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Child Psych Exam 2 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

From the upper head to the lower body

A

Cephalocaudal development

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2
Q

From the trunk out from the central axis to periphery

A

Proximodistal

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3
Q

The tendency for behavior to become less loose and diffuse and more specific and distant

A

Differentiation

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4
Q

Infants usually double their birth weight in about 5 months and triple it in

A

1 year

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5
Q

Height increases by around

A

50% in first year

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6
Q

Growth occurs in

A

Spurts

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7
Q

Infants grow in second year

A

4-6 inch , gain 4-7 lbs

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8
Q

Girls mature

A

Earlier

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9
Q

Children’s heads are proportionately

A

Larger

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10
Q

Impairs growth in infancy, includes low birth weight, bmi

A

Failure to thrive

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11
Q

Organic based FTT

A

Underlying health problem

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12
Q

Non organic , non biological FTT

A

Psychological roots

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13
Q

Children less likely securely attached to the mothers, large family, unstable environment,

A

Reactive attachment disorder

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14
Q

A form of FFT involving malnutrition , life threatening,

A

Marasmus

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15
Q

Tendency to resume genetically determined growth pattern once problem is resolved

A

Canalization

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16
Q

About, of children live below federal poverty level

A

41%

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17
Q

Solid foods often introduced at

A

4-6 months

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18
Q

Breast milk ughout

A

1st year

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19
Q

First solid food is usually iron- enriched

A

Cereal, then strained fruits, vegetables

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20
Q

Breastfeeding is the

A

Natural way

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21
Q

Early form of breast milk

A

Colostrum

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22
Q

Colostrum

A

High in proteins, Carrie’s antibodies, reduces maternal risk of breast cancer , builds maternal bone strength

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23
Q

Newborns prefer breast milk rather

A

Formula

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24
Q

Disadvantages of breastfeeding

A

Breast milk can transmit hiv, alcohol, drugs, no environmental hazards , mothers must be adequately nourished

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25
Q

Breast milk remains ideal even if mother

A

Smokes

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26
Q

Basic units of nervous system

A

Neurons

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27
Q

Each neuron has

A

Cell body, dendrites, and axon

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28
Q

Axon terminals release messages in the form of chemicals called

A

Neurotransmitters

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29
Q

Many neurons are tightly wrapped with white fatty

A

Myelin sheaths

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30
Q

Process of myelin coating axons

A

Myelintion

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31
Q

Developing organisms command center

A

Brain

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32
Q

Brain of neonate weighs less than

A

1 pound

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33
Q

Vital in control of heartbeat , part of brain stem

A

Medulla

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34
Q

Above medulla, helps maintain balance, coordination

A

Cerebellum

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35
Q

Enables human learning, thought , memory

A

Cerebrum

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36
Q

First major growth spurt

A

Prenatally, fourth and fifth months of gestation

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37
Q

Second growth spurt

A

Between 25th week of gestation and end of second year , dendrites and axon terminals proliferate, connections between neurons

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38
Q

Begins around 6 moth

A

Hearing

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39
Q

T-6 months after birth complies

A

Vision

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40
Q

Maturation

A

Nature

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41
Q

Nature plus sensory stimulation and motor activity affect

A

Brain development

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42
Q

Motor activity

A

Nurture

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43
Q

Neonates can raise head around

A

1 month

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44
Q

They can lift chests while lying on stomachs around

A

2 month

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45
Q

Infants can hold heads without support

A

3-6

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46
Q

Infants grasp objects around

A

4-6 months

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47
Q

Between fingers and palm

A

Ulnar grasp

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48
Q

Pincer grasp

A

Use of thumb (9-12)

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49
Q

Creeping around

A

8-9 moths

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50
Q

Can walk on own

A

12-15

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51
Q

Neonates have poor

A

Peripheral vision

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52
Q

Neonates look at stripes

A

Longer than blobs

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53
Q

Infants do not develop fear of heights until they have experienced moving around

A

Gibbons and walks classic visual cliff study

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54
Q

Perception of object as the same despite sensations it produces varying under different conditions

A

Perceptual constancy

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55
Q

Perception of object as the same size despite different retinal image sizes due to distance

A

Size constancy

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56
Q

Perception of object as the same shape despite different retinal image shapes due to viewing from different positions

A

Shape constancy

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57
Q

Neonates can orient their heads. In the direction of

A

Sound

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58
Q

Absorbing new events into existing schemes (mental constructs)

A

Assimilation

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59
Q

Modifying existing schemes if assimilation cannot make sense of novel events

A

Accommodation

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60
Q

recognition that an object/person continues to exist when out of sight

A

Object permanence

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61
Q

Absorbing new events into existing schemes (mental constructs)

A

Assimilation

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62
Q

Modifying existing schemes if assimilation cannot make sense of novel events

A

Accommodation

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63
Q

Cognitive processes develop in an orderly sequence of

A

Four stages

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64
Q

Cognitive processes develop in an orderly sequence of four stages:

A

–Sensorimotor, preoperational, concrete operational, and formal operations

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65
Q

sensorimotor stage

A

First 2 years of cognitive development, through sensory and motor activities

66
Q

first month: assimilate sources of stimulation into innate reflexes

A

Simple reflexes

67
Q

1–4 months: repeat stimulating actions that first occurred by chance

A

Primary circular reactions

68
Q

4–8 months: repeat activity patterns because of their effect on the environment

A

Secondary circular reactions

69
Q

recognition that an object/person continues to exist when out of sight

A

Object permanence

70
Q

“out of sight is out of mind”

A

For 0-6 month olds

71
Q

Mental representation of objects develops around

A

Sixth month

72
Q

By 8–12 months, infants seek to retrieve

A

completely hidden objects

73
Q

demonstrates mental representation as early as 9 months

A

Deferred imitation

74
Q

Infants may have an imitation

A

“reflex” shortly after birth

75
Q

Imitation in infants is related to mirror

A

Neurons

76
Q

Children’s cognitive development involves internalizing skilled strategies from joint problem solving with more skilled partners

A

Vygotsky’s Sociocultural Theory

77
Q

Caregivers may provide this zone by helping infants play with blocks and picture books

A

Zone of proximal development

78
Q

–178 mental scale items
●Verbal communication, perceptual skills, learning and memory, and problem-solving skills

A

Bayley Scales of Infant Development (BSID)

79
Q

Gross motor skills (standing, walking, and climbing) and fine motor skills (use of hands and fingers)

A

111 motor scale items

80
Q

Attention span, goal directedness, persistence, and social and emotional development

A

Behavior rating scale

81
Q

Brazelton Neonatal Behavioral Assessment Scale (NBAS)
–Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS)

A

Screening infants for handicaps

82
Q

ability to discriminate previously seen objects from novel objects

A

•Visual recognition memory

83
Q

Based on habituation

A

Visual recognition memory

84
Q

Infants with greater visual recognition memory later got higher

A

IQ scores

85
Q

Newborns only

A

Cry

86
Q

begins in second month

A

Cooing

87
Q

First vocalization that sounds like human speech (6-9)

A

Babbling

88
Q

(repeating syllables) at 10–12 months

A

Echolalia

89
Q

what children can understand

A

Receptive vocabulary

90
Q

what children can use)

A

expressive vocabulary

91
Q

linguistic speech

A

First wood

92
Q

Use language to label objects in environment

A

Referential language style:

93
Q

Use language to engage in social interactions

A

Expressive language style

94
Q

Generalizing meaning of one word to other things they cannot name yet

A

Overextension

95
Q

Average number of morphemes used in a sentence

A

Mean length of utterance (MLU

96
Q

Smallest unit of meaning in a language (word or part of word)

A

Morpheme:

97
Q

Single words used to express complex meanings

A

Holophrases

98
Q

Parents serve as

A

Models

99
Q

Foreign sounds drop out when ignored

A

Extinction

100
Q

Parents reinforce children’s successive approximations to real words

A

Shaping

101
Q

most people think of as love or affection

A

Attachment

102
Q

If contact not maintained, show

A

Separation anxiety

103
Q

mildly protest mothers’ departure.
•seek interaction upon reunion with mother.
•are easily comforted by mother.

A

Secure attachment

104
Q

least distressed by mothers’ departure; ignore mothers on reunion

A

Avoidant attachment

105
Q

show severe distress upon separation; alternate clinging/pushing away upon reunion

A

Ambivalent/resistant attachment:

106
Q

seem dazed, confused, disoriented; may move toward the mother but look away

A

Disorganized-disoriented attachment:

107
Q

Birth to 3 months: indiscriminate attachment

A

Initial pre-attachment phase

108
Q

3 or 4 months: preference for familiar figures

A

Attachment-in-the-making phase

109
Q

Attachment-in-the-making phase

A

Clear-cut attachment phase

110
Q

Most infants (in day care or not) are

A

securely attached

111
Q

More independent, self confident, outgoing, affectionate, and cooperative

A

Social development of children in day care:

112
Q

seeking another’s perception of a situation to help form our own view

A

Social referencing

113
Q

Refers to ways young children control their own emotions.

A

Emotional Regulation

114
Q

Brain develops faster than any other organ in

A

Early childhood

115
Q

Continuing myelination of nerve fibers contributes to increase

A

In brain size

116
Q

brain often can compensate for injury to specific areas

A

Plasticity

117
Q

Gross motor skills

A

Development of large muscles used for locomotion

118
Q

Gross motor skills develop earlier and more rapidly than

A

Fine motor skills

119
Q

Fine motor skills

A

Small muscles used in manipulation and coordination

120
Q

Example of fine motor skills

A

Children’s drawings

121
Q

Diarrhea usually mild in the United States, but leading cause of

A

child death in developing countries

122
Q

Motor-vehicle accidents are single most

A

common cause of death

123
Q

In the United States, many children take a

A

transitional object to bed

124
Q

More severe than nightmares

A

Sleep Terrors

125
Q

Appetite becomes

A

Erratic

126
Q

Occur more in mornings, during REM sleep

A

Nightmares

127
Q

Children with frequent nightmares or sleep terrors may fear going to sleep and develop

A

Insomnia

128
Q

somnambulism

A

Sleepwalking

129
Q

In toilet training, maturation plays a

A

Crucial role

130
Q

is failure to control the bladder at the “normal” age

A

Enuresis

131
Q

nighttime “accident”

A

Bed wetting

132
Q

lack of control over bowels

A

Encopresis

133
Q

Infants who are taller will show a subsequent slow

A

In their birth

134
Q

Federal programs have improved poor children’s

A

nutritional status.

135
Q

These include the majority of

A

African American, Latin American, and Native American children.

136
Q

Breastfeeding helps mothers respond more calmly to

A

Stress

137
Q

Breastfeeding protect against childhood

A

lymphoma

138
Q

Many neurons are tightly wrapped with white, fatty

A

Myelin sheaths

139
Q

Not complete at birth; part of maturation process

A

Myelination

140
Q

Neonates are very

A

nearsighted (about 20/600)

141
Q

Most dramatic gains in visual acuity:

A

birth to 6 months old, to around 20/50

142
Q

an emotional tie between two individuals

A

Mary Ainsworth

143
Q

attachment is essential to infant’s survival

A

John Bowlby

144
Q

Stages of attachment

A

Initial pre attachment phase, attachment in the making phase, clear cut attachment phase

145
Q

preference for familiar figures

A

Attachment-in-the-making phase

146
Q

Contact comfort is key to attachment.

A

Harlow’s view of attachment

147
Q

Caregiver satisfies the infant’s needs (food – trust).

A

Psychoanalytic view of attachment

148
Q

Attachment is an inborn fixed action pattern (FAP) which occurs in the presence of a species-specific releasing stimulus

A

Ethological view of attachment

149
Q

•In humans, a baby’s smile in response to

A

human voice or face

150
Q

emergence of social smile

A

2–3 months

151
Q

In nonhumans, FAP occurs during the critical period:

A

Imprinting

152
Q

About 17% of children in day care are moderately more

A

aggressive than children raised at home

153
Q

Development of self-concept

A

Mirror technique—18 months—infants demonstrate self concept

154
Q

Characteristic way of relating and adapting to the world; present very early in life

A

Temperament

155
Q

Malnutrition

A

Starving a body makes you vulnerable to other illness and conditions

156
Q

The role of the environment in the development of temperament

A

Goodness of Fit:

157
Q

Parents modify expectations, attitudes, and behaviors toward the child to encourage behavior in the desired direction

A

Good fit

158
Q

Discrepancy between child’s behavior style and parent’s expectations and

A

Poor fit

159
Q

Rough-and-tumble play

A

Gross motor skills

160
Q

Globally, greatest causes of death for children under age 5 are, in order:

A

pneumonia, diarrhea, malaria, measles

Child Psych Exam 2 (3 decks)

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