DEVELOPMENTAL PSYCHOLOGY (CHAP 3) Flashcards
(93 cards)
1
Q
- unlearned responses that are triggered by a specific
form of stimulation.
A
reflexes
2
Q
A baby’s toes fan
out when the sole of
the foot is stroked
from heel to toe
A
Babinski
3
Q
helps newborns avoid unpleasant stimulation.
A
eye blink
4
Q
A baby’s eyes
close in response
to bright light or
loud noise
A
Blink
5
Q
A baby throws its arms out and then inward (as if embracing) in response to loud noise or when its head falls
A
Moro
6
Q
A baby grasps an
object placed in
the palm of its
hand
A
Palmar
7
Q
When a baby’s cheek is stroked, it turns its head toward the stroking and opens its mouth
A
Rooting
8
Q
A baby who is held upright by an adult and is then moved forward begins to step rhythmically
A
Stepping
9
Q
A baby sucks when an object is placed in its mouth
A
Sucking
10
Q
Breathing and heartbeat are two vital signs
The other vital signs are muscle tone, presence of reflexes such as coughing, and skin tone. Each of the five vital signs
receives a score of 0, 1, or 2, where 2 is the optimal score.
A
Apgar score.
11
Q
signals a life-threatening situation that requires emergency medical care
A
3 or less
12
Q
indicating a baby who is in good physical condition.
A
7 or more
13
Q
that the newborn needs special attention and care.
A
4–6 means
14
Q
used with newborns to 2-month-olds to provide
a detailed portrait of the baby’s behavioral repertoire. The scale includes 28 behavioral items along
with 18 items that test reflexes.
determine whether a newborn is functioning normally
A
Neonatal Behavioral Assessment Scale (NBAS)
15
Q
: the newborn’s ability to control body functions such as breathing and temperature
regulation
A
Autonomic
16
Q
the newborn’s ability to control body movements and activity level
A
Motor
17
Q
the newborn’s ability to maintain a state
A
State
18
Q
the newborn’s ability to interact with people
A
Social
19
Q
The baby is calm with eyes open and attentive; the baby seems to be deliberately
inspecting the environment
A
Alert inactivity
20
Q
The baby’s eyes are open but they seem unfocused; the arms or legs move in
bursts of uncoordinated motion
A
Waking activity
21
Q
The baby cries vigorously, usually accompanied by agitated but uncoordinated motion
A
Crying
22
Q
The baby alternates from being still and breathing regularly to moving gently and
breathing irregularly; eyes are closed throughout.
A
Sleeping
23
Q
starts softly and then gradually becomes more intense; it usually occurs when a baby is
hungry or tired.
A
basic cry
24
Q
a more intense version of a basic cry
A
mad cry i
25
begins with a sudden, long burst of crying followed by a long pause and gasping
pain cry
26
Infants sleep _____ hours daily.
16–18
27
which infants and young children sleep with their parents, is common in many
countries around the world
—is an important step in forging parent–child bonds
Co-sleeping
28
Roughly half of newborns’ sleep is irregular
a time when the body is
quite active.
REM Sleep
29
In regular
breathing, heart rate, and brain activity are steady and newborns lie quietly
without the twitching
NON REM sleep
30
By the _________ years, sleep routines are well established
toddler and preschool
31
a healthy baby dies suddenly for no apparent reason.
| Approximately 1–3 of every 1,000 American babies dies
Sudden Infant Death Syndrome (SIDS)
32
Consistent style or pattern to an infant’s behavior, and collectively
Temperament
33
refers to the extent to which a child is generally happy, active, vocal, and
regularly seeks interesting stimulation.
Surgency/extroversion
34
refers to the extent to which a child is angry, fearful, frustrated, shy, and not easily
soothed.
Negative affect
35
refers to the extent to which a child can focus attention, is not readily distracted,
and can inhibit responses.
Effortful control
36
is the best way to ensure that babies get the nourishment they need. Human
milk contains the proper amounts of carbohydrates, fats, protein, vitamins, and minerals for
babies.
Breast-feeding
37
- being small for one’s age because of inadequate nutrition
Malnourished
38
basic cellular unit of the brain and nervous system that specializes in receiving and
transmitting information
Neuron
39
center of the neuron that keeps the neuron alive.
Cell body
40
end of the neuron that receives information; it looks like a tree with many branches
Dendrite-
41
ubelike structure that emerges from the cell body and transmits information to other
neurons.
Axon
42
- small knobs at the end of the axon that release neurotransmitters
Terminal buttons -
43
chemicals released by the terminal buttons that allow neurons to
communicate with each other.
Neurotransmitters -
44
wrinkled surface of the brain that regulates many functions that are distinctly
human.
Cerebral cortex-
45
right and left halves of the cortex
Hemispheres
46
thick bundle of neurons that connects the two hemispheres
Corpus callosum
47
- brain region that regulates personality and goal-directed behavior.
Frontal cortex-
48
At ________ of age, for example, the brain has achieved 80% of its ultimate weight.
3 years
49
fatty wrap that
| speeds neural transmission.
myelin
50
refers to the extent to which brain organization is flexible
Neuroplasticity
51
which the wiring of the brain is organized by
| experiences that are common to most humans
Experience-expectant growth process
52
by which an individual’s unique experiences over a
| lifetime affect brain structures and organization.
Experience-dependent growth process
53
- coordinated movements of the muscles and limbs
Motor skills
54
ability to move around in the world. At first unable to move independently, infants
soon learn to crawl, to stand, and to walk. Once the child can move through the environment
upright, the arms and hands are free.
Locomote -
55
motor skills associated with grasping, holding, and manipulating objects. In the
case of feeding, for example, infants progress from being fed by others, to holding a bottle, to
feeding themselves with their fingers, to eating with utensils
Fine motor skills -
56
early, unsteady form of walking done by infants
Toddling
57
young children who have just learned to walk
Toddlers -
58
theory that views motor development as involving many distinct skills
that areorganized and reorganized over time to meet specific needs.
dynamic systems theory
59
__________ means that an infant is top-heavy.
Cephalocaudal
| growth
60
Another essential element of walking is moving the legs alternately, repeatedly transferring the
weight of the body from one foot to the other.
Stepping
61
Infants use___________ to judge whether a surface is suitable for walking. When
placed on a surface that gives way underfoot
perceptual information
62
mastery of
| component skills or distinguishing and mastering individual motions
differentiation
63
(combining the
| motions in proper sequence into a coherent, working whole
integration
64
Most 2-year-olds have a ___________ instead of a true run; they move their legs stiffly (rather than bending them at the knees) and are
not “airborne” as is the case with true running
hurried
| walk”
65
Newborns have
| little apparent control of their hands, but __________are extraordinarily talented.
1-year-olds
66
infants can successfully reach for objects.
4 months
67
just use their fingers to hold objects, wrapping the object tightly with their fingers alone
4-month olds
68
many infants experiment with “finger foods” such as
| bananas and green beans
6 months of age,
69
can put on some simple clothing and use zippers but not buttons
2- or 3-year-old
70
children can fasten buttons and take off their clothes when going to the bathroom
y 3 or 4 years,
71
can dress and undress themselves
5-year-olds c
72
When young babies reach for objects, they don’t seem to prefer one hand over the other; they use
their left and right hands interchangeably.
Handedness
73
child’s hand preference is clear
By age 2 a
74
processes by which the brain receives, selects, modifies, and organizes incoming
nerve impulses that are the result of physical stimulation.
Perception
75
A research showed that the fetus can hear at ______________ after conception
7 or 8 months
76
and by __________ they can recognize their own names (
4
| or 5 months
77
various elements of the visual system
—are relatively well
developed at birth.
the eye, the optic nerve, and the brain
78
cues to depth perception in which motion is used to estimate depth
Kinetic cues
79
cues to depth perception in which motion is used to estimate depth
Kinetic cues
80
kinetic cue to depth perception that is based on the fact that an object fills
an ever-greater proportion of the retina as it moves closer
Visual expansion -
81
kinetic cue to depth perception based on the fact that nearby moving
objects move across our visual field faster than do distant objects
Motion parallax
82
way of inferring depth based on differences in the retinal images in the left
and right eyes
Retinal disparity
83
because they’re the same cues that artists used
| to convey depth in drawings and paintings.
pictorial cues
84
Parallel lines come together at a single point in the distance
Linear perspective:
85
: The texture of objects changes from coarse and distinct for nearby objects
to finer and less distinct for distant objects. We judge that distinct flowers are close and that
blurred ones are distant.
Texture gradient:
86
One important cue
Elements that move together are usually
part of the same object
motion
87
information that is presented simultaneously to different sensory
modes
intersensory redundancy
88
touch the red mark on the mirror, showing that they notice the mark on the face in
the mirror.
Many 1-year-olds t
89
virtually all children do this. When these older children notice the red mark in the mirror,
they understand that the funny looking nose in the mirror is their own!
By age 2,
90
When a toddler sees his favorite toy and says “mine,” this implies awareness
of continuity of the self over
understanding of
| ownership
91
Ideas about connections between thoughts, beliefs, intentions, and behavior that create an
intuitive understanding of the link between mind and behavior.
Theory of Mind
92
children clearly distinguish the mental world from the physical world.
By about age 3,
93
e aware of desires and often speak of their wants and likes, as in
“Lemme see” or “I wanna sit.”
2-year olds
