Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Infacy Psychology > Motor Development > Flashcards

Motor Development Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

1.

Cephalo-Caudal Development

A
  • Head to Tail
  • Control of head and neck
    before lower torso and feet
  • E.g., Lift head > sit > walk
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Proximal-Distal Development

A
  • Central to Peripheral
  • Control of shoulder before hands
  • E.g., bat at object > direct reach
    > grasp
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Motor Development

as * disconteneous , once up u dont go back

A
  • Classical Approach: Standardization & Document Milestones
  • In 1934, Gessel & Thompson

-Completed first comprehensive study of motor development
-Included over 500 children
-Studied developmental change in posture, balance, reach and locomotion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

motor milestones

A

physical achivemnts the infant is expected to rach in their first year and a half of life

this concept also called maturation states was founded by Gesell who observed many difeerent infants development
he thought that this developments are :
-universal(culture dosnt matter)
-and based on only nature (no nurture involved what so ever)

if the baby get this milesone earlier they were precocious and if they got to them later they were delayed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Gesell’s critiques

A
  1. motor development should not be so stuck in specific ages of achivment
  2. experience does have a role
  3. and idfferent cultures WILL impact when and if milestones are met
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

experiences matter

A
  • infants who had been streched/got jamaincan exercised showed more motor milestones that the ones who didnt
  • infants who were from countries(kanya.camoron) where mothers putend them on the floor or in adult furnuture were able to sit by themselvs earlier the the one who werent from those countries
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Newborn Infants

A
  • No controlled movement
  • Continually moving arms out to the side of the body
  • Head is turned to one side or the other
  • Can turn head side to side with great difficulty when lying on
    stomach
  • Arms and legs are bent
  • Hands are fisted and brought to the mouth
  • Stands on legs when held upright
  • Show stepping (instict when touch a surfece they stepping)and grasping reflexes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

1-2 months

A
  • Babies begin to lift their head and shoulders when lying on their stomach
  • When seated, their head will roll forward
  • Uncontrolled reaching or batting at objects
  • Reflexes

-Stepping and standing reflexes no longer apparent(why does it disapear because of synapses pruning)

-Palmar grasp still seen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

By 3 months

A
  • Holds head up when in seated position
  • Head centered when lying on back
  • Controlled reaching toward toys
  • Cannot yet grab, but if toy placed in the hand, holds with fourth and fifth fingers
  • Frog legs position
  • Stiff legs when held to stand; toes curled
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

By 4 months

A
  • Improved head control
  • Rolls from back to side
  • Brings knees to hands
  • Can sit propped up in pillows
  • Can reach and grab objects placed midline in front of them
  • Can propel self on elbows
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

4-6 months

always go up

A
  • Rolls easily, front to back – back to front
  • Plays with feet while lying on back
  • Kicks legs & arms while on back or stomach
  • Begins to sit
  • Bounces while standing
  • Grabs (slowly) moving objects
  • Transfers objects from one hand to another
  • Ulnar grasp: Holds objects with fingers grasped to palm
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

7-10 months

A
  • Sits easily, with increasing variety in leg positions
  • Reaches for and plays with objects
  • Pulls to stand; can cruise along furniture
  • Holds objects between thumb and fingers
  • Most typical:** Belly crawl, **then pivots on hands and knees, some begin to crawl
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Variations in Crawling

A
  • Some infants
  • Combat crawl (pull themselves by their elbows)
  • Inchworm crawl (pushing their chest off the floor then springing forward onto their bellies)
  • Swim – use all 4 limbs to move
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Locomotion

A
  • Many different ways to move
    around – “no correct” way
  • Parents are really excited once
    babies begin to move on their
    own
  • The infant’s ability to explore
    the world expands considerably
  • Literally a whole new world
  • Walking provides new
    opportunities to explore &
    promotes learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

8-15 months

A
  • Walks alone (9-17 months)
  • Stands alone
  • Eventually masters lowering self from stand
  • Begins to shift weight from one leg to the other while walking
  • Pincer grasp: Holds objects between thumb and index fing

walkiing looks different between an infant who just stared and one who already walk for a while

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

classical approch

A

they belive that yes, in this order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Transition to newer approaches

A
  • But it isn’t all stages
  • And not all babies progress in the same ways
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Variations in motor development

A
  • In the onset of walking there is enormous individual variation
  • Once thought to be fairly constant range across cultures, but now know more variation
  • Exercise can accelerate onset to some degree and immobility can delay
  • But can improve once already present

exercise,culture,opportunity to try can influence walking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

The onset of walking:
A Dynamic Systems Approach

A

Esther Thelen

  • Argued that numerous interactive
    components are involved
  • The physics of limbs & joints
  • Neuromuscular development
  • Growth & fat content
  • Strength
  • All of these have to be in place for walking to begin(the sum)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

The stepping reflex

A
  • Present at birth
  • No longer seen by 2 months
  • Classic View: Reflexes disappear (potentially due to synaptic pruning)
  • Esther Thelen questioned this view
  • Asked whether the stepping reflexes past 2 months provides a foundation for later walking

she observed: that when in their backs their legs go up like walking so it dosnt disapear it just changes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q
A

Used ”kinematic” data analysis & Electromyography (EMG) of the four major muscle groups of the leg to analyze

  • The stepping refl
    ex
  • Voluntary kicking while lying on the back (i.e., in the supine position)
    supine vs vertical
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Stepping & Supine Kicking

A
  • Controlled in part by the physics of the joints
  • Rapid simultaneous flexion of ankle, knee and hip
  • Extension characterized by a swing forward of lower leg and flexion of the ankle
  • The timing parameters for the two conditions were
    almost identical
23
Q

Does the stepping reflex disappear?

A
  • Is the stepping reflex still there past two months, but just not
    seen?
  • Weight increases faster than strength
  • With tests, Thelen found that:
    -Infants placed in water still show it

-Infants placed on a treadmill still show it

when temporaly ligher were showing this stepping

*- Infants < 1 month no longer show it when weights are placed on their legs
Image

24
Q

Argument from Thelen

A
  • Walking reflexes still present post 2 months of age
  • BUT is masked by infants’ fat legs
  • If weights are placed on a newborn or 1-month-old infant’s legs, the reflexes is no longer seen
  • The converse is true when placing a 2-4 month old in the water or on a
    treadmill
25
Q

Implications & Applications

A
  • Infants with Down Syndrome (DS) are at risk for motor delays
  • Fat to muscle ratio is greater, muscle tone is poorer
  • Average age of onset of walking is 24 months
  • Ulrich et al., (2001) randomly assigned 30 DS infants to either treadmill or control condition
  • Intervention began when infants could sit alone for 30 seconds
  • Parents administered intervention 5 days/week for 8 mins/day
  • Infants in the treadmill group walked earlier (average of 101 days earlier)
26
Q

A Dynamic Systems Approach

A

Dynamic :
Changing acrosstime

Non-linear – a small perturbation can cause large change

**Systems: **
Mutual interdependency of all components,

Self-organizing

Last system online is the “rate limiting factor” (but all are equally important)

Approach:
Now influential in many other domains
– Cognitive Development
Language Developmen

27
Q

Current Dynamic Systems Approach
Karen Adolph – Learning how to learn

A
  • Flexibility and specificity
  • Adapting to current environment
  • Its not ages and stages
  • Rather, the parts of a system, including the demands of the environment that work together
  • The infant has to learn how to succeed – they “learn how to
    learn”, rather than learn specific solutions
28
Q

Learning How to Learn

A

* Responding adaptively to novel problems within the boundaries of
a given problem space

  • A flexible variety of solutions compiled on the fly rather than a
    fixed solution from an existing repertoire
  • Failure to transfer outside the boundaries of the problem space
29
Q

Two Generalizations

A
  • Learning is always nested within the context of larger developmental change
  • Changes in bodies, skills and environments are especially dramatic
    during infancy, but we never cease developing – including
    learning how to move
30
Q

The ties that bind: Cradling in Tajikistan

A
  • Some children in Tajikistan are tightly bound, swaddled in a small traditional rocking cradle (i.e., gavora) for an average of 20 hours/day
  • Disclaimer: External catheters are used to collect children’s urine and waste
  • A tuvak is placed underneath to collect the urine and solid waste
    of female children
  • A sumak is used to drain urine away into the tuvak for male children
  • Children are kept in there for 2-20 months
  • Karasik et al., found no motor developmental delays in
    children who were swaddled using a gavora
31
Q

growth chart

A

documents norms or avarages for healthy infants reciving an appropriate amount of nutrition overtime on weight,hight,head circurference

major goal for this chart is to make possible to identify infants who are underweight

32
Q

failure to thrive

A

when their hight,the weightor/and haed curcurference dont match these standered growth chart

-failure to thrive is not a disease is a phase used to describe unexpected growth pattern

-usually is due to bad nutrition

  • and failuere to thrive can delay important milestones like rolling over
33
Q

secular trend

A

is any trend that that occurs over a long period of time

ex: children in the usa are getting bigger

34
Q

CDC vs WHO

A

the CDC only calculate americans avarages,

WHO calculated avarges from many different infants in different parts of the world(children in different parts of the world grow differently)

35
Q

is it fair to compare for other countries to compare with CDC?

A

no,because the data is based on united state infants in which have a specific enviroment that others acroos the world dont have

like health care,clean water,good nutrition etc.

36
Q

infants who are malnoureshed

A

are in more risk in getiing illness,infections and death

over half of the deaths under the age 5 have to do with malnutrition

malnutricion is associated with cognitive problems: deficits in verbal fleuncy and executive function

37
Q

infants who are malnoureshed after birth

A

they show much lower rate of growth

38
Q

preterm infantas are specially more at risk for malnutrtion

A

when prenates are born before they should sometimes they do not have their sucking reflexes that they need for when they are outside of the woub to get their nutrition (inside they just absorb through the placenta)

their digestive system might not have fully developed witch means they might have dificulty absorbing nutrients

and they also dont cry as muh which can make it hard on the parents to know when to feed them

39
Q

brestfeeding

A

is good for the mother :prevents cancer and they have a quickliar recovery

good for the baby : fight illnesses

idealy babies should only brest feed in the first 6 months and continue as important part of nutrition until 12 months

40
Q

influences of toxins on growth

A

alchool,tabaco,mother stress can impact babies weight and size

41
Q

reflexes

A

can let us know that the bebies central nervous system are working properly

many reflexes are seen since birth which can mean they are adaptive: configurated in babies brain to ensure survival sucking

ex:reflex > to get nutrition

42
Q

reflexes

A
  • **babinski **- infants big toe turns upward and toes fan out when feet are stroked
  • Grasping - inafants close and grasp when palm in stroked
  • ** mor/startle** - infants trows head back,extends arms out and then pull them back in when they are startled
  • rooting - infants turns head and open mouth when the corner of their mouth is stroked
  • sucking - infants beging to suck when the routh of the babies mouth is touched
  • stepping - infants legs shift back and forth,in a walking motinon when infant touch a solid surface
  • tonic neck - infants arm on the side of the turned head streches out and opposit arm bend up at the elbow(archery) when infants turns head to the side
43
Q

motor development and perception

A

as infants gain more independence, they also gain more control over their visual information
when they start to walk/seat they are ablle to control where to go and what to see vs bee lay down and have to wait for parents to show objects in their vision perimeter

also when they start to seat they are better able to touch and play with toys which allows them to have a better perception of them

6 months old understand 3D dimension better then 4 monthst because by 6 mon they are already setting which allows them better acces/experience in manipulating object and understanding them

perception changes include understanding one object causes another to move and ability to recognize the same object from different viewpoints(vencro mint experiment)

44
Q

optic flow

A

percived movment that is created as one travels around the room

45
Q

proprioception

A

a sense that lets us perceive the location and movements of our body parts

46
Q

Moving room

A

Is a room where the back wall moves forward and backward

How it works : an adult stays in the middle and the wall start to move, the person then move backwards

Scenario : your visual system tell you that you’re moving even though we are body is perfectly still

47
Q

So what do infants do when they are in this same scenario?

A

In a study by :

Infants who were all 8 months old were divided in 3 groups

-had walking/crawling experience
-had no walking experience but had experience with moving their bodies with a infant walker
-and one where they had no movement experience

Result: only infants who had locomotor experience either through walking or crawling, readjust their posture as the wall of the moving room came forward.

This does not mean that pre-locomotor infants didn’t see while moving in stages means they didn’t use the information from the optic flow to control their position

Take away: overtime with practice, moving one’s body through space information from flow becomes meaningful and infants learn to adjust their posture appropriately when their bodies move

48
Q

Self produce locomotion also plays a role in infants, ability to using information about depth

A

A study where their was a fake cliff where infants were incentivized to cross over showed that infants with more locomotion experience tend to be more skeptical ( higher heart rate) to cross it then those who didn’t have as much experience.

49
Q

Perceiving Affordances for Action

A

Infants don’t seem to TRANSFER what they learn from one posture to another.

50
Q

Adolph’s real clif

A

In the study, there is a real cliff where is adjustable how high it falls.

In the study, there were two groups of infants.
-One group head previous crawling experience

-Other group that just started to walk

Results:

The experience group found that experienced not only refused to crawl over risky drop-offs, but they were also able to judge almost exactly which drop-offs they could descend safely in the crawling posture and which ones were too high.

The other group( not experienced walkers were tested on whether or not they would step off the diff. Unlike the expert crawlers, these new walkers repeatedly stepped off unsafe drop-offs.
Even though infants of the same age recognized which drop-offs were safe when tested on their expert crawling

51
Q

Does this experiment shows that experience crawling taught these infants to fear depth?

A

No

If experience crawling taught these infants to fear depth, these
12-month-old walkers, who all had previously crawled, should have been reluctant to step off of clif.

Importantly, experienced 18-month-old walkers behaved just like the experienced 1-month-old crawlers and refused to walk down drop-offs that were too risky.

52
Q

So what does it show ?

A
  1. What infants are learning through self produce locomotion is to judge their own abilities relative to the properties of the obstacle, or in this case of a cliff to the height of the drop off. (Affordance)

-this changes as their positions changes ( non-crawling to crawling, crawling to walking)

  1. Infants get better and better and making this physical judgements as they gain more experience in specific posture. so one presented with a new infants explore and try to figure it out what actions are possible or impossible based on their ability and the properties of the abustacle itself

What locomotor is teaching infants Is to make use of an increasing number of cues information from optic flow, depth and other features of the environment gather actions adaptively

53
Q

Motor development and social context

A

When kids start walking by themselves, they have their hands-free, which allows them to use their hands to get objects, usually they will return to their parents for them to have an interaction such as plain, and as a result, parents tend to be more direct and have more instructions which shapes their social behaviour

Parents are also more direct because when children are walking, they have more potential dangers

Infacy Psychology (18 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions