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CD106 > Chapter 3: Infancy & Toddlerhood > Flashcards

Chapter 3: Infancy & Toddlerhood Flashcards

1
Q

Average New Born

A

7.5-lbs
20-in
Lose 5% body weight (eliminate waste / get used to feeding)

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2
Q

Body proportions

A

Head 50% developing in womb
Birth 25%
25yrs 20%

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3
Q

Dendrites

A

Branching extensions that collect information from other neurons

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4
Q

Synaptogenesis

A

Formation of connections between neurons

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5
Q

Synaptic blooming

A

Period of rapid neural growth

First few years

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6
Q

Synaptic pruning

A

Where neural connections are reduced thereby making those that are used much stronger

Brain more efficient / mastery more complex skills

40% will be lost

Continues through childhood and into adolescence

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7
Q

Myelin

A

Coating of fatty tissues around the axon of the neuron

Insulate the nerve cell and speed the rate of transmission of impulses from one cell to another

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8
Q

Brain growth

A

Birth 1/2-lbs or 250-grams (33% of adult)
90-days 55%

1-yr 750 grams

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9
Q

Cortex

A

Thin outer covering of the brain involved in voluntary activity and thinking

Where most neural activity is occurring 

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10
Q

Frontal lobe (behind forehead)

A

Responsible primarily for thinking, planning, memory, and judgment

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11
Q

Parietal lobe

A

Extends from the middle to the back of the skull

Responsible primarily for processing information about touch

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12
Q

Occipital lobe

A

Very back of the skull

Processes visual information

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13
Q

Temporal lobe

A

Responsible for hearing and language

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14
Q

Lateralization

A

Process in which different functions become localized primarily on one side of the brain

Left & right hemispheres

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15
Q

Neuroplasticity

A

Brains ability to change, both physically and chemically, to enhance its adaptability to environmental change and compensate for injury

The brain constantly creates new neural communication routes and re-wires existing ones

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16
Q

Infant sleep

A

Newborn 16.5-hrs (polyphasic)

1-month 15-hrs

6-month 14-hrs

2yrs 10-hrs

50% REM reduced to 25-30% in childhood

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17
Q

Sudden infant death syndrome (SIDS)

A

Identified when the death of a healthy infant occurs suddenly and unexpectedly, and medical and forensic investigation findings are inconclusive

Leading cause 1-12 months

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18
Q

Should infants be sharing the bed with parents

A

0-3 months more likely to die

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19
Q

Reflexes

A

Involuntary movements in response to stimulation

Examples:
Sucking - anything touching lips
Rooting - turn head when touching cheek
Grasp - fingers grip anything touching palm
Babinski - toe fanning and curl when sole is stroked from heel to toe
Moro - spread arms and legs then quickly contract limbs inward when sudden noise or head and neck loss of support
Tonic neck - lying head to one side, fencer pose
Stepping - legs move in stepping like motion when feet touch smooth surface

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20
Q

Cephalocaudal

A

Development occurs head to tail (top down)

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21
Q

Proximodistal

A

Development occurs from midline outward (center of body outward)

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22
Q

Motor skills

A

Ability to move our bodies and manipulate objects

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23
Q

Fine motor skills

A

Focus on the muscles in our fingers toes and eyes and enable coordination of small actions

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24
Q

Palmar grasp

A

Grasping an object involves the use of the fingers and palm but no thumbs

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25
Q

Pincer grasp

A

At about nine months infant is able to grasp and object using the forefinger and thumb

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26
Q

Gross motor skills

A

Focus on large muscle groups that control our head, torso, arms and legs, and involve larger movements

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27
Q

Vision

A

Newborn 8-10-inches

8-weeks 20/300 (20’ baby = 300’ adult)

3-months 20/200

1-month fixed gaze at stimulus several minutes

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28
Q

Fovea

A

Central field of vision in the retina and allows us to see short detail

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29
Q

Saccadic

A

Steplike jerky movements

Newborn’s eye vision is saccadic

No longer by 2 months

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30
Q

Binocular vision

A

Requires input from both eyes

3 months is evident

6 months depth perception

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31
Q

Hearing

A

Very keen at birth

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32
Q

Touch and pain

A

Immediately after birth,

sensitive to touch and temperature and it’s also highly sensitive to pain

responding with crying and cardiovascular response

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33
Q

Circumcised

A

Surgical removal of the foreskin of the penis

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34
Q

Taste and smell

A

Respond with different facial expressions (Suggests that certain preferences are innate)

Preference for sweet flavors

Also prefer smell of their mothers

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35
Q

Intermodal

A

Through stimulation from more than one sensory modality

Way to perceive the world

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36
Q

Habituation procedure

A

Measuring decreased responsiveness to a stimulus after repeated presentations

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37
Q

Breast milk

A

Ideal for newborns

Lower rates of childhood leukemia, asthma, obesity, type 1 and 2 diabetes, and lower risk of SIDS

At least until six months of age

Using the diet throughout the first two years

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38
Q

Colostrum

A

First breastmilk produced during pregnancy

liquid gold

39
Q

Introduction of solid foods

A

Sit without support
Hold head up (no wobbling)
Interest in others foods
Hungry after breast-fed
Turn away when they had enough
Move food front to back

40
Q

Marasmus

A

Starvation due to a lack of calories in protein

41
Q

Kwashiorkor

A

Disease of the displaced child

often occurring after another child has been born and taken over breast-feeding

(Diets deficient in protein is cause)

42
Q

Schema

A

Framework for organizing information

43
Q

Assimilation

A

Fitting the new information into an existing schema

Example: all animals with 4 legs are “dogs”

44
Q

Accommodation

A

Expanding the framework of knowledge to accommodate the new situation

Example: recognizing that a horse is different than a zebra

45
Q

Sensorimotor stage

A

First stage of cognitive development 

46
Q

Sensorimotor Substages

A

1 Reflexes - eventually become purposeful

2 primary circular reactions - repeated activity initially occurring by chance

3 Secondary circular reactions - interacts with objects by chance and repeats it

4 coordination of secondary circular reactions - planning and coordination to achieve a goal

5 Tertiary circular reactions - exploring begins

6 Beginning of representational thought - symbolic or representational thought

47
Q

Object permanence

A

Understanding that even if something is out of sight, it still exists

48
Q

Stranger anxiety

A

Fear of unfamiliar people

49
Q

Infantile amnesia

A

Inability to recall memories from the first few years of life

50
Q

 language

A

System of communication that uses symbols in a regular way to create meaning

51
Q

Phoneme

A

Smallest unit of sound that makes a meaningful difference in a language

52
Q

Differed imitation

A

Imitation of actions after a time delay

53
Q

Morpheme

A

String of one or more phonemes that makes up the smallest units of meaning in a language

Re = do again
Est = maximum

54
Q

Semantics

A

Set of rules were used to obtain meaning from morphemes 

55
Q

Syntax

A

Set of rules of a language by which we construct sentences

56
Q

Pragmatics

A

How we communicate effectively and appropriately with others

57
Q

Contextual information

A

Information surrounding language (To help us interpret)

58
Q

Cooing

A

One syllable combination of a consonant and a vowel sound

59
Q

Babbling

A

Intentional vocalizations that like specific meaning and comprise a consonant – vowel repeat a sequence ma-ma-ma, da-da-da

60
Q

Receptive language

A

Infant understanding more than he or she can say

61
Q

Holophrasic speech

A

One word expressions

62
Q

Underextension

A

When a child learns that a word stands for an object may initially think that the word can be used for only that particular object

63
Q

Overextension

A

When a child may think that a label applies to all objects that are similar to the original object

64
Q

Telegraphic speech/text message speech

A

When unnecessary words are not used

“Give baby ball”

65
Q

Infant-directed speech

A

Involves exaggerating the vowel and consonant sounds, using a high-pitched voice, and delivering the phrase with great facial expression

66
Q

Language acquisition device

A

Chomsky

Brain contains universal grammar that underlies all human language

Language develops as long as the infant is exposed to it

67
Q

Deep structure

A

Chomsky

How the idea is represented in the fundamental universal grammar that is common to all languages

End of lecture you will remember a lot of the deep structure

68
Q

Surface structure

A

Chomsky

How the idea is expressed in any one language

Exact words that the instructor used to communicate the ideas

69
Q

Broca’s area

A

Area in front of the left hemisphere near the motor cortex,

responsible for language production

70
Q

Wernickes’s area

A

Area of the brain next to the auditory cortex,

responsible for language comprehension

71
Q

Critical period

A

Time in which learning can easily occur, for language

72
Q

Language

Skinner & Bandura

A

Skinner - language development occurs through the principles of learning, including association and reinforcement

Bandura - importance of observation and imitation of others in learning language

73
Q

Temperament

A

Innate characteristics of the infant, including mood, activity level, and emotional reactivity, noticeable soon after birth

74
Q

Three general types of temperament

A

Easy child - Easy to adapt, remains calm, usually positive

Difficult child - Reacts negatively to new situations, trouble adapting, negative mood, cries frequently

Slow to warm up child - no activity level, add just loading continue situations, often negative mode

Some children combination of two or more

75
Q

Goodness-of-fit

A

Child and caregiver’s styles match and communication and interaction can flow

76
Q

Parenting is bi-directional

A

Parents affect their children, children influence their parents

77
Q

Personality

A

Defined as an individual’s consistent pattern of feeling, thinking, and behaving

is the result of the continuous interplay between biological disposition and experience

78
Q

Stranger wariness

A

Fear associated with the presence of a Stranger

79
Q

Separation anxiety

A

Departure of significant others

80
Q

Basic emotions

A

Interest, happiness, anger, fear, surprise, sadness and disgust

81
Q

Self-conscious emotions

A

Envy, pride, shame, guilt, doubt, and embarrassment

82
Q

Social referencing

A

Process whereby infants seek out information from others to clarify a situation and then use that information to act

Facial expressions from parents

83
Q

Emotional self regulation

A

Refers to strategies we used to control our emotional states so that we can attain goals

Young infants need help of caregivers

84
Q

Self-awareness

A

Realization that you are separate from others

85
Q

Attachment

A

A close bond with a caregiver from which the infant derives a sense of security

86
Q

Freud’s psychoanalytic theory

A

Infants are oral creatures who obtain pleasure from sucking and mouthing objects

Infant will become attached to a person or object that provides this pleasure

87
Q

Contact comfort

A

Infant’s need for physical closeness and touching

Harlow’s research - contact comfort is believed to be the foundation for attachment

88
Q

Secure base

A

Parental presence that gives the child a sense of safety as a child explores the surroundings

Bowlby’s concept of attachment theory - infant must form this bond with a primary caregiver in order to have normal social and emotional development

89
Q

The strange situation technique

A

Conducted in a context that is unfamiliar to the child and therefore likely to heighten the child’s need for his or her parent

Mary Ainsworth

Secure attachment style

Ambivalent/resistant AT
Avoidant AT
Disorganized/disoriented AT

65% securely attached (US)

90
Q

Nonorganic failure to thrive

A

Diagnosis for an infant who does not grow, develop, or gain weight on schedule and there is no known medical explanation for this failure

Due to severe deprivation of parental attachment

91
Q

Reactive attachment disorder

A

Developmental delays, especially in cognitive and language areas

Due to experiencing neglectful situations and also displaying markedly disturbed and developmentally inappropriate attachment behavior

92
Q

Resiliency

A

Being able to overcome challenges and successfully adapt

93
Q

Parentese

A

Infant directed talk

CD106 (6 decks)

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