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PSY 336 Developmental Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Moro reflex

A

a startle reaction to loud noises in which infants fling their arms out and then draw then in, arch their backs, and extend their legs. trying to grab something to protect self, potentially like falling. disappears around 5 to 6 months

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2
Q

Babinski reflex

A

infant spreads out and curls toes, turns foot inward. changes at 12 months

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3
Q

Tonic neck

A

infant turns head to one side, arm on that side of the body extends, other arm is bent. disappears around 3 to 4 months

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4
Q

Cephalocaudal

A

from the head downward. infants can raise their head before they stand up

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5
Q

Sensorimotor substage 1

A

birth-1 month. Simple reflexes essential tools for intelligence. Infants accommodate reflexes to fit environment. (they practice reflex actions)

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6
Q

Sensorimotor substage 2

A

1-4 months. Infants organize separate reflexes into more complex behaviors → primary circular reactions (repetitive actions centered on the infant’s body)

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7
Q

Sensorimotor substage 3

A

4-8 months. Primary circular reactions combine into more coordinated patterns->grasping objects. Secondary circular reactions (repetitive actions centered on qualities of objects such as noise, shapes, colors). Infant uses visually guided reaching for greater exploration

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8
Q

Sensorimotor substage 4

A

8-12 months. Coordination of secondary circular reactions. Object Permanence. Fragility of infant’s mental representations of objects seen in A-Not-B Error (infant’s tendency to search in the first hiding spot (A) while ignoring the second (B).). Shows first signs of intelligence by using intentional behavior to solve problems.

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9
Q

Sensorimotor substage 5

A

12-18 months. Being to apply new strategies to solve problems. Tertiary circular reactions → infants modify behavior with objects in subtle ways (modified repetitive actions designed to explore qualities of objects)

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10
Q

Sensorimotor substage 6

A

18-24 months. Infants begin to be able to form enduring mental representations. Deferred Imitation: repetition of other’s behaviors minutes, hours, or days after it occurred (shows memory, babies can do it for longer periods of time increasingly). Achieves greater flexibility in problem solving by using symbols to represent objects.

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11
Q

Secondary circular reaction

A

action gets a response from another person or object, leading to repetition of original action. 4-8 months (substage 3). repetitive actions focused on the qualities of objects, such as the noises they make or their shapes and colors.

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12
Q

Recall memory

A

active retrieval of information from memory

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13
Q

Cued recall

A

memory in which a familiar stimulus triggers recall of stored information

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14
Q

Recognition memory

A

a particular stimulus is perceived as familiar

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15
Q

Explicit memory

A

develops after 6 months. depend on cerebral cortex and its connections with the hippocampus. is conscious, involves mental representation of images or ideas, can be explicitly stated or declared. ex: the first time I rode a bike instead of how to

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16
Q

Implicit memory

A

first 6 months. depend on cerebellum and hippocampus. is unconscious, involves memory for PROCEDURES or skills, does not lend itself to explicit statement. ex: how to ride a bike

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17
Q

Infantile amnesia

A

Inability to recall events that occurred very early in life. don’t have great language associated with earliest memories which makes it difficult later on to describe it

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18
Q

Deferred imitation

A

repetition of other’s behaviors minutes, hours, or days after it occurred (shows memory, babies can do it for longer periods of time increasingly)

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19
Q

Phoneme

A

Basic sounds of language (e.g., /sh/ sound not the same as /s/)

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20
Q

Receptive language (Wernicke’s area)

A

Children’s understanding of language. Precedes their ability to produce (e.g., Before they can verbally respond to “where is the dog?” they look toward the dog.)

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21
Q

Expressive language (Broca’s area)

A

Children’s ability to produce language. Real words not until about 12 months. Important b/c now they understand the symbolic importance of the words. Usually objects in social world or people (Social context facilitates language development; May use holophrases: individual words that convey as much meaning as whole sentences e.g., “Doggie” can mean the dog entered the room or I want to play with dog.)

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22
Q

Telegraphic speech

A

Early language in which only highly informative words are used and less informative words are neglected (e.g., “doggie soft”)

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23
Q

Overregularization

A

Language errors in which a child applies a morphological rule to a word that is an exception to the rule (ex: “mouses” for mice)

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24
Q

Child directed speech/Infant directed talk/Parentese

A

Special style of speech used with infants and young children. Simple repetitive sentences (simple vocabulary) spoken in attention getting ways. (ex: Emotion tone (affection); Exaggeration (high tone, extreme changes in intonation); Slow & clear; Elongated pauses between utterances; Accompanied by exaggerated facial expressions). CDS enhances language skills in children.
Mothers who take turns with children learn language more rapidly.

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25
Q

Stranger distress

A

negative reactions of infants to strangers. A stranger staring can cause a 5-month-old infant to cry after about 30 seconds. At 7-10 months, babies begin to react negatively to strangers even without prolonged stares. This stranger distress usually continues for 2-3 months. Degree of stranger distress varies greatly from baby to baby.

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26
Q

Emotion regulation

A

ability to alter emotional responses to a situation. Capacity to cope with emotionally arousing situations begins to develop in first 6 months. Early techniques of ER are global and involuntary and interrupt contact with the environment.

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27
Q

Social smile

A

By 10 weeks of age, the infant uses the smile for instrumental purposes (to get something or to reinforce for a behavior that is appealing). Babies are more likely to smile to their mother when the mother is attentive to the child (smile is responsive to the social context). Promotes close ties and social connection with caregivers (adaptive).

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28
Q

Development of Emotions

A

Newborns’ physiological responses to stimulation develop into forerunners of specific basic emotions, but differ from these emotions in several ways:
They often require time to build up.
Meanings attached to events involved are very general.
They are not well differentiated.

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29
Q

Basic cry

A

Rhythmic pattern of crying with brief silence, short inhalation whistle and brief silence

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30
Q

Anger cry

A

Excess air forced through vocal cord, gives more breathy cry

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31
Q

Pain cry

A

Sudden & loud onset & duration, breath holding

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32
Q

Hunger cry

A

Similar to basic cry, tends to be rhythmic & kicking in same rhythm as cry

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33
Q

Bonding

A

the parent’s initial emotional tie to the newborn (NOT attachment), 1-way interaction, parent toward child

34
Q

Pre-attachment

A

0-2 Months, Non-discriminate responses to caregivers, Reflexive, positive response to social/nonsocial stimuli

35
Q

Attachment-in-the-making

A

2-6 months, Clear preference for social stimuli, positive response to familiar caregivers but not to unfamiliar ones, No single attachment seen

36
Q

Clear-cut attachment

A

7-12 months, Clear preference for single attachment figure, Evidence of stranger anxiety and separation anxiety

37
Q

Goal-corrected partnership

A

48 months, Recognition that caregivers have feelings or goals that may be different from the child’s, Attempts to change caregivers’ plans & become partner in planning

38
Q

Secure Attachment (B)

A

Infant is confident of caregiver’s availability and responsiveness, and can use caregiver as a secure base for exploration. Most (60-70%) infants show this. parent is responsive to needs. Cries when caregiver leaves and is easily comforted by caregiver’s return, is not easily soothed by a stranger, wary of stranger, look to caregiver for cues

39
Q

Anxious-resistant (C)

A

Infant separates from the caregiver reluctantly but shows ambivalence toward caregiver after a separation. conflicted about whether or not they want the caregiver to help and often it’s because not sure if they can trust caregiver (I might be hungry and not sure if you’re going to follow through establishes distrust) results from chaotic or inconsistent care. Child is trying to stay vigilant. Very wary of stranger but mother can’t soothe them.

40
Q

Anxious-avoidant (A)

A

Infant readily separates from caregiver and avoids contact after a brief separation. don’t visibly get upset as much, rejected so many times there’s no point in trying (it’s not worth getting upset because you haven’t responded to me and I don’t get what I need) Not wary of stranger, avoid caregiver at return.

41
Q

Disorganized-disoriented (D)

A

Infant shows contradictory features of several patterns of anxious attachment or appears dazed and disoriented. (Mary Main developed this type). bizarre behavior indicates abuse usually, confusing for child because there is a draw to caregiver for comfort but they are scary so conflicted, odd behaviors emerge (dissociating, breathing, etc.), don’t fit other categories, may have troubles in life due to dissociating, etc. Results from abusive, fearful or threatening parents.

42
Q

Separation distress

A

negative reactions of infants when the caregiver temporarily leaves

43
Q

Greeting reactions

A

Positive reactions of infants when the caregiver appears.

44
Q

Secure-base behavior

A

behavior in which the infant sues the caregiver as a base for exploration

45
Q

Overextension

A

the use of words to refer to objects or things that are outside the bounds of the category named by the word ex: a child who uses the word doggie to refer to all furry animals with four legs (cat, dog, lamb)

46
Q

Underextension

A

the use of words to refer to fewer items than the word actually names ex: a child who uses shoe to refer only to the shoes in the closet but not to the shoes he or she wears

47
Q

Temperament

A

An individual’s general style of behavior across contexts. Conceptually it is similar to “personality” but from infancy through adulthood. Both a risk & protective factor (i.e. probabilistic)

48
Q

Goodness of fit

A

Measure of the match between a child’s temperament and the demands of his/her environment. ex: If demands and expectations of the family members and others are compatible = high goodness of fit

49
Q

Babkin reflex

A

if you squeeze baby’s palms while on their back they will close eyes, open mouth, and turn head to middle of body. disappears around 3-4 months.

50
Q

Sucking reflex

A

changes to voluntary by 2 months

51
Q

Stepping reflex

A

disappears at 2-3 months. if you hold baby in standing position they will alternate legs and step.

52
Q

Rooting reflex

A

turns head toward finger touching cheek to nurse. disappears around 3-4 months.

53
Q

Palmar reflex

A

baby will grasp if you put finger in palm. declines after 3-4 months.

54
Q

Swimming reflex

A

place infant belly down in water and moves arms and legs rhythmically, exhales through mouth. disappears around 6 months.

55
Q

Fetus Hearing

A

fetuses respond to sound at 26-28 weeks.

56
Q

Development of Vision

A

start with broad, jerky movements, looking at edges. At 2 months start to look at eyes and mouth. Infants attend to the most salient part (moving part or bright color). By 2 months, infants can discriminate red, blue, and green. They perceive patterns (relations among lines and shapes). By 3 months of age, infants can discriminate differences in patterns (1 month olds can’t). Primed for social interaction so I will look more at something that looks like a face.

57
Q

Experience expectant synaptogenesis

A

experiences should happen for all organisms of the species. ex: patterned light-when I am born I open my eyes so ocular dominance columns form for proper vision. ex: one kitten explores, the other doesn’t, he will not have same visual system because he didn’t explore

58
Q

Experience dependent synaptogenesis

A

unique experiences that make the organism unique. ex: learning music-develop certain connections and abilities you wouldn’t have unless you were exposed.

59
Q

Gross motor skills

A

movements that allow children to explore their worlds by moving about. we do big broad things before we move to smaller finer things.

60
Q

Locomotion-Motor Development

A

First month of life: Movement reflexive- coordinated by subcortical reflexes. Creep short distances- propelled by subcortical reflexes – pushing movement of toes or knees (creeping because of reflexive abilities to help us move along). 2 months reflexive pushing disappears (hold up their own head; difficulty moving arms). 7-8 months crawling on hands & knees, by 8 to 9 months most can crawl on regular surfaces. walking: several months after crawling (individual differences in age)

61
Q

Unlar grasp

A

clumsy grasp with fingers folded over object

62
Q

Pincer grasp

A

by end of first year, infants have much more coordinated grasping movement which involves using forefinger and thumb in opposition to pick up small objects

63
Q

Development of hearing

A

for infants to hear it must be 10-20 decibels louder than it is for adults. it takes 12-13 years to equal adult hearing. research uses habituation to detect hearing (and hearing deficiencies like autism, attention problems). Newborns are able to distinguish sounds and languages adults may not hear because they haven’t lost the cells that do this yet (pruning) if you don’t use it you lose it (this goes away at about 10 months due to pruning). sensitive period for developing languages.

64
Q

Development of taste and smell

A

Within 6 days after birth, infants will turn their heads toward the smell of their mother’s breast milk vs. other mother. Newborns seem to discriminate among sweet, sour, salty, & bitter. Prefer sweet solutions over all other tastes. Show disgust or distress when tasting sour or bitter. Ability to sense saltiness develops gradually over first 4 months. Important to develop first for survival

65
Q

Development of touch

A

develops more fully at birth than other senses. adaptive for things like contact comfort (which develops attachment), reflexes, pain, temperature. Newborns can feel pain!

66
Q

Language Development

A

real words at 12 months. start with babbling and making sounds. I can understand language before I can produce it (E.g., Before they can verbally respond to “where is the dog?” they look toward the dog.)

67
Q

Semantics

A

meaning associated with words

68
Q

Syntax

A

Grammar or rules, of a language (e.g., “I store am going” is not grammatically correct)

69
Q

Pragmatics

A

Practical rules guiding the use of the verbal and nonverbal communication in different situations. (E.g., Use of polite language rather than a command E.g., Pausing and taking turns when speaking, how close I should talk to someone)

70
Q

Generativity

A

using a finite set of words in our vocabulary, we can generate an infinite number of sentences

71
Q

Phonological Development

A

1st step in language, the acquisition of knowledge about the sound system of their language

72
Q

Morphemes

A

smallest units of meaning composed of one or more phonemes

73
Q

Semantic Development

A

2nd step in language, learning the system for expressing meaning. ex: saying da da da da da over and over and then figuring out that it gets a person to come so you say dada, this is why a lot of first words are mama and dada.

74
Q

Syntactic development

A

learning the grammar of a language, 3rd step in language

75
Q

Pragmatic development

A

knowledge of how language is used; cultural rules, 4th step in language

76
Q

Holophrases

A

using one word to convey more meaning like a sentence. ex: doggie could mean there’s the dog or mom has the dog or I want the doggie

77
Q

Babbling

A

occurs at 6-10 months. producing syllables made up of a consonant followed by a vowel that are repeated in a string (e.g., papapapa). deaf infants can manually babble with hands. hearing self and being reinforced by others help us learn. having baby close to face to how mouth moves to make sound can help.

78
Q

Early word production

A

most produce by 10-15 months. first words are any words that we use consistently. nouns predominate, objects from everyday life. the amount I hear influences the amount I produce. at about 18 months burst in vocab. between 1-6 years learn about 6 new words a day.

79
Q

Emotion Development

A

coping skills develop around 6 months. They often require time to build up. Meanings attached to events involved are very general. They are not well differentiated. Still face experiment: Dr. Tronick video. Early ER tries to interrupt contact with upsetting stimuli, baby already has a sense of how normal social interactions/reciprocity go and gets distressed when it’s not normal.

80
Q

6-12 months Emotion Development

A

Developments in the second 6 months are so dramatic they can be considered qualitative advances. Fundamental changes: Clearly differentiated specific emotions emerge.
Emotional responses become increasingly immediate.
All the classic facial expressions of emotion begin to appear regularly. Clear-cut attachment relationship appears around 6 months, stranger distress. Signaling the caregiver (reaching, crying, orienting towards them, etc.) Fear comes online around 6 months, I understand more consequences and actions.

81
Q

Order of emotions

A

sadness, disgust, interest->joy->anger->surprise->shyness->fear

PSY 336 Developmental Psychology (4 decks)

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