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Psych 220 (Developmental Psych) > prenatal/toddler development and birth - ch. 4/5 > Flashcards

prenatal/toddler development and birth - ch. 4/5 Flashcards

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1
Q

childbirth occurs in 3 stages:
d/d/p

A

dilation and effacement of the cervix (1: 12-14 hours, others, 4-6)
delivery (1: 50 minutes, others: 20)
placenta: 5-10 minutes

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2
Q

doula

A

person trained to help birthing bodies with birth, and support those in labor. deal with transition in life.

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3
Q

colostrum

A

stores in the breasts, what starts the production of breast milk.

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4
Q

breast milk doesn’t come in until the __ day, and contains antibodies that are customizable to the child’s needs via _______

A

3/5

saliva

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5
Q

AAP recommends exclusive breastfeeding until __ months

A

6

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6
Q

AAP recommends breastfeeding continue for at least __ year, while WHO suggests __.

natural weaning age is between __ and __ years.

A

1, 2

2-6

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7
Q

those exclusively breastfed for 6 months have fewer/lower:

A

gastro issues
respiratory issues
doctor visits
food allergies
chance of obesity/high cholesterol
SIDS

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8
Q

La Leche League

A

group trying to improve women’s breastfeeding abilities, published a manual for breastfeeding

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9
Q

advantages of nursing for women

A

reduces chances of hemorrhage after birth
lower chance of breast cancer
cheaper
sustainable
convenient (ish), can never run out
promotes bonding

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10
Q

co-sleeping

A

babies would always sleep with the parents, in the same bed. not often occurring in the USA

advantages: prevents SIDS, easy to breastfeed, babies sleep better and lighter

disadvantages: disrupts parents’ sleep, can disrupt sex, hard to get them out!

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11
Q

babies sleeping alone

A

advantages: parents sleep better, learn to self-soothe, and sleep for deeply

disadvantages: higher SIDS risk, harder to breastfeed, sleeping more deeply when not designed to

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12
Q

it’s safe to co-sleep when:
nd/hs/nb/ns

A

no drugs, hard surface, no bedding, no space for baby to get stuck

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13
Q

issues associated with solitary sleep

A

higher incidence of nightmares/night terrors, kids rely on comfort objects, bedtime rituals are needed

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14
Q

SIDS

A

sudden infant death syndrome under 1 year

peak incidence at 3-4 months

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15
Q

infants more at risk for SIDS include:

A

formula fed
put on stomach to sleep
mothers were smokers when pregnant
in a smoky environment
moms with poor prenatal care
male infants
preemies
sleep alone

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16
Q

genetic epistemology

A

piaget, the origin of knowledge

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17
Q

organization

A

rearranging schemes to create a cognitive system

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18
Q

adaptation

A

building schemes via direct interaction with the environment

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19
Q

assimilation

A

we see something new and FIT IT into our existing cognitive structure

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20
Q

accommodation

A

we CHANGE out cognitive structure based on interactions with the environment

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21
Q

according to piaget, cognitive development is driven by a need for _______________

A

equilibrium (balance between assimilation and accommodation)

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22
Q

schemes

A

thoughts that underlie action. in infants, what they think or do! evolve into operations according to piaget

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23
Q

operations

A

what schemes turn into. reversible, always logical concepts

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24
Q

piagets world view is ____________

A

organismic

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25
Q

piaget’s four stages
s/p/co/fo

A

sensorimotor (0-2)
pre-operational (2-7)
concrete operational (7-11)
formal operational (11-)

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26
Q

reflexive schemes (0-6 weeks, sensorimotor)

A

newborn reflexes basis of sensorimotor intelligence, ex; sucking and grasping reflexes

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27
Q

primary circular reactions (1-4 months, sensori)

A

first learned adaptations, change behavior in response to demands and start doing shit on purpose, body focused actions.

circular: actions are motivated by a need and then continue

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28
Q

secondary circular reactions (4-8 months, sensori)

A

actions are repeated that affect the environment, imitated actions are practiced

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29
Q

coordination of secondary circular reactions (8-12 months, sensori)

A

intentional, goal-oriented behavior, combining schemes to solve problems, action sequences

physical causality: causal actions one object exerts on another through contact (ex; biting during breastfeeding)

object permanence

AB search errors: babies looks for an object only in hiding place A. Eventually they look to B, since they know it still must exist. hotly debated

30
Q

violation of expectation tests (coordination of secondary circular reactions)

A

baby views a ‘magical’ event (ex; carrots) and kids as young as 2 months look longer at the magical event, indicating they know it shouldn’t be happening/isn’t possible logically.

31
Q

tertiary circular reactions (12-18 months, sensori)

A

infant repeats actions with variation and explores their environment (dropping shit), experimentation leads to object permanence

32
Q

mental combination (internalize schemes, 18-2 years, sensori)

A

mental representatives (internal images of absent objects and past events), make believe play, deferred imitation (ability to copy behavior of a model who isn’t present, ex; ollie cursing), inferred imitation

33
Q

displaced reference

A

realizing words can be used to cue images of things that physically present, 1 year

34
Q

video deficit effect

A

poorer performance after watching a video than a live demonstration, ends around 2.5 years of age

35
Q

core knowledge perspective

A

babies are born with core domains of thoughts/innate knowledge (physical, linguistic, psychological, numerical (3,2)), which is helpful to early rapid development

36
Q

information processing occurs in 5 steps
sr/stm/wm/ce/lt

A

sensory register: where info enters and is briefly stored
short-term memory: retain attended-to information
working memory: # of items that can be help in mind while being monitored/manipulated
central executive: system that directs the flow of information
long-term memory: permanent knowledge base, must be worked on.

37
Q

automatic processes are:

A

well learned, take up no space in working memory and other things can be done simultaneously. ex; breathing

38
Q

executive function

A

cognitive operations that let us achieve goals in cognitively challenging situations. measures of it in childhood can predict social outcomes like self control and academic performance

39
Q

recognition vs. recall

A

noticing when a stimulus is identical/similar to a previous one

remembering something that is not present

40
Q

infantile amnesia

A

when self awareness increases, then amnesia drops. also involved with verbal memory

41
Q

autobiographial memory

A

can recall personally meaningful one-time events from both recent and distant past

42
Q

infant directed speech is typically: (3)
hp/s/e

A

high pitched, short/clear sentences, exaggerated expressions

43
Q

Bayley

A

cognitive language, motor, social emotional, adaptive behavior measures to conclude the infant’s intelligence–DQ, developmental quotients, NOT IQs

44
Q

HOME

A

home observation for measurement of the environment; checklist to gather info about the quality of a child’s home life based on observation and parental interview

45
Q

nativist theory of language vs. interactionist

A

it’s etched into the brain. have a Language Acquisition Device, a universal understanding of grammar shared by kids

inner capacity + environment

46
Q

cooing vs. babbling

A

cooing: vowels with a pleasant ‘oo’, 2 months

babbling: repeating consonant-vowel combinations, 6 months

47
Q

joint attention

A

baby attends to the same object/event as their caregiver

48
Q

under-extension vs. overextension in language development

A

under: kid uses words too narrowly (ex; only the stuffed animal is ‘dog’)

over: kid uses words too broadly (ex; trucks and buses are ‘car)

49
Q

telegraphic speech

A

kid uses high content words, 2 at a time, and omit smaller, less important ones

50
Q

referential vs. expressive style

A

r: toddlers’ vocab is of words that refer to objects

e: toddlers’ vocab is of words that refer to social formulas and pronouns

51
Q

centration (preop)

A

when problem solving, they focus on one aspect of a problem only

52
Q

irreversibility (preop)

A

don’t understand that logic is reversible

53
Q

egocentrism (preop)

A

think of themselves as the center of the world, but not narcissism

54
Q

intuitive reasoning (preop)

A

going with your gut, allows imagination to flourish

55
Q

animism (preop)

A

giving lifelike attributes to inanimate objects (ex; teddy in the laundry)

56
Q

semiotic function (preop)

A

use one thing to stand for something else

57
Q

three mountains task (piaget)

A

put kids in front of a diorama with three distinct mountains. they move a teddy bear around at the other three angles and ask the kid what teddy is seeing. 3 year olds pick the photo of what they see, but as they get older they get better. can’t yet coordinate spacial reasoning

58
Q

conservation

A

taking something and changing appearance without changing value. only understood in concrete operational onwards.

59
Q

concrete operational (piaget, 7-11 years)

A

kids understand logical reasoning, but only for things immediately in front of them

conservation develops, coordination of spacial systems develops, decentration, reversibility, seriation, classification

60
Q

seriation (concrete op)

A

to put things in order (ex; biggest to smallest)

61
Q

classification (concop)

A

to classify things and understand you can classify things in multiple ways (ex; cats vs. animals)

62
Q

formal operational (12+ years, piaget)

A

thinking logically like a scientist. hypothetical/propositional reasoning, reflective thinking.

LIMITATIONS: imaginary audience (egocentrism spikes again and kids want to fit in bc they think eveyone’s staring at them, bullying), personal fable (kids have an inner storyline of what they’re doing, movie star mentality)

63
Q

piaget’s critiques

A

bias: scientific thinking is the ultimate and only way to think

underestimated children (imitation and object permanence)

overestimated children (logical tasks, can vary into adulthood, ex; cup task with 30/1000 men and 300/1000 women)

favor males.

64
Q

vygotsky’s social constructionist approach

A

context is CRITICAL, we rely on social interactions with more skilled playmates, etc.

sociogenesis: the presence and co-construction of out thoughts by others, we are socially mediated

65
Q

vygotsky’s 4 levels of development
p/h/o/m

A

phylogenetic: how did we become human?
historical: what tools did we have, and how did they influence us?
ontogenetic: individual development–who was there when we grew up?
microgenesis: development of an individual skill

66
Q

ZPD (zone of proximal development)

A

what you can do alone vs. what you can do with help. NOT doing it for them, a NUDGE.

67
Q

scaffolding and ZPD

A

the help you recieve

68
Q

according to Vygotsky, language and ___________ are linked. Our language shapes our __________!

A

cognition, thought

69
Q

according to Vygotsky, the ________ is more important than the product.

A

process

70
Q

miller et. al (numbers)

A

chinese vs. american number naming systems. tested 3-5 year old kids. at 3 no difference, at 4 difference, at 5 it widens.

94/92 could count to 10
48/74 could count to 20

due to a lack of predictability in english.

71
Q

vygotsky believes that motivation is enhanced by working with _______, _____________, and that ______________ learning is important.

A

others, apprenticeships, collaborative

72
Q

vygotsky critiques

A

ZPD is ambiguous

operational definitions suck ass

Psych 220 (Developmental Psych) (10 decks)

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