems, macrosystem, chronosystem

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32
Q

evolutionary/sociobiology perspective

A

focuses on the evolutionary and biological basis of behavior

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33
Q

fertilization

A

zygote: the fertilized egg (ovum) with sperm

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34
Q

DNA

A

the genetic code of individuals

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35
Q

chromosomes

A

condensed DNA strands that encode for specific genes

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36
Q

genes

A

the specific code for a given traits. these are exchanged/mixed upon fertilization

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37
Q

sex chromosomes

A

Y and X chromosomes that determind the sex of the individual upon a certain mix.

XX = female
XY = male

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38
Q

hormones

A

natural chemicals that are produced and released throughout the body. male and females have different hormones that are present
male = testosterone, androgen
female = estrogen, progesterone

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39
Q

dominant trait

A

the alleles that are involved in the specific trait will determine what the phenotype of the individual is
- if complete dominance is present then the homozygous and heterozygous options both present as the dominant phenotype

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40
Q

recessive traits

A

only possible to be expressed in the homozygous scenario.

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41
Q

polygenic traits

A

traits that involve the interaction of multiple factors

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42
Q

phenotype vs. genotype

A

phenotype: the physical characteristics that the gentoype presents
genotype: the combination of alleles

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43
Q

incomplete dominance

A

when there is a third phenotype for the heterozygous allele pairing

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44
Q

sex linked inheritance

A

traits that are linked to the X chromosome, females can be carriers males if have the X chromosome will have the phenotype

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45
Q

multifactoral transmission

A

when multiple factors cause the expression of certain traits or conditions. external factors, lifestyles, etc

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46
Q

epigenesis

A

the turning of genes on and off, controlled by different factors but ultimately condenses or decondensed specific regions of the DNA strand based on what wants to be replicated

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47
Q

chromosomal abnormalities

A

depending on different mutations or mix ups in chromosomes, different outcomes may occur (typical in errors from cell division)

48
Q

genetic counseling

A

process of early tests/detection of chromosomal or gentic defects

49
Q

heritability

A

staistical estimate of how much heredity contributes to variations in a specific trait at a certain time within a given population

50
Q

reaction range

A

a range of potential expressions of a hereditary trait

51
Q

nonshared environmental effects

A

result from a unique environment and how that effects the child development

52
Q

cephalocaudal principle

A

the development of an infant from the top down

53
Q

proximal-distal principle

A

the development of an infant from the head and trunk outwards to the limbs and fingers/toes developing last

54
Q

germinal stage

A

the first two weeks of development after fertilization
- the zygote divides, becomes more complex, and attaches to wall of uterus

55
Q

embryonic stage

A
  • 2-8 weeks after fertilization
  • organs, major body systems-respiratory, digestic and nervous systems develop rapidly
56
Q

fetal stage

A

8 weeks - birth
- the final stage of gestation, fetus grwos rapidly and final touches are added to the organs and body systems

57
Q

teratogens

A

chemicals that are harmful to the baby and its development
- fetus is most vulnerable to teratogens during the embryonic stage
- e.g. smoking, alcohol, drugs

58
Q

ultrasounds

A

high-frequency sound waves that are used to detect the outline of the fetus

59
Q

amniocentesis

A

uses ultrasound to guide a needle into the amniotic sac and gets some of the baby’s skin cells in the amniotic fluid

60
Q

maternal blood test

A

takes moms blood and detects the alpha feto proteins present in the blood

61
Q

prenatal cell-free DNA

A

takes blood from mom and can find baby’s DNA in there and can detect for trisomy 13, 18 etc.

62
Q

chorionic villus sampling

A

needle goes through the belly or the cervix and takes a sample of membrane around the embryo to get fetal cells

63
Q

umbilical cord sampling

A

needle used to get sample of babies blood in umbilical cord

64
Q

preimplantation genetic diagnosis

A

in in-vitro fertilization can detect chromosomal make up prior to implantation to see if there are chromosomal defects at all

65
Q

stages of childbirth

A

stage one: dilation of the cervix (lasts until the cervix is dilated to 10 cm)
stage 2: descent and emergence of the baby, typically lasts up to 1-2 hours, officially starts when the baby moves through the cervix and enters the vaginal canal
stage 3: delivery of placenta

66
Q

electronic fetal monitering

A

tracks the baby heart rate to detect any distress
- can report false positives and adds cost to the birth

67
Q

cesarean delivery

A

surgically remove the baby from the uterus
- may be bc the baby is breach, or when labor isn’t progressing

68
Q

prepared childbirth

A

go to birthing classes e.g. lamaze, learns how to breathe and meditate throughout the birthing process

69
Q

anoxia

A

an absence of oxygen

70
Q

neonatal jaundice

A

infants skin and eyes are yellow

71
Q

apgar scale

A

assesment performed one min after delivery and 5 min after that
- appearance, pulse, grimace (relfexe iratability0, activity (muscle tone), respiration

72
Q

premature infants

A

birth before 4 weeks

73
Q

small for date infants

A

full term child but smaller in size

74
Q

low birth weight

A

less than 5 lbs

75
Q

postmature

A

baby is born after 42 weeks

76
Q

stillbirth

A

baby is born dead

77
Q

arousal cycless

A

sleep and wake cycles
- newborns sleep around 14 hours.day waking up every 2-3 hours
- after 2 weeks, cycles are more uniform
- 8 weeks start to develop night/day schedule

78
Q

myelination

A

formation of the myelin sheath around the axon

79
Q

primitive reflexes

A

survival reflexes
- behaviors baby is orn with to promote survival
- moro reflex: when feeling like being dropped with spread from center out
- darwinian reflex: when something is placed in baby’s hand baby will grasp (strong grip)
- rooting reflex: when cheek is brushed baby will turn head and try to latch

80
Q

locomotor reflexes

A

preparation for movement
- crawling: baby will move limbs as if crawling
- walking: baby shows stepping is genetically programmed

81
Q

brain plasticity

A

flexibility of the brain

82
Q

sensory capacities and preferences

A
  • pain and touch beleived to not be passed by babies but that’s false
  • sounds: preference for female and familiar sounds
  • smell: good smells rather than bad
  • taste: sweet rather than bitter
  • visual: novice sights, complex patterns, curved vs. straights, faces
  • color: color perception begins at 2 mo (green and red), 3 mo (blue), 4 mo (yellow)
83
Q

depth perception

A

understanding of depth can only occur after locomotion occurs (visual cliff experiment)

84
Q

haptic perception

A

ability to acquire information by handling things

85
Q

infant mortality rate

A

due to differences in access to healthcare, pretern and low birth weight children

86
Q

SIDS

A

sudden infant death syndome
- sudden unexpected death of infants under age 1
- believed to be due to inability to detect/react to buildup of CO2 in the system

87
Q

maltreatment and abuse

A

shaken baby syndrome

88
Q

behavioral approach in cognitive development in infancy and toddlerhood

A

looking at classical conditioning and operant conditioning in this age group
- mobile studies showed that babies are able to learn things if the outcome is desired

89
Q

piagetian approach in cog. devel. in infancy and toddlerhood

A
  • focuses on the quality of what can and cant do
  • sensorimotor stage (birth-2 yrs): children learn about the world using their senses and motor skills
90
Q

circular reactions

A

how a child learns to reproduce a pleasurable event
- primary (1- 4 mo): simple action and response boh involve baby’s own body
- secondary (4 - 8 mo): results go beyond the baby’s body (e.g. laughing and cooing = adult attention = more cooing)
- tertiary (12-18 mo): varies in original action instead of repeating but the outcome is still the same

91
Q

deferred immitation

A

child can immitate someone or something despite it happening in the past, shows that the child has ability to hold onto ideas and recall

92
Q

object permanance

A
  • the idea that an object continues to exist despite it being covered or hidden in front of the face
  • child does not have at this point
93
Q

information processing approach in cog. dev. in infancy and toddlerhood

A

looking to conceptualize and break the mind into smaller pieces
- habituation, dishabition, violations of expectations

94
Q

habituation

A

specific type of learning process by which repeated exposure decreases the response

95
Q

dishabituation

A

the reaction to a new response

96
Q

violations of expectations

A

babies stare at impossible events longer, understanding of object permanence, causality: the idea that one thing causes another thing to happen, understand mathematical situations

97
Q

prelinguistic speech

A

early vocalizations and gestures

97
Q

early vocalizations

A
  • sounds babies make before they speak words
  • crying: parents can decipher the differences in cries
  • cooing (11/2 - 3 mo): vowel sounds, emotional intensity, babies also begin to laugh
  • babbling ( 6-10 mo): pair of consonants and vowel sounds, sign language babbling can also occur as well
  • immatations (9-10 mo): intentionally immatating the sounds around them w/o understanding of meaning
97
Q

gestures

A

pointing (9-11 mo): directing attention to desired things
conventional gestures (12 mo): things we teah them (wave bye, blow kiss)
representational gestures (13 mo): more complex gestures functionally acting like words
symbolic gestures (14-14 mo): gestures represent specific words (sign language)

98
Q

linguistic speech

A
  • spoken language to communicate
  • first words (10-14 mo): single word at a time
  • holophrase: syllable used to express complete thought
  • naming explosion (16-24 mo): vocab jump from 15 to like 400 words
  • first sentences (18-24 mo): linking of 2 words normally verb and noun
  • syntax (20-30 mo): starts t learn grammar, more parts of speech, plural etc.
99
Q

telegraphic speech

A

the first sentence stage of linguistic speech, bc telegraphs were normally by the word so the use of only a noun and verb

100
Q

child directed speech

A

we change the way we speak to children, gentler, slower, simple tones, reptetition

101
Q

temperment

A

characteristics styles of appropriately reacting to people and situations (the earliest form of personality)

102
Q

3 types of temperment and their characteristics

A

easy: easily forms scheudles/patterns, adapts easily, happy
difficult: angry, easily irritated, doesn’t like change, doesn’t easily form schedules
slow to warm: combo of the two, doesn’t like change but will adapt, wary of strangers

103
Q

goodness of fit

A

good match betweenn babies and environemnt is important

104
Q

behavioral inhibition

A

how badly/cautiously child approaches new objects and situations

105
Q

erikson’s stage of psychosocial development in infancy and toddlerhood

A

trust vs mistrust
- learning how to trust others cautiously, if resolves in the negative will view the world as unpredictable
- if resolved in the negative children may develop hope

106
Q

attachement styles

A
  • secure: cries at first when mom leaves but greets mom positively when comes back
  • avoidant: doesn’t cry/get upset when mom leaves, doesn’t acknowledge when comes back
  • ambivalent: really upset when mom leaves mom comes back seeks mom out but immediately wants down or even resorts to slapping
  • disorganized: overwhelmed by the whole situation
107
Q

stranger and separation anxiety

A

children express this during 8 months

108
Q

mutual regulation model

A

uses both baby and parent in reading emotions and responses

109
Q

social referencing

A

in ambiguous situations baby looks to caregiver

110
Q

self concept in infancy and

A

earliest signs of self awareness is 18 mo (rouge study)

111
Q

autonomy vs. shame and doubt

A

erikson’s next stage (18 mo- 3 yrs old)
- needs autonomy but also shame and doubt to stay safe and controls the autonomy

112
Q

self regulation

A

control of ones behavior to conform

113
Q

conscience

A

internal standards of behavior
- situational compliance: extra assistance by parents or other people to follow through with tasks
committed compliance: internalizes requires, follows through w/ tasks without reminders or parental present
receptive cooperation: beyond willingness to cooperate with parents

114
Q

gender differences in infancy and toddlerhood

A

boys: treated differently, more phusical reaction, crying = angry, boys toys
girls: treated more gentle, if cryiing = console them

PSY 341 (3 decks)

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