Module 14 Flashcards
maturation
sequence of biological growth; innate and genetic but can be slowed by deprived growth
growth in frontal lobes
3-6 y/o; causes increased control and behavior
growth in association areas
last to develop; pruning and puberty develop bc of development/lack of development in these areas
motor development milestones
raise head (2 mo), roll over (4-5 mo), crawl (6-9 mo), cruise (7-9 mo), walk (25% in 11 mo, 50% in 1 yr, 90% in 15 mo)
massaging and exercising babies
increase speed of learning to walk
back to sleep position
postpones crawling time
Rovee-Collier experiments
infants retain specific but not generalized motor learning
infantile amnesia
lack of conscious recollection of things before 4 y/o bc of lack of development of hippocampus and frontal lobes; babies have unconscious memory and learning abilities including language
schemas
concept or cognitive framework; way of knowing or understanding
cognition
mental activities associated with thinking, knowing, remembering, and communicating
assimilation
interpreting our new experiences in terms of our existing schemas; excessive = growth stall
accommodation
adapting current understanding to incorporate new info; excessive= obstructs growth
sensorimotor stage
birth -2 y/o; experiencing world through senses and actions; object permanence and stranger anxiety
object permanence
aawareness that objects continue to exist even when not perceived
stranger anxiety
baby anxiety around people who are not parents
first schemas
suck and swallow; reach and grab
preoperational stage
2-7/8 y/o; representing things with words and images; using intuition; pretend play; theory of mind; egocentricism
pretend play
symbolic thinking; use play items as representative of real life
egocentricism
self-centered understanding of world; can’t see things from someone else’s POV
theory of mind
3-5 y/o; ability to understand that others have their own thoughts and perspectives; show knowledge of others’ mistakes, feelings, etc; people with autism struggle with this
concrete operational stage
7-11 y/o; gain mental operations to enable them to think logically about concrete events; conservation; math transformations
conservation
quantity remains the same despite changes in shape
formal operational stage
12 y/o-death; reasoning abstractly; potential for mature moral reasoning
scaffold
framework thatoffers children temporary support as they develop higher levels of thinking, including giving new words and mentoring
Lev Vygotsky
thought child’s mind grows with social environment and language provides basis for thinking (inner speech)
muttering and self-talk
increases development and performance
autism
appears in childhood (1/68) and includes significant deficiencies in communication and social interaction, rigid, fixed interests, and repetitive behaviors; less imitative
Asperger’s Syndrome
high functioning autism; unique intelligence; socially challenged
cause of autism
poor communication between brain regions that take in someone else’s POV - impaired theory of mind; genetic influences (400+ genes, genetic mutations on X chromosome), abnormal brain development due to teratogens; less activity in brain areas with mirroring actions
autism prevalence
boys 3:1; bc girls are predisposed empathizers
family members and autism
identical twins - co-twin 50-70% chance; younger sibling - increased risk
attachment
show in young children with caregiver; distress upon separation; result of hormones; requires comfortable body contact, physical affection, and familiarity
critical period
optimal period in early life when exposure to certain stimuli/experiences produces normal development
imprinting
during critical period; certain animals form strong attachments in early life to the first moving object they see
secure attachment
sensitive, responsive mothers; mildly distressed w/o caregiver; close contact and goes about day upon return
insecure attachment
anxiety/avoidance of trusting relationships; insensitive, unresponsive mothers; either extremely upset or indifferent to mother leaving and coming
basic trust
sense that the world is predictable and trustworthy; attributed to early parenting (secure attachment); form foundations of adult relationships and comfort with affection and intimacy
anxious attachment
crave acceptance but remain vigilant to signs of positive rejection
avoidant attachment
experience discomfort getting close to others; not comfortable with committment
childhood abuse/neglect affects
withdrawn, frightened, lower intelligence and brain development, abnormal stress responses (epigenetic marks and changes to seratonin - sensitizes stress response), increased brain activities in threat-detecting areas, stronger startle responses; cowards and bullies at same time; can also be resilient
affluent children
higher risk for substance abuse, eating disorders, anxiety, and depression
childhood’s major social achievement
positive sense of self
self-concept
understanding and assessment of who one is; 12 y/o; begins with recognizing self in mirror (18 mo old)); includes gender, group membership, psych traits, similarities and differences from others, and skills
authoritarian parents
coercive, impose rules and expect obedience; childnre have low social skills and self esteem and overreact with mistakes
permissive parents
unrestraining; few demands, rules, and limits; children are aggressive and immature
negligent parents
uninvolved; careless; inattentive; children do poorly academically and socially
authoritative parents
confrontive; demanding but responsive; encourage open discussion and exceptions to rules; children have high self-esteem, self-reliance, self-regulation and social competence
