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Human Development > Test #2 > Flashcards

Test #2 Flashcards

1
Q

Average weight

A
  • At birth: 7 pounds

* At 24 months: 28 pounds

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2
Q

Average length

A

• At birth: 20 inches
• At 24 months: The average baby will
grow about 14 inches by his or her second birthday (34 inches long).
• Children reach half their adult height by about the age of 2 years.

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3
Q

Norm

A

an average, or standard, calculated from many individuals within a specific group or population

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4
Q

Percentile

A

a point on a ranking scale of 0 to 100.
The 50th percentile is the midpoint; half of the population being studies rank higher and half rank lower

  • example: If a baby or toddler’s weight is in the 30th percentile
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5
Q

Failure to thrive

A

a condition that may be caused by poor nutrition, allergies, the microbiome, or other medical conditions

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6
Q

Newborn sleep needs

A

15-17 hours a day, in one- to three-hour segments

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7
Q

Rapid-eye Movement sleep (REM)

A

high proportion in newborns

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8
Q

Bed-sharing

A

when two or more people sleep in the same bed

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9
Q

Co-sleeping

A

a custom by which parents and their children - usually infants – sleep together in the same room

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10
Q

Why is co-sleeping more efficient?

A

Co-sleeping makes nighttime feedings easier

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11
Q

When is co-sleeping always counter-indicated?

A

Co-sleeping may be harmful to the baby if the mother or father have been drinking

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12
Q

Head-sparing

A

a biological mechanism that protects the brain when malnutrition disrupts body growth
*brain is last part damaged in malnutrition

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13
Q

Transient exuberance

A

exuberance because it is so rapid, and

transient because some of it is temporary

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14
Q

Pruning

A

the unused connections between neurons are eliminated.

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15
Q

Limbic system

A

part of the brain that interacts to produce emotions

  • amygdala: registers emotion ( fear and anxiety)
  • hippocampus: process memory
  • cortisol
  • hypothalamus: produce hormones that activate other parts of the brain and body
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16
Q

Experience-expectant

A

brain functions that require certain basic, common experiences

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17
Q

Experience-dependent

A

brain functions that depend on particular, variable experiences and therefore may or may not develop in a particular infant

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18
Q

Shaken baby syndrome

A

a life-threatening condition / injury that occurs when an infant is forcefully shaken back and forth

*blood vessels in her brain rupture and neural connections break

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19
Q

Abusive caregivers

A

shakes an infant to get her to stop crying

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20
Q

Sensation

A

The process that first detects an external stimulus

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21
Q

Perception

A

Mental processing of sensory information when the brain interprets a sensation

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22
Q

Cognition

A

encompasses your baby’s ability to think, learn, understand, problem-solve, reason, and remember

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23
Q

“Perception follows … and precedes …”

A

perception follows sensation and precedes cognition

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24
Q

Vision

A

Least mature sense at birth

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25
Q

Visual scanning ability

A

babies look closely at the eyes and mouth when studying face

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26
Q

What three factors contribute to the ability to walk

A
  1. Muscle strength
  2. Brain maturation
  3. Practice
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27
Q

Who is developmentally normal?

A

Both girls are developing normally

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28
Q

(Piaget Stage 1) Reflexes

A

birth to 1 month

- sucking, crying, grasping, staring, listening

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29
Q

(Stage 2) First acquired adaptations

A

1 to 4 months

- stage of first habits (sucking thumb

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30
Q

(Stage 3)

A

4-8 months

- produce exciting experiences; making sights last (smiling beck when smiled at)

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31
Q

Stage 4) goal-oriented behavior and object permanence

A

8-12 months

- object permanence: the realization that objects still exist when they can no longer be seen, touched, or heard

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32
Q

(stage 5) little scientists

A

12-18 months

- trial and error, active experimentation and creativity

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33
Q

(stage 6) mental combinations

A

18-24 months

- intellectual experimentation via imagination

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34
Q

Criticisms of Piaget’s sensorimotor intelligence

A

infants reach the stages of Piaget’s sensorimotor intelligence earlier than Piaget originally predicted

35
Q

Comparison to Piaget’s sensorimotor intelligence vs. information-processing theory

A
  • information-processing theory asserts: development occurs daily
  • piaget’s theory asserts: development occurs in stages
36
Q

early memory

A

Developmentalists now agree that very young infants can remember; Memory improves monthly, but Infant memory is fragile

37
Q

The Universal Sequence

The usual order of the development of spoken language in an infant is:

A
  1. reflective speech
  2. babbling
  3. first spoken words
  4. verbs and nouns
  5. putting words togetther
38
Q

Mother’s native language (habituation) -

A

newborns prefer their mother’s language more than any other language

39
Q

Mean length of utterance (MLU)

A

a measure of linguistic productivity in children

*higher MLU is taken to indicate a higher level of language proficiency

40
Q

Infants need to be taught

B.F. Skinner

A

are expert teachers, and other caregivers help by the amount they speak to the child

41
Q

What would B.F. Skinner attribute a 12-word vocabulary to a 10-month old?

A

the amount his parents talk to him

42
Q

Lower infant mortality

A

fewer babies per mother

43
Q

Sudden infant death syndrome (SIDS)

A

an infant’s unexpected, sudden death; when a seemingly healthy baby, usually between 2 and 6 months old, stops breathing and dies while asleep

44
Q

“Back to Sleep”

A

the program cut SIDS rate dramatically

45
Q

Immunization

A

When the immune system is primed to resist a

particular disease

46
Q

Nutrition

A
  • breast-feeding: ess likely to develop allergies, asthma, stomach aches, obesity, and heart disease
  • breast milk: provides antibodies to fight diseases
47
Q

High Emotional Responsiveness

A

pain- reaction to pain is 1st apparent in the hours after birth

pleasure- Reactive pain and pleasure progresses to complex social awareness

crying- (typical) Hurt, hungry, tired, frightened; (colic) Uncontrollable; reflux and immature swallowing; (excessive) more than three hours a day, more than three days a week, for more than three weeks

48
Q

Social smile

A

Evoked by viewing human faces

49
Q

Laughter

A

Often emerges as curiosity

50
Q

Two types of Fear

A

Stranger wariness- An infant’s expression of concern is a look of fear when a stranger / unfamiliar person appears

Separation anxiety- An infant’s distress when a familiar caregiver leaves, goes into another room

51
Q

New Emotions

A
  1. pride
  2. shame
  3. embarrassment
  4. disgust
  5. guilt
52
Q

Self-awareness

A

New research finds that from the minute they are born, babies are well aware of their own bodies

53
Q

What effect might this environment have on her brain development?

A

1.
2.
3.
4.

54
Q

Temperament

A

the person’s typical responses to the environment

55
Q

Temperament vs. Personality

A

Temperamental traits are genetic;

personality traits are learned

56
Q

An infant’s temperament may be classified as early as…

A

as early as 3 months, an infants’ temperaments may first be classified

57
Q

Initial categories of temperament

A
  1. easy
  2. difficult
  3. slow-to-warm-up
  4. hard-to-classify
58
Q

Contemporary Researchers – “Dimensions of Temperament”

A
  1. effortful control
  2. negative moood
  3. exuberant
59
Q

Each dimension

A

– Affects later personality and achievement.

– Further, it is associated with distinctive brain patterns and behaviors.

60
Q

Synchrony

A

The coordinated, rapid, and smooth exchange of responses between a caregiver and an infant

61
Q

Still-face technique

A

an adult keeps his or her face unmoving and expressionless in face-to-face interaction with an infant

  • babies are very upset by the still face
62
Q

Conclusions

A
  1. Parent’s responsiveness to an infant aids psychological
    and biological development
  2. Infants’ brains need social interaction to develop to their fullest
63
Q

Attachment

A

The lasting emotional bond that an infant forms with a caregiver

64
Q

Secure attachment

A

willing to explore a new environment in the presence of the caregiver, when mom returns, the toddler stops crying, climbs onto her lap, and greets her with a hug

65
Q

Insecure-avoidant attachment

A

avoids connection with the caregiver, as when the infant seems not to care about the caregiver’s presence, departure, or return

66
Q

Insecure-resistant / ambivalent attachment

A

clings to his mother and refuses to leave her lap. When she walks into another room, he throws a huge temper tantrum. However, when his mother returns, he is not relieved. Instead, he cries and hits her. When she puts him down, he throws another fit and puts his arms up to be held

67
Q

Disorganized attachment

A

The toddler may be smiling at him one minute and then, unexpectedly, she slaps his face, which is typical for her. Erika frequently engages in other odd behaviors, such as freezing in place and pinching herself so hard it leaves bruises.

68
Q

Timing of Adoptions

A
  1. 6 months fared best
  2. 18 months often suffered a variety of adverse outcomes

contemporary examples: ISIS controlled territories

69
Q

Strange situation

A

A laboratory procedure for measuring attachment by evoking infants’ reactions to the stress of various caregivers’ comings and goings in an unfamiliar playroom

70
Q

key observed behaviors

A
  1. exploration of the toys
  2. reaction to the caregiver’s departure
  3. reaction to the caregiver’s return
  4. sign of insecure attachment
71
Q

social referencing

A
  1. Seeking emotional responses or information from
    other people
  2. A baby searches the faces of her parents to see how to respond in unfamiliar situations
  3. he process wherein infants use the affective displays of an adult to regulate their behaviors toward environmental objects, persons, and situations
  4. infants come to understand the world around them
    5.
72
Q

Fixations

A

normal developmental urges are frustrated; “being stuck” in the stage

73
Q

Oral stage

A

Infant’s main pleasure comes

from the mouth; fingernail biting, overeating, sarcasm

74
Q

Anal stage

A

Overly strict or premature toilet training may result in an adult with an unusually strong need for control, regularity, cleanliness, predictability and patterns

75
Q

Trust versus mistrust

A

if the world is a secure place where their basic needs are consistently being consistently met;

76
Q

Autonomy versus shame / doubt

A

Toddlers either succeed or fail in gaining a sense of control / self-rule over their own actions and their own bodies

  • western value of independence
77
Q

Proximal parenting

A

warm, nurturing parents being physically close to the baby, with frequent holding and touching

78
Q

Distal parenting

A

remaining distant from the baby, distracting the child by providing toys, food, and face-to- face communication with minimal holding and touching

79
Q

Working model

A

infants use their early relationships to develop a set of assumptions that become a frame of reference that may be used later in life

80
Q

New working model

A

your working model can be reorganized

81
Q

Evolutionary theory

A

survival and reproduction

82
Q

Allocare

A

the care of children by caregivers who are not their biological parents is important

83
Q

Developmentalists agree

A 
1. Babies benefit from a strong relationship
with their parents
2. Frequent changes and instability in
caregiving are problematic
3. Attachment to one or several familiar
caregivers is essential
84
Q

U.S. National Association for the Education of Young Children (NAEYC) recommendations for infant childcare settings.

A
  1. The ratio of adults to babies is 1:4 or fewer
  2. Breast-feeding throughout the first year is encouraged
  3. Babies are put to sleep on their backs

Human Development (2 decks)

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