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PTRS 833 Midterm > Motor Development: Theories & Principles > Flashcards

Motor Development: Theories & Principles Flashcards

1
Q

Term: Change in the child that occurs over time; Changes follow and orderly pattern that moves toward greater complexity and enhances survival

A

Child Development

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2
Q

Term: Orderly set of ideas which describe, explain, and predict behavior that give meaning to what we observe and serve as a basis for action

A

Theory

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3
Q

Term: Process by which group language/culture come to resemble another group; noticing similarities

A

Assimilation

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4
Q

Term: Adapt/adjust to someone/something; understanding how something is uniquely its own

A

Accommodation

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5
Q

Term: Distance b/t actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers

A

Zone of Proximal Development

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6
Q

Developmental Periods

  1. Prenatal
  2. Infancy/Toddlerhood
  3. Early Childhood
  4. Middle Childhood
  5. Adolescence
A
  1. Conception to birth
  2. Birth to 2 yo
  3. 2 to 6 yo
  4. 6 to 12 yo
  5. 12 - 19 yo
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7
Q

List the 3 domains of development

A
  1. Physical
  2. Cognitive
  3. Social/Emotional
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8
Q

List the 3 categories of motor development theories

A
  1. Biological
  2. Congitive
  3. Developmental Systems
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9
Q

Motor Development Theory: Belief that heredity and innate biological processes govern growth

A

Biological

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10
Q

Motor Development Theory: Beliefs that describe how children learn

A

Cognitive

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11
Q

Motor Development Theory: Belief that development can’t be explained by a single concept but rather by a complex system

A

Developmental Systems Theory

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12
Q

List the 3 biological motor development theories

A
  1. Neural maturationist
  2. Ethology
  3. Attachment Theory
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13
Q

List the 7 cognitive motor development theories

A
  1. Behavioral
  2. Piagetian
  3. Cognitive Development
  4. Social-Cultural
  5. Information Processing
  6. American Behaviorist
  7. Social Learning
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14
Q

List the 2 developmental systems motor development theories

A
  1. Dynamical systems
  2. Ecologial systems/Bioecological
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15
Q

Term: Development progresses from the bottom up

A

Neural Maturationist

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16
Q

List Piaget’s 4 Cognitive Developmental Stages

A
  1. Sensori-motor [Birth - 2 yo]
  2. Preoperation [2 - 7 yo]
  3. Concrete Operation [7 - 11 yo]
  4. Formal Operaiton [12+ yo]
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17
Q

Piaget’s Congitive Developmental Stage: Uses his senses and motor abilities to understand the world

A

Sensori-motor [Birth - 2 yo]

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18
Q

Piaget’s Cognitive Developmental Stage: Uses metal representation of objects and is able to use symbolic thought and language

A

Preoperation [2-7 yo]

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19
Q

Piaget’s Cognitive Developmental Stage: Uses logical operations or principles when solving problems

A

Concrete Operation [7-11 yo]

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20
Q

Piaget’s Cognitive Developmental Stage: Use of logical operations in a systematic fashion and with the ability to use abstractions

A

Formal Operation [12+ yo]

21
Q

Term: Development of motor pattern depends on a combinations of factors + the environment

A

Dynamical Systems

22
Q

Term: Variables that regulate change in the behavior of the child

A

Control Parameters

23
Q

Term: Factors that limit the ability of the child to move

A

Rate Limiters

24
Q

Term: Stable movement patterns (preferred by not obligatory)

A

Attractors

25
Q

Describe a shallow attractor well (5)

A
  1. More room for movement
  2. Less stability
  3. Easy to change movement pattern
  4. More flexibility
  5. More likley to learn new skills here
26
Q

Describe a deep attractor well (4)

A
  1. Little room for movement
  2. More stability
  3. Little flexibility
  4. Will be difficult to change behavior
27
Q

List the 3 principles of development

A
  1. Cephalocaudal
  2. Proximodistal
  3. Maturaiton
28
Q

List the order in which the nervous system matures

A

SC > Brainstem > Cerebellum > Cortex

via experience and neural connection

29
Q

Term: Continuing process of creation/organization or neuron connections that occurs as a result of a person’s life experiences

A

Experience Dependent

30
Q

Term: Generalized development of neuron connections that occurs as a result of common experiences that all humans are exposed to in a normal environment (visual, sound, move)

A

Experience Expectant

31
Q

Term: Children vary in selection of a movement strategy in response to a particular task

A

Sensitive periods

32
Q

Describe the spiraling pattern of development

A

Development doesn’t follow a linear pattern; early interventions

Develop > regress > new skill emerge [instability/disequilibrium drives development]

33
Q

Theory:

  • assumes hierarchial nature of nervous system maturation
  • attributes normal motor development to increasing corticalizaiton of CNS
  • functional behaviors appear as the nervous system matures
  • development is built on reflexes
  • assumes CNS maturation is the primary agent for change in development
A

Neural Maturationist

34
Q

Theory:

  • Behavior is determined by a species’ need for survival, included critical or sensitive period for learning
  • Emphasizes genetic/biological roots but recognizes the importance of learning and how it allows flexiblity and adaptation to behavior
A

Ethology

35
Q

Theory:

  • Attachment between infant and caregiver to insure the infant’s survival
  • Begins as set of innate signals that call the adult to the baby, over time an affectionate connection develops that supports the development of the baby’s cognitive and and emoational capacities
A

Attachment theory

36
Q

Theory:

  • development occurs through interaction b/t individual and environment
  • contingency learning and postivie reinforcement
  • pavlovian conditioning
A

Behavioral OR Cognitive behavioral theory (B. F. Skinner)

37
Q

Theory:

  • development occurs through interaction b/t cognitive-neural structures and environmental opportunities
  • first actions are reflexive, then become voluntary
A

Cognitive Piagetian Theory

38
Q

Theory:

  • emphasized importance of contingent learning with reinforcement from the environment shaping motor and cognitive development
  • environment is the site of developmental control
A

Cognitive Behavioral Theory (B.F. Skinner)

39
Q

Theory:

  • children are active learners but their knowledge is socially constructed
  • cultural values and customs dictate what is important
  • children learn form more expert members of society
  • zone of proximal development
A

Sociocultural Theory (Lev Vygotsky)

40
Q

Theory:

  • uses the model of the computer to describe how the brain works
  • focuses on how infromation is perceived, stored in memory, and how memory is retrieved to solve problems
A

Information processing theory

41
Q

Theory:

  • classical conditioning
  • children are passive beings who can be molded by controlling the stimulus-response associations
A

Father of American Behaviorist Theory (John Watson)

42
Q

Theory:

  • stressed how children learn by observation and imitation
  • believed that children gradually become more selectivein what they imitate
A

Social learning theory (Albert Bandura)

43
Q

Theory:

  • development of motor pattern depends on a combination of mechanical/neurological/cognitive/perceptual factors in addition the environment
  • neural maturation is equal to other structures/processes that influence motor development (environment is as important as the organism)
  • movements are self organized and emerge as a result of interaction b/t subsystems
A

Dynamical systems theory

44
Q

Theory:

  • varied systems of the environment and the interrelationships among systems shape a child’s development
  • both environment and biology influence development
  • environment affects the child and the child influences the environment
A

Ecological Systems or Bioecological Theory (Urie Bronfenbrenner)

45
Q

Bio-Ecological Model Level: activities and interactions in the child’s immediate surroundings (parents, school, friends, etc.)

A

Microsystem

46
Q

Bio-Ecological Model Level: relationships among the entities involved in the child’s microsystem (parent’s interactions w/teachers, schools interaction w/daycare)

A

mesosystem

47
Q

Bio-Ecological Model Level: social institutions which affect children indirectly (parent’s work setting/policies, extended family networks, media, community resources)

A

exosystem

48
Q

Bio-Ecological Model Level: broader culteral values, laws, and governmental resources

A

macrosystem

49
Q

Bio-Ecological Model Level: changes which occur during a child’s life, both personaly, like the birth of a sibling and culturally like the Iraqi ware

A

Chronosystem

PTRS 833 Midterm (10 decks)

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