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Child Development 1 > Test 2 chapter 5-7 > Flashcards

Test 2 chapter 5-7 Flashcards

1
Q

head-sparing

A

biological mechanism that protects the brain when malnutrition disrupts body growth

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2
Q

Percentile

A

point on a ranking scale of 0-100

50th is the midpoint with 1/2 the sample being higher and 1/2 lower

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3
Q

Sleep

A

average newborn sleeps 16 hours/day

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4
Q

REM sleep

A

rapid eye movement sleep, dreaming, rapid brain waves

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5
Q

Slow-wave sleep

A

quiet sleep

increases at 3-4 months

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6
Q

co sleeping

A

custom of parents and children sleeping in the same room

more common in asia, africa and latin american than in western cultures

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7
Q

Neuron

A

the billions of nerve cells in the central nervous system

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8
Q

cortex

A

the outer layers of the brain

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9
Q

axon

A

a fiber that extends from a neuron and transmits electrochemical impulses from that neuron to the dendrites of other neurons

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10
Q

dendrite

A

a fiber that extends from a neuron and receives electrochemical impulses transmitted from other neurons via their axons

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11
Q

synapse

A

the intersection between the axon of one neuron and the dendrites of other neurons

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12
Q

neurotransmitter

A

a brain chemical that carries information from the axon of sending neuron to the dendrites of a receiving neuron

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13
Q

Transient exuberance

A

the great but temporary increase in the number of dendrites in an infant’s brain from birth to age 2
enables neurons to connect and communicate with other neurons

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14
Q

Pruning

A

when unused neurons and misconnected dendrites die

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15
Q

Experience expectant

A

require basic common experiences to develop normally

people who love them

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16
Q

experience-dependent

A

happen to some infants but not all
not necessary for brain function
the language the baby learns

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17
Q

prefrontal cortex

A

the area for anticipation, planning and impulse control

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18
Q

shaken baby syndrome

A

a life-threatening injury occurring when an infant is forcefully shaken back and forth, rupturing blood vessels and breaking neural connections

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19
Q

self-righting

A

inborn drive to fix a developmental deficit

all people have self-righting impulses for physical and emotional imbalance

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20
Q

sensation

A

the response of a sensory system when it detects a stimulus

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21
Q

perception

A

the mental processing of sensory information when the brain interprets a sensation

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22
Q

sensory development

A

typically precedes intellectual and motor development
hearing develops during the last trimester of pregnancy and is already acute at birth
vision is the last to mature

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23
Q

binocular vision

A

the ability to coordinated the two eyes to see one image, appears at 3 months

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24
Q

gross motor skills

A

physical abilities involving large body movements

walking and jumping

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25
Q

fine motor skills

A

physical abilities involving small body movements, especially of the hands and fingers
drawing, picking up a coin

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26
Q

Protein-calorie

A

when not enough food of any kind is consumed

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27
Q

stunting

A

being too short for your age due to severe and chronic malnutrition

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28
Q

wasting

A

being very underweight due to malnutrition

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29
Q

marasmus

A

severe malnutrition during infancy where child stops growing, tissues waste away and then usually dies

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30
Q

Kwashiorkor

A

disease of chronic malnutrition during childhood where child becomes more likely to get other diseases such as measles, diarrhea and influenza

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31
Q

immunization

A

the process of protecting a person against a disease, via antibodies
can happen naturally when someone survives a disease or medically using a small dose of the virus that stimulates the production of antibodies
completely eradicated smallpox, polio, measles and rotavirus

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32
Q

Stage 1 and 2 (sensorimotor intelligence)

A

birth- 4months
Primary Circular Reactions
Stage of reflexes, stage of first habits

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33
Q

Stage 3 and 4 (Sensorimotor intelligence)

A

secondary circular reactions
involves responses to people and objects
making interesting events last, new adaptation and anticipation

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34
Q

Stage 5 and 6 (sensorimotor intelligence)

A

Tertiary Circular reactions
new means through active experimentation, “Little scientist”
Anticipate and solve problems by using mental combination (deferred limitation)

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35
Q

little scientist

A

active and creative exploration using trial and error

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36
Q

deferred limitation

A

when infants copy behavior they noticed hours or days earlier

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37
Q

habituation

A

the process of getting used to an object or event through repeated exposure to it

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38
Q

information processing theory

A

modeled on computer functioning

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39
Q

affordances

A

the envionrment affords opportunities for interactions with what is perceived

40
Q

visual cliff

A

designed to provide the illusion of a sudden drop-off between one horizontal surface and another

41
Q

Dynamic perception

A

focuses on movement and change

42
Q

people preference

A

an innate attraction to other humans

43
Q

Early memory

A

infants store no memory in their first year
Infants can remember if experimental conditions are similar to real life, motivation is high and special measures aid memory retrieval

44
Q

reminder session

A

a perceptual experience that helps a person recollect an idea, a thing or an experience

45
Q

Implicit memory

A

remains hidden until a stimulus brings it to mind

46
Q

explicit memory

A

can be recalled on demand usually with words

47
Q

Child directed speech

A

the high pitched, simplified repetitive way adults speak to infants

48
Q

babbling

A

the extended repetition of certain syllables that begins when babies are between 6 and 9 months old

49
Q

holophrase

A

a single word that is used to express a complete, meaningful thought

50
Q

naming explosion

A

a sudden increase in an infant’s vocabulary, especially in the number of nouns
begins at about 18 months

51
Q

Grammar

A

includes all the devices by which words communicate meaning

52
Q

Theory 1: Infants need to be taught (Language learning)

A

Infants need to be taught
parents are expert teachers
frequent repetition of words is instructive especially when linked to daily life
well-taught infants become well-spoken children

53
Q

Theory 2: social-pragmatic (Language learning)

A

infants communicate in every way they can because humans are social beings
early communication focuses on the emotional messages of speech and not the woreds

54
Q

Theory 3: infants teach themselves (Language learning)

A

language acquisition device

55
Q

Language acquisition device

A

chomsky’s term for a hypothesized mental structure that enables humans to learn language including the basic aspects of grammar, vocabulary and intonation

56
Q

Hybrid theory (Language Learning)

A

some aspects of language may be explained by one theory at one age and another theory at another age

57
Q

Smiling and laughing

A

smile (6 weeks)
evoked by viewing human faces
laughter (3-4 months) often associated with curiosity
become louder and more discriminating as a toddler

58
Q

anger

A

first expressions at around 6 months
healthy response to frustration
becomes less frequent and more focused as a toddler

59
Q

sadness

A

indicated withdrawal and is accompanied by increased production of cortisol
stressful experience for infants

60
Q

fear

A

emerges at about 9 months in response to people things or situations
becomes less frequent and more focused as a toddler

61
Q

stranger wariness

A

infant no longer smiles at any friendly face but cries or looks frightened when an unfamiliar person moves too close

62
Q

separation anxiety

A

tears, dismay or anger when a familiar caregiver leaves

if it remains after age 3, it may be considered an emotional disorder

63
Q

self-awareness

A

the realization that one’s body, mind and actions are separate from those of other people
first 4 months- infants have no sense of self, may see themselves as part of their mothers
5 months- begin to develop an awareness of themselves and separate from their mothers

64
Q

Mirror Recognition (rouge test)

A

babies aged 9-24 months looked into a mirror after a red dot had been placed on their noses
children under 12 months reacted as if they didn’t know the mark was on them
15-24 months showed self-awareness by touching their own noses with curiosity

65
Q

emotional self-regulation

A

directly connected to maturation of the anterior cingulate gyrus

66
Q

synesthesia

A

when one sense triggers another in the brain

common in infants because boundaries between sensory parts of the cortex are less distinct

67
Q

cross-modal perception

A

infant associates textures with vision, sounds with smells, own body with the body of others
basis for early social understanding

68
Q

synesthesia of emotions

A

infant’s cry can be triggered by pain, fear, tiredness or excitement
laughter can turn to tears
emotions are difficult to predict because of the way infants’ brains are activated

69
Q

temperament

A

inborn differences between one person and another in emotions, activity and self-regulation
epigenetic, originating in the genes but affected by child-rearing practices

70
Q

New York Longitudinal Study

A

4 categories of temperament- easy (40%), difficult (10%), slow to warm up (15%), hard to classify (35%)
parenting practices are crucial, temperament can change or be changed
affected by the big 5

71
Q

the big 5

A

openness, conscientiousness, extroversion, agreeableness and neuroticism

72
Q

goodness of fit

A

a similarity of temperament and values that produces a smooth interaction between an individual and his or her social context
parents of difficult babies build a close relationship
parents of exuberant curious infants learn to protect them from harm
parents of slow to warm up babies give them time to adjust

73
Q

Freud: oral and anal stages

A

oral- 1st year, anal- 2nd year
oral fixation if denied the infant urge to suck may become an adult who is stuck at the oral stage.
anal personality- overly strict or premature toilet training may result in an adult with an unusually strong need for control, regularity and cleanliness

74
Q

Erikson: trust and autonomy

A

trust vs. mistrust- 0-1 year, autonomy vs. shame- 1-2 years

early problems can create an adult who is suspicious and pessimistic or who is easily shamed

75
Q

Behaviorism

A

parents mold an infant’s emotions and personality through reinforcement and punishment

76
Q

social learning

A

the acquisition of behavior patterns by observing the behavior of others.
demonstrated in the Bobo doll study

77
Q

cognitive theory

A

working model
a person might assume that other people are trustworthy and be surprised by evidence that this working model of behavior is erroneous
the child’s interpretation of early experiences is more important than the experiences themselves
new working models can be developed based on new experiences or reinterpretation of previous experiences

78
Q

working model

A

a set of assumptions used to organize perceptions and experiences

79
Q

Ethnotheory

A

a theory that underlies the values and practices of a culture but is not usually apparent to the people within the culture

80
Q

Proximal Parenting

A

caregiving practices that involve being physically close to the baby with frequent holding and touching

81
Q

Distal parenting

A

caregiving practices that involve remaining distant from the baby, providing toys, food and face-to-face communication with minimal holding and touching

82
Q

Synchrony

A

a coordinated, rapid and smooth exchange of responses between a caregiver and an infant
becomes more frequent and more elaborate
helps infants learn to read others’ emotions and to develop the skills of social interaction
usually begins with parents imitating infants

83
Q

still-face technique

A

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

84
Q

attachment

A

a lasting emotional bond that one person has with another

begins to form in early infancy and influence a person’s close relationships throughout life

85
Q

Proximity seeking

A

approaching caregiver

86
Q

contact-maintaining

A

touching and holding

87
Q

secure attachment

A

an infant obtains both comfort and confidence from the presence of his or her caregiver

88
Q

insecure- avoidant attachment

A

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

89
Q

insecure-resistant/ambivalent attachment

A

an infant’s anxiety and uncertainty are evident as when the infant becomes very upset at separations from the caregiver and both resists and seeks contact reunion

90
Q

disorganized attachment

A

a type of attachment that is marked by an infant’s inconsistent reactions to the caregiver’s departure and return

91
Q

Strange situation

A

a laboratory procedure for measuring attachment by evoking infants’ reactions to stress of various adults coming and going in an unfamiliar playroom
exploration of toys (secure toddlers play), reaction to the caregiver’s departure (secure toddlers miss the caregiver), reaction to the caregiver’s return (secure toddlers welcome them back)

92
Q

social referencing

A

seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else’s expressions and reactions

93
Q

Fathers as social partners

A

usually spend less time with infants than mothers do, less involved parents
father-infant relationships can teach infants appropriate expressions of emotion
tend to engage in more high-intensity play

94
Q

family day care

A

child care that includes several children of various ages and usually occurs int he home of a woman who is paid to provide it

95
Q

center day care

A

child care that occurs in a place especially designed for the purpose, where several paid adults care for many children
usually the children are grouped by age, the day care center is licensed and providers are trained and certified in child development

Child Development 1 (4 decks)

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