Physical Growth and Development in INFANCY

Question 1

Cephalocaudal pattern

Answer 1

is the sequence in which the earliest growth always occurs at the top—the head—with physical growth and differentiation of features gradually working their way down from top to bottom.

Question 2

is the sequence in which the earliest growth always occurs at the top—the head—with physical growth and differentiation of features gradually working their way down from top to bottom.

Answer 2

Cephalocaudal pattern

Question 3

the sequence in which growth starts at the center of the body and moves toward the extremities. For example, infants control the muscles of their trunk and arms before they control their hands and fingers, and they use their whole hands before they can control several fingers.

Answer 3

Proximodistal pattern

Question 4

Proximodistal pattern

Answer 4

the sequence in which growth starts at the center of the body and moves toward the extremities. For example, infants control the muscles of their trunk and arms before they control their hands and fingers, and they use their whole hands before they can control several fingers.

Question 5

are involved in voluntary movement, thinking, personality, and intentionality or purpose.

Answer 5

Frontal lobes

Question 6

Frontal lobes

Answer 6

are involved in voluntary movement, thinking, personality, and intentionality or purpose.

Question 7

function in vision.

Answer 7

Occipital lobes

Question 8

Occipital lobes

Answer 8

function in vision.

Question 9

have an active role in hearing, language processing, and memory.

Answer 9

Temporal lobes

Question 10

Temporal lobes

Answer 10

have an active role in hearing, language processing, and memory.

Question 11

play important roles in registering spatial location, attention, and motor control.

Answer 11

Parietal lobes

Question 12

Parietal lobes

Answer 12

play important roles in registering spatial location, attention, and motor control.

Question 13

Specialization of function in one hemisphere of the cerebral cortex or the other.

Answer 13

Lateralization

Question 14

Lateralization

Answer 14

Specialization of function in one hemisphere of the cerebral cortex or the other.

Question 15

A belief that
(a) biological processes and environmental conditions influence the brain’s development;
(b) the brain has plasticity and is context dependent; and
(c) development of the brain and cognitive development are closely linked.

Answer 15

Neuroconstructivist view

Question 16

Neuroconstructivist view

Answer 16

A belief that
(a) biological processes and environmental conditions influence the brain’s development;
(b) the brain has plasticity and is context dependent; and
(c) development of the brain and cognitive development are closely linked.

Question 17

Sudden infant death syndrome (SIDS)

Answer 17

is a condition that occurs when infants stop breathing, usually during the night, and die suddenly without any apparent reason.

Question 18

The perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting.

Answer 18

Dynamic systems theory

Question 19

Dynamic systems theory

Answer 19

The perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting.

Question 20

Built-in reactions to stimuli that govern the newborn’s movements, which are automatic and beyond the newborn’s control.

Answer 20

Reflexes

Question 21

Reflexes

Answer 21

Built-in reactions to stimuli that govern the newborn’s movements, which are automatic and beyond the newborn’s control.

Question 22

A newborn’s built-in reaction that occurs when the infant’s cheek is stroked or the side of the mouth is touched. In response, the infant turns his or her head toward the side that was touched, in an apparent effort to find something to suck.

Answer 22

Rooting reflex

Question 23

Rooting reflex

Answer 23

A newborn’s built-in reaction that occurs when the infant’s cheek is stroked or the side of the mouth is touched. In response, the infant turns his or her head toward the side that was touched, in an apparent effort to find something to suck.

Question 24

A newborn’s built-in reaction to automatically suck an object placed in its mouth. The sucking reflex enables the infant to get nourishment before he or she has associated a nipple with food and also serves as a self-soothing or self-regulating mechanism.

Answer 24

Sucking reflex

Question 25

Sucking reflex

Answer 25

A newborn’s built-in reaction to automatically suck an object placed in its mouth. The sucking reflex enables the infant to get nourishment before he or she has associated a nipple with food and also serves as a self-soothing or self-regulating mechanism.

Question 26

A neonatal startle response in which the newborn arches its back, throws its head back, flings out its arms and legs, and then pulls its arms and legs close to the center of the body.

Answer 26

Moro reflex

Question 27

Moro reflex

Answer 27

A neonatal startle response in which the newborn arches its back, throws its head back, flings out its arms and legs, and then pulls its arms and legs close to the center of the body.

Question 28

A neonatal reflex that occurs when something touches the infant’s palms and the infant responds by grasping tightly.

Answer 28

Grasping reflex

Question 29

Grasping reflex

Answer 29

A neonatal reflex that occurs when something touches the infant’s palms and the infant responds by grasping tightly.

Question 30

Motor skills that involve large-muscle activities, such as walking.

Answer 30

Gross motor skills

Question 31

Gross motor skills

Answer 31

Motor skills that involve large-muscle activities, such as walking.

Question 32

Motor skills that involve more finely tuned movements, such as finger dexterity.

Answer 32

Fine motor skills

Question 33

Fine motor skills

Answer 33

Motor skills that involve more finely tuned movements, such as finger dexterity.

Question 34

the product of the interaction between information and the sensory receptors—the eyes, ears, tongue, nostrils, and skin.

Answer 34

Sensation

Question 35

Sensation

Answer 35

the product of the interaction between information and the sensory receptors—the eyes, ears, tongue, nostrils, and skin.

Question 36

is the interpretation of what is sensed.

Answer 36

Perception

Question 37

Perception

Answer 37

is the interpretation of what is sensed.

Question 38

The view that perception functions to bring organisms in contact with the environment and to increase adaptation.

Answer 38

Ecological view

Question 39

Ecological view

Answer 39

The view that perception functions to bring organisms in contact with the environment and to increase adaptation.

Question 40

Opportunities for interaction offered by objects that fit within our capabilities to perform functional activities.

Answer 40

Affordances

Question 41

Affordances

Answer 41

Opportunities for interaction offered by objects that fit within our capabilities to perform functional activities.

Question 42

The recognition that an object remains the same even though the retinal image of the object changes as the observer moves toward or away from the object.

Answer 42

Size constancy

Question 43

Size constancy

Answer 43

The recognition that an object remains the same even though the retinal image of the object changes as the observer moves toward or away from the object.

Question 44

The recognition that an object’s shape remains the same even though its orientation to the observer changes.

Answer 44

Shape constancy

Question 45

Shape constancy

Answer 45

The recognition that an object’s shape remains the same even though its orientation to the observer changes.

Question 46

The ability to relate and integrate information from two or more sensory modalities, such as vision and hearing.

Answer 46

intermodal perception

Question 47

intermodal perception

Answer 47

The ability to relate and integrate information from two or more sensory modalities, such as vision and hearing.

Question 48

A method used to determine whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli.

Answer 48

Visual preference method

Question 49

Visual preference method

Answer 49

A method used to determine whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli.

Question 50

Decreased responsiveness to a stimulus after repeated presentations of the stimulus.

Answer 50

Habituation

Question 51

Habituation

Answer 51

Decreased responsiveness to a stimulus after repeated presentations of the stimulus.

Question 52

Dishabituation

Answer 52

Recovery of a habituated response after a change in stimulation.

Question 53

Recovery of a habituated response after a change in stimulation.

Answer 53

Dishabituation