Test II Flashcards
Best way to promote healthy brain activity
Provide experiences that activate the senses
Ways we study neural development in infancy
EEG
NIRS
MEG
5 Consequences of Early adverse experiences
Maternal depression Underdevelopment Abuse Neglect Institutionalizations without stimulation
Adolescent brain: prefrontal cortex 4 jobs
Reasoning
Decision making
Self control
Risk taking behaviors
How many hours per day do infants sleep
16-17 hours
4 Risks of shared sleeping in infants
Infant waking
SIDS
sleeplessness for parents
Mixed messages
4 Cause/effects of inadequate sleep in childhood
Depression
School problems
Behavioral problems
Nightmares
Night terrors vs nightmares
Night terrors- deep sleep
Nightmares- REM sleep
5 Consequences of sleep patterns in adolescence
Fatigue Moodiness Depression More caffeine beverage use Poor school performance
Sleep debt adolescence
Try to make up for lost sleep on weekend
Poverty and 2 prevention methods
Immunization
Precautions to avoid accidents
Taste in infancy
Q
Smell in infancy
Recognition of mother, soothing to familiar smell
Acuity
How well an infant is able to see
Pattern perception
Patterns peak interest
Color vision
Color differentiation increases throughout the first year; need for experience
Perceptual constancy
Sensory stimuli changing but perception of physical world stays the same
Dynamic systems theory
Actions are mastered modified remastered modified again based on motivation and ability
Rooting
Stimulation? Response?
Cheek stroked/side of mouth
Turns head, begins sucking
Sucking
Stimulation? Response?
Object touching mouth
Sucks automatically
Moro
Stimulation? Response?
Sudden stimulation
Arched back, flings out arms and legs and then closes them to center of body
Blinking
Stimulation? Response?
Flash of light or puff of air
Closes both eyes
Babinski
Stimulation? Response?
Sole of foot stroked
Fans out toes and twists foot inward
Grasping
Stimulation? Response?
Palms touched
Grasps tightly
Stepping
Stimulation? Response?
Infant held above surface and feet lowered to touch surface
Moves feet as if to walk
Tonic neck
Stimulation? Response?
Infant placed on back
Turns head to right and forms fists
Specificity of learning (Adolph)
Infants who have experience with one mode of locomotion don’t seem to appreciate the dangers in another mode
Piaget stages make a slide for each stage too
Sensorimotor
Pre-operational
Concrete operational
Formal operational
Piaget and education
Promote intellectual health and exploration, constructivist approach
4 Limitations of stage theory
Age distributions
Skill comes with practice
Stages too narrowly defined
Cross cultural sustainability
Vygotsky zone of proximal development
Range of tasks that are too difficult for child to master alone but can be learned with guidance from a skilled partner
Scaffolding
Adjusting the amount of support provided to a child during any learning situation based on the child’s level of competence and current performance level
Role of language
Needed for learning
Thoughts and language intertwined
Vygotsky on education
Assess child’s ZPD
use peers as teachers
Monitor/encourage child’s use of private speech
Information processing theory
How much can brain hold and how quickly
Increased processing speed=increased competence in thinking
Capacity and speed
Cognitive resources Intelligence tests (wechsler intelligence scale for children)
4 Mechanisms of change
Encoding
Automaticity
Strategy conservation
Meta cognition
Encoding
Process by which info becomes memory
Automaticity
Ability to process info with little to no effort
Strategy construction
Creation of new procedures for processing info
Meta cognition
Can learn in multiple different ways
Selective attention
Focusing on what is relevant and ignoring what is not
Divided attention
Concentrate on more than one activity at a time
Sustained attention
Ability to maintain attention to stimulus for long periods of time
Executive attention
Action planning, allocating attention goals
Joint attention
2 people attending to same object
Short term vs long term memory
Short term 15-30 secs
Long term permanent
Constructing memory 2 theories
Schema theory- bum during memories upon memory
Fuzzy time- remembering the gist
Organization
Strategy of memorization that involves organizing info for better recall
Elaboration
Engaging in more extensive processing of info in order to memorize; thinking of examples or personal associations
Imagery
Creating mental images to improve memory
Memory for faces: what percentage of the innocence project’s 216 overturned convictions were based on eyewitness testimony in 2008?
30%
Reconstructive memory
Susceptibility to suggestion
Perspective
Eye witness testimony
Children are more accurate with which kind
Interaction and bystander; better at remembering interaction than bystander
Critical thinking
Thinking reflectively and productively
Mindfulness
Alert and mentally present
Thinking
Manipulating and transforming info into memory
Problem solving
Use strategies for learning by modeling, explaining or allowing it for practice
Theory of mind
Awareness of one’s own mental processes and the mental processes of others; understanding intention of others
Adolescent brain: Amygdala’s job
Emotions
When do adult like sleep patterns emerge?
Near 6 months
SIDS
Sudden infant death syndrome
Inadequate sleep for adolescents is considered anything less than ____ hours a day
8
When given the opportunity how long did adolescents sleep on average
9.5 hours
Perception
Interpretation of info received through senses
Acuity at birth
20/600
Adult acuity reached when
Around 1 year
Occluded objects
Objects disappear and reappear but you know they are still there
Intermodal perception
Integrating info from 2 or more senses
3 individual differences in motor development
Experience over age
Importance of practice
Sequence of events
Sensorimotor stage sub stages
Simple reflexes
Primary circular reactions (self)
Secondary circular reactions (self object)
Coordination of SCR (object object)
Tertiary circular reactions (novelty and curiosity)
Internalization of schemes
Concept mastery (a not b error)
Violation of expectations
Physical property
Math
3 characteristics of Pre operational stage
Symbolic functions
Egocentrism and animism
Intuitive thought
3 Limits of pre-operational thought
Centration (children focus on one characteristic more than others)
Conservation
“Because it’s longer it has more”
3 characteristics Concrete operational stage
Logical concrete reasoning
Awareness of others/perspective taking
Problem solving
5 characteristics Formal operational stage
Abstract thought Creating hypotheses Future planning Solving problems Implement systems
Social cognition
Attention we share with another person; especially important to children
Working memory
Ability to manipulate info input of short term and can retrieve info from long term memory
_______ ______and _________ _________ case later waking and going to sleep in adolescence
Biological clock, hormone melatonin
Sensation
Info interacts with sensory preceptors
Social constructivism
What is it?
Who was it coined by
Emphasizes construction of knowledge through social interaction
Vygotsky
Cognitive constructivism
What is it
Coined by whom
Humans construct their own knowledge through their experiences
Piaget
