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Child Development > Physical Development in Infants/Toddlers 2 > Flashcards

Physical Development in Infants/Toddlers 2 Flashcards

1
Q

What is learning?

A

changes in behavior as the result of experience

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2
Q

classical conditioning

A

a neutral stimulus is paired with a stimulus that leads to a reflexive response

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3
Q

UCS & UCR

A

unconditioned stimulus must consistently produce a reflexive or unconditioned response

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4
Q

What makes classical conditioning possible in infants?

A

newborn reflexes

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5
Q

How does classical conditioning make the environment more orderly and predictable?

A

it helps infants recognize which events usually occur together in the everyday world

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6
Q

What is a neural stimulus and how is it used?

A

it does not lead to the reflex and is presented just before or at about the same time as the UCS

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7
Q

CS

A

learning has occurred and the neutral stimulus alone produces a response similar to the reflexive response

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8
Q

CR

A

the response a CS elicits

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9
Q

What is extinction and how does it happen?

A

if the CS is presented alone enough times without being paired with the UCS the CR will no longer occur

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10
Q

At what age does fear become easy to condition? Why is it difficult to condition fear before that age?

A
  • after 6 months
  • until then they don’t have the motor skills to escape unpleasant events they have no biological need to form these associations
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11
Q

operant conditioning

A

infants act or operate on the environment and stimuli that follow their behavior change the probability the the behavior will occur again

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12
Q

reinforcer

A

a stimulus that increases the occurrence of a response

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13
Q

punishment

A

removing a desirable stimulus or presenting an unpleasant one to decrease the occurrence of a response

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14
Q

habituation

A

a gradual reduction in strength of a response due to repetitive stimulation

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15
Q

recovery

A

a new stimulus–a change in the environment–causes responsiveness to return to a high level

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16
Q

What is the difference between recent memory and remote memory?

A

recent memory is recovery to a new stimulus but remote memory is memory for a stimuli to to which infants were expose weeks or months earlier

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17
Q

imitation

A

copying the behavior of another person

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18
Q

gross motor development

A

refers to control over actions that help infants get around in the environment such as crawling, standing, and walking

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19
Q

fine motor development

A

has to do with smaller movement such as reaching and grasping

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20
Q

dynamic systems theory of motor development

A

mastery of motor skills involves acquiring increasingly complex systems of action; when motor skills work as a system separate abilities blend together, each cooperating with others to produce more effective ways of exploring and controlling the environment

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21
Q

Why is it especially important for Western parents and caregivers to regularly expose babies to the tummy-lying position during waking hours?

A

to prevent delays in rolling, sitting, and crawling

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22
Q

Which motor skill plays the largest role in infant cognitive development? Why?

A
  • reaching
  • by grasping things, turning them over, and seeing what happens when they are released, infants learn a great deal about the sights, sounds, and feel of objects
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23
Q

Define prereaching. What is the age range for this behavior?

A
  • poorly coordinated swipes toward and object in front of them
  • newborn to 7 weeks
24
Q

When does purposeful reaching appear? What motor skills are required first?

A
  • 3 to 4 months

- eye, head, and shoulder control

25
Q

When can infants reach for an object in a darkened room?

A

5 to 6 months

26
Q

What is proprioception?

A

our sense of movement and location in space, arising from stimuli within the body

27
Q

What is the difference between 4, 5 and 7 month old babies in how they reach?

A
  • aim their reaches ahead of a moving object so they can catch it
  • reduce their efforts when an object is moved beyond their reach
  • the arms become more independent and infants reach for an object by extending one arm rather than both
28
Q

ulnar grasp

A

a clumsy motion in which the young infant’s fingers close against the palm

29
Q

pincer grasp

A

infants use the thumb and index finger in a well-coordinated grasp

30
Q

What milestones are required before it is appropriate to begin toilet training?

A

consistently being able to identify the signals from a full bladder or rectum and wait for the right place to open these muscles

31
Q

What are the 3 signs of readiness for toilet training?

A
  • stays dry for several hours at a time
  • stops playing during urination or a bowel movement
  • toddler is bothered by a wet or full diaper
31
Q

What are the 3 signs of readiness for toilet training?

A
  • stays dry for several hours at a time
  • stops playing during urination or a bowel movement
  • toddler is bothered by a wet or full diaper
31
Q

What are the 3 signs of readiness for toilet training?

A
  • stays dry for several hours at a time
  • stops playing during urination or a bowel movement
  • toddler is bothered by a wet or full diaper
31
Q

What are the 3 signs of readiness for toilet training?

A
  • stays dry for several hours at a time
  • stops playing during urination or a bowel movement
  • toddler is bothered by a wet or full diaper
32
Q

Which sense is poorly developed at birth?

A

vision

32
Q

How do 1 month olds differ from 2 to 3 month olds in what features of an object they look at?

A
  • 1 month olds stare at separate parts of a pattern and only focus on single high-contrast features
  • 2 to 3 month olds thoroughly explore a pattern’s internal features pausing briefly to look at each part
32
Q

What are the 3 depth cues to which infants are sensitive? How does each one work?

A
  • motion
  • binocular dept cues
  • pictorial depth cues
32
Q

Which sense is poorly developed at birth?

A

vision

32
Q

What is the minimum age before which toilet training should not start because it would simply take longer?

A

27 months

32
Q

What 3 toilet training techniques are most effective? What technique is ineffective?

A
  • establishing regular toileting routines
  • using gentle encouragement
  • praising children fro their efforts

-pressuring too much

32
Q

Which sense is poorly developed at birth?

A

vision

32
Q

What is the difference between sensation and perception?

A

sensation is a fairly passive process and perception is an active one

32
Q

When do infants develop a sense of musical phrasing?

A

between 4 and 7 months

32
Q

When can infants distinguish tunes on the basis of variations in rhythmic patterns?

A

6 to 7 months

32
Q

When can infants recognize the same melody played in different keys?

A

at the end of the first year

32
Q

At what age do infants become sensitive to syllable stress patterns in their own language?

A

around 5 months

32
Q

When do infants start to screen out sounds not used in their own language?

A

between 6 to 8 months

32
Q

When do infants show sensitivity to individual words?

A

7 to 9 months

32
Q

When can infants detect regular syllable stress patterns? When can they detect irregular syllable stress patterns?

A
  • 7 to 8 months

- 10 months

32
Q

What is depth perception? Why is it important? How is it tested in infants?

A
  • the ability to judge the distance of objects from one another to ourselves
  • necessary to understand the layout of the environment and for guiding motor activity
  • visual cliff
32
Q

What are the 3 depth cues to which infants are sensitive? How does each one work?

A
  • motion
  • binocular dept cues
  • pictorial depth cues
32
Q

contrast sensitivity

A

if babies are sensitive to the contrast in two or more patterns they prefer the one with more contrast

32
Q

contrast

A

the difference in the amount of light between adjacent regions in a pattern

32
Q

How do 1 month olds differ from 2 to 3 month olds in what features of an object they look at?

A
  • 1 month olds stare at separate parts of a pattern and only focus on single high-contrast features
  • 2 to 3 month olds thoroughly explore a pattern’s internal features pausing briefly to look at each part
32
Q

shape constancy

A

perception of an object’s shape as stable despite changes in the shape projected on the retina

32
Q

intermodal perception

A

make sense of running streams of light, sound, tactile, odor, and taste information perceiving them as integrated wholes

32
Q

amodal sensory properties

A

information that is not specific to a single modality but that overlaps two or more sensory systems

Child Development (10 decks)

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