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S2 PTA 105 G&D > Newborn worksheet/chap4 > Flashcards

Newborn worksheet/chap4 Flashcards

1
Q

How do reflexes help newborn interact with world?

A

Guide growth, foundation of development, reflexes breast feeding
- get nutrients, protection, avoid unpleasant stimulation, larger motor activity, proper nervous system

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2
Q

Apgar score

A

Breathing - HR - muscle tone - presence of reflexes - skin tone

0-2 scale, 7+ ideal

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3
Q

Neonatal behavioral assessment

A
  • autonomic - motor - state - social

28 items

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4
Q

Behavioral states in newborns

A
  1. Alert inactivity: calm and attentive
  2. Waking activity: unfocused and uncoordinated motion
  3. Crying: vigorously and agitated uncoordinated motion
  4. Sleeping: still and breathing regularly vs soft movement and breathing irregularly 16-18 hrs
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5
Q

Types of cries

A
  1. Basic: soft, not intense
  2. Mad: intense
  3. Pain: sudden, long, gasping
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6
Q

Different features of temperament

A
  1. Surgency/extroversion: happy, active, vocal, seeks stimulation
  2. Negative affect: angry, fearful, frustrated, shy, not easily soothed
  3. Effortful control: focuses attention, not distracted and can inhibit responses
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7
Q

Height and weight changes 0-2yo

A

40% of energy goes to growth

  • growth slows by 2 years
  • very fast weight gain 1 yo, then start to slow but still faster than 2+ yo
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8
Q

What nutrients do kids need?

A

Really pushing breast feeding

  • carbs, proteins, fats, vitamins, minerals
  • formula should only be a supplement and only with clean water
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9
Q

Consequences of malnutrition

A
  • damages brain, affecting attention span and learning: quiet, express little interest, very lethargic to conserve energy
  • need improved diet and parents edu to foster child’s development. Address biological and sociocultural forces.
  • 1/4 children malnourished, significant effect on cognitive development
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10
Q

Nerve cells

A

Neurons receive and transmit info. Contain dendrites that receive info, cell body that has life-sustaining machinery, and an axon to send information
- myelinated neurons at 4 months

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11
Q

Stages of brain development

A
  1. Zygote: neural plate folds into lobe, produces neurons at 10 weeks
  2. 28 weeks: virtually contains all neurons it will ever have
  3. Synaptic pruning soon after, at 1 year synapses peak
  4. Axons and dendrites form
    - neuroplasticity important for development
    - stimulus, experience, required for specialization
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12
Q

What skills are involved in learning to walk?

A

Prone chest up, sitting, creep, walk - go by gestational age

  • posture/maintain balance, moving limbs, stepping, walking alone in 15 months
  • 7 mo to sit
  • 10 mo to creep
  • 14 mo to walk
  • 24 mo kick a ball
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13
Q

How do infants learn to use their hands?

A
  • Reaching, grasping - 4 mo

- Coordinating fingers to grab an object: 12mo

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14
Q

Infant senses

A
  • yes: smell, taste, pain, hear
    1. Smell: unpleasant/familiar
    2. Taste: sweet <3 and salty
    3. Respond to pain (cry)
    4. Hear: sensitive to pitch 4-5 mo recognize name
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15
Q

Sight

A
  • 0-1mo see about 20ft
  • 12 mo: begin detail and color and see like adults
  • true recognition requires more than one sense
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16
Q

Coordinate info between diff sensory modalities

A

Intersensory refinement: information that is presented simultaneously to different sensory modes

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17
Q

Self-aware

A

15-17 mo babies recognize reflection, important step to becoming self aware
- well-established by 2 yo

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18
Q

Preschooler’s self-concepts

A

Characteristics of themselves, possessions, and preferences. Very concrete, understand desires and behaviors

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19
Q

Theory of mind

A

Understanding of relationship between mind and behavior

  • 2-5 yo develop naive understanding
  • differentiate themselves from others
  • connect desires to behaviors
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20
Q

Piaget’s stages

A
  1. Sensorimotor: 0-2 yo
  2. Preoperational: 2-6 yo
  3. Concrete operational: 7-11
  4. Formal operational: 11+
    - children cannot skip stages
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21
Q

Schemes

A

Mental structures that organize information and regulate behavior
- change constantly, adjusting to children’s experiences

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22
Q

Assimilation

A

Taking in information that is compatible with what is already known
- incorporating them into schemes

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23
Q

Accomodation

A

Changing existing knowledge based on new knowledge

- schemes get modified based on experience

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24
Q

Equilibration

A

A process by which when disequilibrium occurs, children reorganize their schemes to return to a state of equilibrium
- restoration of balance, replaced by more advanced schemes

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25
Sensorimotor period
0-2yo 1. Adapting to and exploring environment: 1-4mo experience modify reflexes. 8mo onset of deliberate behavior. Using an action to achieve a goal. 12 mo active experimenters 2. Understanding object or object permanence: 8+mo limited understanding, 18 mo full understanding 3. Using symbols: talking and gestures, pretend play. 18mo.
26
Preoperational thinking
2-6yo 1. Egocentrism: child believes that all people see the world as s/he does 2. Centration: child focuses on one aspect of a problem or situation but ignores other relevant aspects 3. Appearance as reality: child assumes that an object is what it appears to be
27
Problems with piaget’s theory
1. Underestimates cognitive competency of children and overestimates that of adolescents 2. Vague concerning processes of change 3. Does not account for variablility in children’s performances 4. Undervalues the influence of sociocultural environment on cognitive development
28
Core knowledge hypothesis
Infants are born with rudimentaryy knowledge of the world, which is elaborated based on experiences
29
Mental hardware
Mental and neural structures that are built in and allow the mined to operate
30
Mental software
Mental programs that are the basis for performing particular tasks
31
Attention
Processes that determine which information is processed further by an individual
32
Orienting response
An individual views a strong or unfamiliarr stimulus, and changes in heart rate and brain-wave activity occcur
33
Habituation
Becoming unresponsive to a stimulus that is presented repeatedly
34
Classical conditioning
Neutral stimulus elicits a response that was originally produced by another stimulus
35
Operant conditioning
Focuses on the relation between the consequences of behavior and the likelihood that the behavior will recur
36
Memory
1. Events from past are remembered (days) 2. Over time, the event is no longer recalled (weeks) 3. Cue prompts memory
37
Autobiographical memory
Refers to people’s memory of significant events and experiences of their own lives - sense of self - language skills - basic memory skills * *forced recall but no leading. Open ended questions
38
Learning number skills
1. One-to-one: there must be one number name for each object (123a) 2. Stable order principle: number names must be counted in same order consistently (though not always correct) (1256) 3. Cardinality principle: last number denotes the number of objects and is said louder and repeated (124FOUR)
39
Zone of proximal development
The difference between what children can do with assistance and what they can do alone
40
Scaffolding
Style in which teachers gauge the amount of assistance they offer to match the learner’s needs
41
Private speech
A child’s comments that are not intended for others bu are designed to help regulate the child’s behavior
42
Phonemes
Unique sounds used to create words, making them the basic building blocks of language
43
Infant directed speech
Speech that adults use with infants that is slow, has exaggerated changes in pitch and volume, and is thought to aid language acquisition
44
Cooing
Early vowel-like sounds that babies produce
45
Babbling
Speech-like sounds that consist of vowel-consonant combinations and are common at about 6 mo
46
Fast mapping
A child’s connections between workds and referents that are made so quickly that he or she cannot consider all possible meanings of the word
47
Underextension
When children define words more narrowly than adults do
48
Overextension
When children define words more broadly than adults do
49
Referential style
A language-learning style of children whose vocabularies are dominated by names of objects, people, or actions
50
Expressive style
A language-learning style of children whose vocabularies include many social phrases that are used like one word
51
Grammatical development
Actor + action Action + object Possessor + possession
52
Telegraphic speech
Speech used by young children that contains only words necessary to convey a message
53
Grammatical morphemes
Words or endings of words that make a sentence grammatical
54
Overregularizations
Grammatical usage that results from applying rules to words that are exceptions to the rule
55
Major milestones of language development
1. 0-1yr: phonemes forever, 2-4 mo cooing and 6+ babble 2. 1 yr: talk and gesture, using symbols 3. 1-3 yr: vocab expansion at 18 mo, sentences too 4. 3-5 yr: vocab expansion, grammatical morphemes, adjust speech to listeners. But ignore problems in messages received
56
Perception
Processes by which the brain receives, selects, modifies, and organizes incoming nerve impulses that are the result of physical stimulation
57
Visual expansion
Kinetic cue to depth perception that is based on an object fillin an ever-greater protection of the retina as it moves closer
58
Motion parallax
A kinetic cue to depth perception based on nearby objet moving across our visual field faster than distant moving objects
59
Retinal disparity
A way of inferring depth based on differences in retinal images in left and right eyes
60
Linear perspective
Cue to doesn’t persecution based on parallel lines coming together at a single point in the distance
61
Intersensory redundancy
Being attuned to information presented simultaneously to different sensory modes

S2 PTA 105 G&D (11 decks)

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