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PSYC 304 > Week 2 - Motor Development > Flashcards

Week 2 - Motor Development Flashcards

1
Q

Two types of movement

A
  • Reflex

- Voluntary Movement

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2
Q

Reflex

A
  • Fixed, automatic, triggered in response to a specific sensory stimulus
  • Patellar reflex
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3
Q

Voluntary Movement

A
  • Purposeful, goal-directed
  • Initiated entirely within the central nervous system
  • Performance improves with practice
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4
Q

Examples of Reflexes

A
  • Rooting reflex
    Newborn’s mouth moves toward brush on cheek
  • Grasp reflex
    Newborns grab on to anything in their hand
  • Stepping reflex
    Baby will walk when lowered on surface
  • Moro reflex
    Arms move to side when baby is unsupported
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5
Q

Two Theories of Motor Development

A
  • Maturational theory

- Dynamic systems theory

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6
Q

Maturational Theory

A
  • Motor development depends entirely on the development of the cortex
  • As the cortex develops, it begins to override these early reflexes
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7
Q

Support for Maturational Theory

A
  • Practice has little effect on the age at which children begin walking
  • Reduced motor experience does not appear to affect
    onset of walking
  • Extreme deprivation may result in motor delays, but they can be reversed
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8
Q

Challenges to the Maturational Theory

A
  • Some research does suggest that experience affects
    motor development
    1. Restrictive parenting may delay the onset of walking
    2. Back to Sleep Campaign
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9
Q

Back to Sleep Campaign

A

___

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10
Q

Newborn Walking Reflex Change

A
  • Goes away at 8 weeks

- See upright walking again (with help!) at around 5 months of age

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11
Q

Experiment to see why newborn walking stops

A
  • Observed their stepping (walking) reflex at 2, 4, and
    6 weeks of age
  • Counted the number of steps they took in one minute
  • Observed their arousal level (Rated on a 6-point scale
    from 1 (asleep) to 6 (crying hard))
  • Got detailed measures of their bodies
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12
Q

Result of newborn walking experiment

A
  • Number of steps decreased from 2 to 6 weeks
  • Arousal predicted the number of steps at each age (did not change at different ages)
  • Infants gained weight most rapidly between 2 and 4 weeks
  • Infants who showed the greatest weight gain showed the greatest stepping decrease at 4-weeks
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13
Q

Followup experiment of newborn walking to see if weight gain really was the reason

A
  • Used data collected in Study 1 to figure out what the average weight gain between 4 and 6 weeks was 163 grams
  • Mind 4 tiny weight bands that could be strapped around infants’ thighs and calfs
  • Infants stepped twice: Once with and once without the weights
    (also did other experiment with water, stepped in and out of water; water made baby weigh less)
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14
Q

Results of followup of newborn walking experiment

A
  • weight gain explains why newborn walking stops

- inconsistent with maturational theory

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15
Q

Dynamic Systems Theory

A

Development of complex behavior must be understood in terms of the interactions between all of the components involved in executing that action

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16
Q

According to the Dynamic Systems Theory, what parts of processes are involved in movement?

A
  • Physical properties of the body
  • Perception
  • Navigating an environment
  • What is the context for and the goal of the movement
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17
Q

Voluntary Movement in Newborns

A

Can move head only if supported

18
Q

Voluntary Movement in 2-3 week olds

A

Lift chin off floor

19
Q

Voluntary Movement in 5-10 week olds

A

Lift head and chin off floor

20
Q

Voluntary Movement in 3 month olds

A
  • Can hold steady while propping themselves up on arms or while being held by a grown up
  • Rolling over!
21
Q

Voluntary Movement in 6-7 month olds

A

Sitting without support

22
Q

Variability in Motor Milestones

A
  • sequence of the stages is not universal
  • some infants skip stages
  • often infants partake in different stages at the same time (continuously discovering new ways to do things faster but don’t necessarily give up on old ones immediately)
23
Q

Posture-specific learning

A 
- What babies learn at one locomotor 
stage may not transfer to another
- The development of locomotor skills 
reflects changes in balance, strength, 
and coordination
- Perceptual information will also 
change
24
Q

Visual Cliff Experiment

A
  • glass table with checkered part and glass only part (with checkers on the floor –> illusion of cliff
  • 7-8 mo
25
Q

Visual Cliff Experiment Results

A
  • Babies have to have locomotor experience
    to learn not to go over the cliff
  • more experienced crawlers are more likely to avoid the cliff than less experienced ones
26
Q

Mind the Gap Experiment

A
  • Tested infants at gaps of different sizes
  • Toy on far side of gap and infants were encouraged to reach or crawl across it
  • 9 mo, experienced sitters, less experienced crawlers
27
Q

Mind the Gap Experiment Results

A
  • Infants successfully avoided risky gaps when sitting

- They did not avoid them when crawling

28
Q

Living on the Edge Experiment

A
  • Tested infants on an apparatus that allows steps to be made different heights
  • 1 yo who were either experienced crawlers or novice walkers
29
Q

Living on the Edge Experiment Results

A
  • Crawlers avoided more risky steps (cliffs) than did walkers
  • Days of walking experience predicted walkers avoidance of risky steps, crawling experience did not
30
Q

Why would you want to learn to walk? Experiment

A
  • Observed crawlers and walkers in a playroom with toys
31
Q

Learning how to walk results based on walking age

A

As walking age increases:
• Take more steps
• Covered more distance
• Fell less

32
Q

Learning how to walk general results (walking vs. crawling)

A
  • Walkers spent more time in motion, covered more distance, and took more steps
  • Accounting for activity differences, walkers do not fall more
33
Q

How do infants learn to walk?

A

Practice

34
Q

How Do Caregivers Help Children with Motor Action?

A
  • General motivation and security
  • Motor experience
  • Providers of information
35
Q

Social Referencing

A
  • looking at the emotions of adults to determine their own action
  • Infants approach and avoid novel tasks, objects, and people based on caregiver’s expressions of emotion
36
Q

Cues that Guide Motor Behavior

A
  • Perceptual

- Social

37
Q

Do Infants Rely on Social or Perceptual Information when Making Motor Decisions? Experiment

A
  • 18-month-olds; Experienced walkers
    Phase 1
    • Determined infant’s ability to walk down a slope
    • For each infant, determined safe, risky, and borderline slopes
    Phase 2
    • Moms provided encouragement or discouragement while babies walked down slopes
38
Q

Do Infants Rely on Social or Perceptual Information when Making Motor Decisions? Results

A

Infants nearly always:
• Walked down safe slopes
• Never walked down risky slopes
• Borderline slopes: more likely to attempt if mom encouraged, less likely if mom discouraged

39
Q

Walking and Social Interactions

A
  • Observed infants in a play space with toys once a month
  • When infants were crawling: watched others communicate more than when walking
  • When infants began walking: made more bids for interaction than when crawling
40
Q

Walking and Language

A
  • Followed infants from 10 to 13 months of age
  • Parents were emailed every two weeks
  • Asked to report on:
    • Locomotion milestones
    • Receptive language
    • Expressive language
  • Found language improved as milestones improved

PSYC 304 (13 decks)

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