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childhood development > exam 2 > Flashcards

exam 2 Flashcards

1
Q

perceptual constancies mostly achieved by 4 months

A

size, color, shape

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2
Q

depth perception
motion parallax

A

1 month
nearby moving objects move across our visual field faster than those at a distance

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3
Q

depth perception
retinal disparity

A

4 months
left and right eyes view slightly different objects. when objects are near, disparity is greater

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4
Q

depth perception
pictorial

A

7 months
arrangement of objects help understand depth

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5
Q

one type of screen time that is not detrimental to development

A

facetime

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6
Q

early face perception
newborns

A

prefer organized, upright face

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7
Q

early face perception
2 months

A

prefer mother’s face

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8
Q

early face perception
3 months

A

make distinctions of facial features (bias- prefer faces they are exposed to)

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9
Q

early face perception
6 months

A

cannot distinguish faces of unfamiliar groups

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10
Q

early face perception
5 months

A

perceive emotional expressions

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11
Q

attention

A

the process that allows people to control input from the environment and regulate behavior

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12
Q

3 aspects of attention

A

orienting network, alerting network, executive network

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13
Q

orienting network

A

infancy
what stimuli will be processes and which will be ignored

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14
Q

alerting network

A

infancy
keeps attentional process prepared, ready to detect and respond to incoming stimuli

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15
Q

executive network

A

most challenging to develop
processes thoughts, feelings, and resolves conflicts that may occur

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16
Q

development is highly influenced by ____

A

environment

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17
Q

3 symptoms of ADHD

A

inattention, impulsibity, hyperactivity

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18
Q

lack of stimulation during brain development

A

stunts the brain, more dendrites will die out if not activated

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19
Q

stress during brain development

A

too many in adulthood: hypervigilance
too little in adulthood: flat/unemotional

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20
Q

physical development

A

changes in
-body size
-proportions
-appearance
-functioning of body systems
-perceptual and motor capacities

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21
Q

muscle fibers at birth

A

most are present

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22
Q

baby fat

A

end of fetal stage, peak at 9 months, 2 years slim down
develops to prepare the infant to regulate body temperature

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23
Q

precursor to bones

A

cartilage develops during prenatal development, bones shortly after birth

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24
Q

skeletal age

A

best estimate of child’s physical maturity
what extent cartilage has hardened into bone

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25
Q

cephalocaudal trend

A

head develops first, then lower body

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26
Q

proximodistal trend

A

center of body develops first, then arms/legs, then hands/feet

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27
Q

6-9 years growth

A

children add 2-3 inches and 5lbs

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28
Q

dental changes
birth

A

baby has primary teeth hidden under gums

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29
Q

dental changes
5 weeks

A

first buds of primary teeth appear

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30
Q

dental changes
3 years

A

child has full set of 20 primary teeth

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31
Q

dental changes
6-12 years

A

teeth are lost and permanent ones grow in

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32
Q

gross motor development

A

large muscle groups

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33
Q

fine motor development

A

small muscle groups

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34
Q

dynamic systems theory

A

mastery of a skill involves interactions between complex systems: central nervous system, body movement, goals of the child, and environmental support

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35
Q

gross motor skills developed and mastered through ____

A

everyday play

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36
Q

gross motor skills in middle childhood

A
  • better balance
  • more flexible
  • increased agility
  • increased force
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37
Q

fine motor skills
prereaching

A

newborn
poorly coordinated swipes

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38
Q

fine motor skills
ulnar grasp

A

3-4 months
fingers close up against palm

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39
Q

fine motor skills
transferring object from hand to hand

A

4-5 months

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40
Q

fine motor skills
pincer grasp

A

9 months
thumb to index finger

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41
Q

fine motor skills
6 years

A

print alphabet

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42
Q

why do younger children having larger handwriting?

A

they use their whole arm instead of wrists and fingers

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43
Q

puberty

A

adolescent growth spurt and sexual maturation

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44
Q

pituary gland

A

growth hormone, signals to ovaries/testes to release appropriate hormone

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45
Q

sexual maturation

A

growth of breasts/testes, scrotum
growth spurt
pubic hair

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46
Q

girls menarche

A

13 years
first period

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47
Q

boys menarche

A

13 years
first spontaneous ejaculation of fluid

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48
Q

factors that influence timing of period

A
  • genetics
  • nutrition, better = later
  • social, stress/harsh punishment = early
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49
Q

paternal investment theory

A

pubertal timing is influenced by the quantity and quality of father-daughter interactions

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50
Q

when do we introduce infants to solid food?

A

about 6 months

51
Q

infant calorie intake

A

50 cals per lb of weight

52
Q

preschooler calorie intake

A

40 cals per lb of weight

53
Q

middle childhood calorie intake

A

15-20 cals per lb of weight

54
Q

80% of growth hormone is produced when?

A

during sleep

55
Q

sleep and social emotional development

A

supports behavior and emotional regulartion

56
Q

sleep and cognitive/language development

A

when new learning is consolidated

57
Q

infants sleep

A

12-16 hours

58
Q

toddler sleep

A

11-14 hours

59
Q

preschooler sleep

A

10-13 hours

60
Q

school age sleep

A

9-12 hours

61
Q

adolescents sleep

A

8-10 hours

62
Q

adulthood sleep

A

7+ hours

63
Q

percentage of malnourished children in U.S.

A

less than 0.04%

64
Q

eating disorder frequency

A

more common in girls, 10% of males develop ed

65
Q

school age children obesity percentage

A

35%

66
Q

leading cause of death in U.S. (1-44 yrs)

A

car accidents

67
Q

assimilation

A

new experiences can be incorporated into the child’s existing theories

68
Q

accommodation

A

theories are modified based on this new experience

69
Q

freud’s view of children

A

children are active learners

70
Q

vygotsky’s sociocultural theory

A

learning through social experiences, growth is stimulated by more experienced members of society, takes culture into account

71
Q

guided participated

A

process by which children learn from expert others who guide their experiences
(broader than scaffolding)

72
Q

zone of proximal development

A

area between a child’s level of independent performance and assisted performance

73
Q

scaffolding

A

temporary support that is tailored to an individual’s needs and abilities, and helping them gain skills needed to master the next task and learn; sensitive structure of the learning experience; adjusting support offered to fit child’s current level of performance

74
Q

information process theory

A

assumes we hold information in three parts

75
Q

sensory register

A

represents sights and sounds and stores them briefly

76
Q

short term memory

A

holds limited amount of information that is worked on to facilitate memory and problem solving

77
Q

long term memory

A

stores information permanently

78
Q

central executive

A

conscious part of the mind, coordinates incoming information with information in the system, controls attention

79
Q

executive functioning

A

diverse cognitive operations and strategies that enable us to achieve our goal in cognitively challenging situations

80
Q

important aspects of EF (3)

A

attention, memory, categorization

81
Q

categorization

A

grouping similar objects and events into a single representation

82
Q

recognition

A

noticing when stimuli is identical or similar to previous stimuli

83
Q

recall

A

remembering something that isn’t present

84
Q

when are infants capable of recall?

A

abt 6 months

85
Q

implicit memory

A

information that has been stored unconsciously or effortlessly

86
Q

explicit memory

A

information that has been stored consciously with effort

87
Q

pre-reading

A

knowing letters and sounds associated with them

88
Q

word recognition

A

indentifying words

89
Q

comprehension

A

extracting meaning from text

90
Q

cardinality

A

when counting the last number represents the total number in that set

91
Q

infants and numbers

A

approximate sense

92
Q

2 year olds and numbers

A

most children can count

93
Q

3 year olds and numbers

A

most children have mastered the one to one correspondence, stable-order cardinality principle

94
Q

when does IQ become more stable?

A

abt 6 years

95
Q

sternberg’s triarchic theory of successful intelligence

A

intelligence is not just composed of analytical skills, but of creative and practical skills

96
Q

analytical intelligece

A

information processing skills

97
Q

creative intelligence

A

evidenced by imaginary endeavors and capacity to solve novel problems

98
Q

practical intelligence

A

application of intellectual skills in everyday situations

99
Q

gardner’s multiple intelligences

A

dismisses the idea of general intelligence and instead proposes the existence of at least 8 independent intelligences

100
Q

frontal cortex

A

personality and ability to make and carry out plans

101
Q

regional specialization

A

brain areas specialized for certain tasks

102
Q

brain stem

A

region that controls automatic responses

103
Q

cortex

A

6 outer layers of the brain

104
Q

lateralization

A

specialization of right and left hemispheres

105
Q

brain plasticity

A

indication that many areas of the brain are not yet committed to specific functions, allowing the child a high capacity for learning

106
Q

prefrontal cortex

A

controls consciousness, executive process (inhibition of impuleses, integration of information, memory, reasoning, planning, and problem-solving strategies)

107
Q

experience expectant growth

A

depends on ordinary infant experiences that support typical growth and functioning of brain structures

108
Q

experience dependent growth

A

depends on specific learning experiences that support additional growth and refinement of specific brain structures

109
Q

are newborns able to smell?

A

react positively to pleasant smells, react negatively to unpleasant smells, recognize familiar smells

110
Q

habituation

A

preferring novel stimuli over familiar stimulation

111
Q

are newborns able to taste?

A

differentiate salty, sour, bitter, and sweet

112
Q

are newborns able to feel?

A

highly sensitive to touch

113
Q

can newborns hear?

A

higher auditory threshold

114
Q

4-5 month hearing

A

attend to voices, recognize name

115
Q

6-7 month hearing

A

“screen out” sounds from non-native language

116
Q

7-8 month hearing

A

distinguish musical tones

117
Q

8-9 month hearing

A

divide speech stream into word-like units

118
Q

10 month hearing

A

start to detect words

119
Q

newborn sight

A

respond to light and track moving objects

120
Q

2-4 month sight

A

focus, full range of color

121
Q

6-7 month sight

A

depth perception

122
Q

12 month sight

A

adult sight

123
Q

intersensory redundancy theory

A

suggests that infants perceptual system is attuned to information that presents multiple sensory modes

childhood development (11 decks)

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