Midterm Flashcards
1
Q
Explain the developmental systems perspective
A
- the study of growth, change and stability in humans and the the process that they undelie
- to understand what people can and cannot do, motorically, cognitively, socially
- understand typical development so we can help others
- optimize health and motor perf
- include quantitative and qualitative change
2
Q
heredity
A
a set of qualities fixed at birth that account for individual characteristics and traits
3
Q
maturation
A
physical and biological changes (what genes express)
4
Q
stability
A
State in which characteristics and ability stay the same or functions similarly across lifespan
5
Q
aging
A
process occurring with passage of time leading to loss of adaptability or full function leading to death
6
Q
behaviour
A
physical observable actions
7
Q
affect
A
emotional experience
8
Q
cognition
A
thinking abilities
9
Q
cephalocaudal development
A
growing proceeds from head to feet
10
Q
proximodistal development
A
growing from centre of body to periphery
11
Q
environmental contexts
A
Circumstances objects or conditions by which ones is surrounded
12
Q
affordances
A
Opportunities in the environment that allow a person to do something or learn a new skill
13
Q
experineces
A
Things a person goes through in life that help them learn and grow
14
Q
learning
A
The last thing improvement in the scale or behaviour that comes from practice or experience
15
Q
readiness
A
Being at the right stage of development and having the right experience to be able to learn a new skill
16
Q
adaptation
A
Changing one’s behaviour to better fit than environmental situation
17
Q
types of developmental assumptions
A
- development is multi faceted
- development is not defined by age alone
- development varies from person to person
- environment plays a role in our development
- development has critical and sensitive periods
- development is aided by positive stimulation
- there is plasticity in development
- in advanced aging, our body will regress
18
Q
what are the stages of development
A
- prenatal
- infancy
- early childhood
- later childhood
- adolescence
- young adult
- middle adulthood
- older adulthood
19
Q
what happens in prenatal and what age
A
- from conception to birth
- physical, cellular and structural change
20
Q
What happens in infancy and what age
A
- from birth to two years
- neonate period (1st year)
- coordination, thinking, moving
21
Q
What happens in early childhood and what age
A
- from 2-6 years
- Motor skills balance/control/voluntary movements
22
Q
What happens in later childhood and at what age
A
- from 6-12 years
- refine motor skills, sports, learning
23
Q
What happens adolescents and what age
A
- from 12-18 years
- Second sex characteristics, explore identity and independence
24
Q
What happens young adult hood and what age
A
- from 18-40 years
- stability in development
25
What happens middle adulthood and what age
- 40-60 years
- how are bodies are changing
26
What happens older adulthood and what age
- 60 and yup
- motor regression
27
development as a continuum
28
what are the theories contributing to development
- maturational view
- learning behavioural view / social learning theory
- cognitive developmental view
- environmental context theory (bioecological systems theory, ecological perspective)
- biological systems theory (information processing view, developmental biodynamics)
- newell's model of constraints
29
Maturational view
- Motor development driven by maturation systems
- minimal influence of the environment
30
Learning behaviour view / social learning theory
- observational learning
- environment based
- influenced by positive/negative reinforcement
31
Cognitive development theory
- Learning from doing
- schemas: what children create mental models for how to interact with their environment
- assimilation or accomodation: children either had knowledge or adjust their schemas
- play: children experiment and test in the real world to develop intellect
32
Bioecological systems theory
- microsystem: the setting the person lives in
- mesosystem: into relationships of the person to mediate settings
- exosystems: since you're setting beyond the persons direct context
- macrosystems: the culture in which a person exists
- chronosystem: pattering of environmental events and transitions over the life span
33
ecological perspective
How do individuals perceive an account information in the environment
- affordance: opportunity that a thing will help us
- perception
- action and learning
34
Information processing view
- Brain acts like a computer
- Brayden central nervous system process everything
- input to analyzing to output
35
Developmental biodynamics and the theories within
- motor coordination control emerge from continuing interactions between nervous system and periphery
- synergies: our Brayden groups together different muscles and joints to create movement patterns
1. dynamic systems theory: movements are shaped by how are muscles work together and how we adopt her surroundings
2. neuronal group selection theory: genetics plays a role in the our brain influences synergies
36
newell's model of constraints
37
genotype vs phenotype
- genotype: blueprint of information DNA
- phenotype: observable traits
38
CNS
spinal cord and brain
- take in info from the environment
- send info to muscles and glands
39
PNS
- nerve fibres that connect body to the CNS
- somatic system: Controls voluntary movements
- autonomic system: I controls automatic functions
40
the brain stem
41
motor cortex
42
basal ganglia
- integrate sensory motor centres
- planning on coordination with movements
- unconscious behaviour
43
cerebellum
responsible for balance and timing of movements
44
Types of nerve fibres
- afferent
- efferent
- cranial
- spinal
45
all or none principle
Take a single motor unit received a stimulus of sufficient intensity to bring forth response they're all muscle fibres one contract or none at all
46
brain development stages
1. cell proliferation: neurons multiply rapidly and grow in size
2. migration: Motor neurons connect to muscles and sensory neurons travel along to create a net work
3. integration: nerve cells connect and communicate with another
4. differentiation: specialization of nerves
5. myelination: synaptogenesis, Motor roots is developed first then sensory roots
- Visual pathways, touch, motor control, higher brain functions, memory
- neurogenic behaviors, reflexes, voluntary motor control
6. cell death: use it or lose it, cells begin pruning
47
brain hemispheres
48
corpus callosum
- share information between hemispheres
49
physical anthropology
development and evolution of humans
50
measures of growth
51
anthropometry
Systematically measuring development
52
prenatal development
1. germinal period:
- cell division and implantation
2. embryonic period:
- organogenesis
- foundation for motor and cognitive functions
- teratogen may lead to congenital disorders
3. fetal period:
- go to maturation of organs and tissues
- overall health and viability post birth
53
internal influences of prenatal development
- maternal age
- nutrition
- maternal stress
- genetic abnormalities
54
external influences of prenatal development
- infection and disease
- smoking
- alcohol
- drugs
55
low weight/prematurity
- maybe caused by teratogens or other factors
- less than 5 lbs
- cause it by premature birth or foetal growth restriction condition
- Motor dysfunction in delay risk
56
sex hormones
1. testosterone:
- levels increase 10x in males in puberty and 2x in females
- builds muscles
- strengthens bones
2. estrogen:
- increase 10x ion females in puberty and 2x in males
- growth spurt
- bone development
- tells body to store fat
57
body proportions head and legs in adulthood and at birth
58
body proportions shoulder and hips in puberty and at birth
59
body shapes
60
perception
the ability to distinguish and identify sensory information to direct and sustain attention to various aspects of the environment and lend meaning to them
60
piaget's cognitive-develeopment theory
- children construct them self outside world themselves
- children learn perceptual skills over time
- action leads to perception
61
gibson's ecological theory
- children actively search for information in the environment
- children are born with perception
- perception leads to action
- characteristics in the environment offer affordance
62
visual process
- eyes recieve light and generate messages
- Optic nerve: visual pathway that transmits messages to brain
- visual cortex transmits info to other parts of the brain for interpretation
63
visual development (birth, 2 months, 5 months, 1 year)
in newborns:
- shorter eyeball
- farsightedness
- undeveloped fovea
- underdeveloped cornea
64
visual acuity and the types
clearness of vision and the capacity to detect both small stimuli and small details of large visual patterns
1. Static visual acuity: ability to detect detail in a stationary object
2. Dynamic visual acuity: ability to perceive
detail in a moving object
65
object permanence
Realizing objects continue to exist when they can no longer be seen
66
types of perceptual consistancy
67
spatial orientation and the sequence of growth
Ability to recognize an object’s orientation or position in three-dimensional space
- Vertical -> horizontal -> diagonal or oblique
68
figure ground perception
Ability to distinguish an object from its surrounding background
69
depth perception, the types
ability to judge the distance of an object from the self
1. Absolute distance: precise judgment of the space from the person to an object
2. Relative distance: Estimation of distance between one object and another or between different parts of a single object
70
depth perception cues
1. Monocular cue: Info from one eye
- Accommodation: Lens changes shape
2. Binocular cue: Info from both eyes
- Convergence: Eyes move inward to focus on an object
3. visual cues: Information gathered from visual perception, using both eyes or one eye
- relative hight cue
- occlusion cue
- relative size cue
- shadow cue
- texture gradient cue
- atmospheric perspective cue
71
field of vision
Entire extent of the environment that can be seen without changing the fixation of the eye
72
saccadic eye movement development and how ages relate to moving objects
rapid movements beyond one point of visual fixation
Moving object:
- Newborns find it hard to focus both eyes
on the same point
- 2 months, can track more accurately
- 4 months, can track and predict path
- Unrefined visual-motor stage, try to
approach with upper body
73
coincident timing
Coordinate visual and motor behavior to a single coincident point
- Harder with more speed
- Develops between 6-12 years old
- Mainly built based on skill- building opportunities (amount of time playing sports, video games)
74
kinesthesis
Our sense of body position or body movement.
75
somatosensory system and the receptors
Handles sensation from the body, receiving information from somatic receptors.
76
kinesthetic discrimination acuity
Ability to proprioceptively detect differences or match quantities such as location, distance, weight force, speed, and acceleration
77
basic moment awareness
78
body awareness (newborn, 1st month, 1st year, by 6 years)
Knowing the parts of the body, how they’re related, where they, and what body parts can and can’t do
- Newborn: no awareness
- 1st month: aware that body is different from surroundings
- Grows moves major body parts
- 1st year: can identify major body parts correctly when given verbal cues
- By 6 years: most kids can identify their major parts, and then minor parts after
79
spatial awareness and the types
drawing inferences in relationship to self-space or
position and object recognition
1. egocentric localization: ability to locate objects
in space in reference to the self, which is
characteristic of younger children
2. allocentric (object) localization: ability to locate
objects using something other than the self as a
reference
80
directional awareness and the types
Conscious awareness of having two sides of the body, understanding dimensions of external space and projecting the body in that space
1. Laterality: Awareness that the body has
two sides (left, right)
2. Directionality: Awareness of dimensions of external space and projecting the body in that space
81
vestibular awareness and the types
ability to establish and maintain equilibrium (balance)
- A fundamental component to most movement activities
1. Dynamic systems: Dependent on the person’s ability to self-organize motor abilities to changing characteristics of the environment
82
rhythmic awareness
Creating or maintaining a temporal pattern within a set of movements
83
auditory perception and the types
Ability to detect, discriminate, associate, and
interpret auditory stimuli
1. Auditory localization: Awareness of where sounds are coming from
2. Auditory discrimination: Detecting differences or similarities between two or more sounds
3. Auditory figure-ground perception: Being able to selectively hear a sound from a backdrop of many sounds
84
tactile perception
To detect and interpret sensory information
cutaneously (of or on skin)
- tactile kinesthetic system: Rely on touch to move around in space, Blind and low vision folks rely on tactile sense
85
intermodal perception
Translate/perceive information from one sensory modality to another
86
perceptual integration
Intersensory simultaneous use of more than one system to perceive
87
auditory kinesthetic integration
Natural compatibility between auditory and kinesthetic modes
88
how does visual perception decline
1. loss of visual acuity
2. presbyopia
3. sensitivity to light
4. low depth perception
89
presbycusis
gradual hearing loss with age
- Gradual deterioration and hardening of the auditory nerve cells
- Can’t hear higher frequency tones as well
- Environmental stressors can contribute to accelerated hearing decline ->
90
kinesthetic perception and what happens in somatosensory and vestibular system
Little understanding of how kinesthetic perception might change with age
1. somatosensory:
- sensations from the body
- Touch sensitivity declines
- Reduced touch receptors on skin
2. vestibular system:
- Decline in balance starting
- Marked decline after age 70
- Gradual deterioration of vestibular (inner ear) nerves
- Weight discrimination decreases
91
embodiment
Cognitive processes are grounded in our bodily interactions with the environment
92
types of attention and the link with motor behaviour
1. Attention is limited – we can only attend one thing at a time
2. Attention is serial – we attend one thing, then another
- alertness
- divided attention
- selective attention
93
divided attention
Concentrating on more than one activity at the same time
- occurs when another activity uses same resources
94
selective attention
Processing relevant information while not processing irrelevant information
95
memory, the types and how we store memories
Retaining and storing information for future retrieval
1. recognition: is the stimulus similar to one previously experienced
2. recall: can I remember a stimulus that is not present
- how we store:
- Chunking: grouping items
- Repeat: rehearsal
96
early processing ability types
1. cued recall: Retrieving a memory with the help of a specific cue or prompt
2. contextual learning: Learning is tied to a specific environment or situation, making it easier to recall in the same context
97
working memory development
- Recall ability improves into early adolescence
- Become more efficient information processors
- Processing capacity also contributes
- Optimal performance dependent on both process capacity and efficiency
98
long term memory types
1. continuous skills:
- Skills without a beginning or end
- Easier to remember
- Practiced regularly, automatic
- Less likely to forget
2. discrete skills:
- Skills with a distinct beginning and end
- More cognitively demanding
- Tied to specific contexts
- More likely to forget
99
difference between explicit and implicit memory
1. explicit: more cognitively demanding
2. implicit: more unconscious and automatic
- Both forms of memory improve with age
- Older children and adults are better due to more visual working memory
100
knowledge and the link to memory
- closely associated with memory ability
- can provide meaning
101
reaction time and the types
Time between onset of a stimulus and motor response
1. Simple reaction time: Asked to respond to one stimulus
2. Choice reaction time: Asked to respond to choice of multiple stimuli
102
Hick's law and the types of time
Reaction time increases linearly as info load increases
1. Movement time: The time it takes to complete a motor task
2. Response time: Reaction time + Movement time
103
Fitts law (speed accuracy trade off)
The more quickly you try to do something, the less accurate it might be
- Processing speed and motor control improve with age and experience
- Advanced aging:
- Age-related declines in processing speed and muscle control
- Require more corrections compared to younger adults
104
advanced aging on attention
- Can attend on easy tasks Harder tasks – older adults need more resources to complete basic tasks
- Older adults can be fine with cues for selective attention
105
advanced aging on working memory
- Stable mostly in adulthood, declines in older adulthood
- Complex thinking requires more resources for older adults
- Slow at search and retrieve
106
advanced aging on long term memory
- Difficulties with specific details
- Not using elaborate strategies
- Memory training can improve this
107
advanced aging on processing speed
- Slow down of processing speed (slower reaction times)
108
advanced aging on psychomotor slowing
- Neuron loss, synaptic delay, decrease in nerve conduction velocity
109
advanced aging on skill building
- Older adults can learn new skills with practice, especially if accuracy isn’t necessary.
110
what does a theory do
111
programming: schema theory
112
development of biodynamics and the parts of it
- “Organism in context”
- Organism is inseparable from environment
- Behaviour and development emerge from system- wide interactions
113
coordinative structure (synergies)
Refers to how motor control involves activating muscles in groups, not just individually, to perform movements smoothly
114
dynamic system perspectives
1. The body is a complex system connected with the environment
2. movement is self-organizing
3. movement considers mechanical forces
4. transitioning to new movement patterns can be bumpy
115
neuronal group selection and the parts
- Explains how coordinated movement happens: related to neurons, genetics, and interactions with the environment
1. early wiring is flexible: Neuronal circuits are not pre-wired to perform specific skills
2. movement: Soft assembly (Neurons work in groups to coordinate movement)
3. arrangement: Neuronal groups are mapped onto different parts of the brain
