Exam 2

Question 1

Moro reflex

Answer 1

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

Question 2

Babinski reflex

Answer 2

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

Question 3

Tonic neck

Answer 3

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

Question 4

Cephalocaudal

Answer 4

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

Question 5

Sensorimotor substage 1

Answer 5

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

Question 6

Sensorimotor substage 2

Answer 6

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

Question 7

Sensorimotor substage 3

Answer 7

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

Question 8

Sensorimotor substage 4

Answer 8

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.

Question 9

Sensorimotor substage 5

Answer 9

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)

Question 10

Sensorimotor substage 6

Answer 10

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.

Question 11

Secondary circular reaction

Answer 11

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.

Question 12

Recall memory

Answer 12

active retrieval of information from memory

Question 13

Cued recall

Answer 13

memory in which a familiar stimulus triggers recall of stored information

Question 14

Recognition memory

Answer 14

a particular stimulus is perceived as familiar

Question 15

Explicit memory

Answer 15

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

Question 16

Implicit memory

Answer 16

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

Question 17

Infantile amnesia

Answer 17

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

Question 18

Deferred imitation

Answer 18

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

Question 19

Phoneme

Answer 19

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

Question 20

Receptive language (Wernicke’s area)

Answer 20

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.)

Question 21

Expressive language (Broca’s area)

Answer 21

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.)

Question 22

Telegraphic speech

Answer 22

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

Question 23

Overregularization

Answer 23

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

Question 24

Child directed speech/Infant directed talk/Parentese

Answer 24

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.

Question 25

Stranger distress

Answer 25

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.

Question 26

Emotion regulation

Answer 26

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.

Question 27

Social smile

Answer 27

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).

Question 28

Development of Emotions

Answer 28

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.

Question 29

Basic cry

Answer 29

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

Question 30

Anger cry

Answer 30

Excess air forced through vocal cord, gives more breathy cry

Question 31

Pain cry

Answer 31

Sudden & loud onset & duration, breath holding

Question 32

Hunger cry

Answer 32

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

Question 33

Bonding

Answer 33

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

Question 34

Pre-attachment

Answer 34

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

Question 35

Attachment-in-the-making

Answer 35

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

Question 36

Clear-cut attachment

Answer 36

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

Question 37

Goal-corrected partnership

Answer 37

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

Question 38

Secure Attachment (B)

Answer 38

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

Question 39

Anxious-resistant (C)

Answer 39

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.

Question 40

Anxious-avoidant (A)

Answer 40

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.

Question 41

Disorganized-disoriented (D)

Answer 41

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.

Question 42

Separation distress

Answer 42

negative reactions of infants when the caregiver temporarily leaves

Question 43

Greeting reactions

Answer 43

Positive reactions of infants when the caregiver appears.

Question 44

Secure-base behavior

Answer 44

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

Question 45

Overextension

Answer 45

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)

Question 46

Underextension

Answer 46

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

Question 47

Temperament

Answer 47

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)

Question 48

Goodness of fit

Answer 48

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

Question 49

Babkin reflex

Answer 49

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.

Question 50

Sucking reflex

Answer 50

changes to voluntary by 2 months

Question 51

Stepping reflex

Answer 51

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

Question 52

Rooting reflex

Answer 52

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

Question 53

Palmar reflex

Answer 53

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

Question 54

Swimming reflex

Answer 54

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

Question 55

Fetus Hearing

Answer 55

fetuses respond to sound at 26-28 weeks.

Question 56

Development of Vision

Answer 56

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.

Question 57

Experience expectant synaptogenesis

Answer 57

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

Question 58

Experience dependent synaptogenesis

Answer 58

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

Question 59

Gross motor skills

Answer 59

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

Question 60

Locomotion-Motor Development

Answer 60

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)

Question 61

Unlar grasp

Answer 61

clumsy grasp with fingers folded over object

Question 62

Pincer grasp

Answer 62

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

Question 63

Development of hearing

Answer 63

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.

Question 64

Development of taste and smell

Answer 64

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

Question 65

Development of touch

Answer 65

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

Question 66

Language Development

Answer 66

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.)

Question 67

Semantics

Answer 67

meaning associated with words

Question 68

Syntax

Answer 68

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

Question 69

Pragmatics

Answer 69

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)

Question 70

Generativity

Answer 70

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

Question 71

Phonological Development

Answer 71

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

Question 72

Morphemes

Answer 72

smallest units of meaning composed of one or more phonemes

Question 73

Semantic Development

Answer 73

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.

Question 74

Syntactic development

Answer 74

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

Question 75

Pragmatic development

Answer 75

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

Question 76

Holophrases

Answer 76

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

Question 77

Babbling

Answer 77

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.

Question 78

Early word production

Answer 78

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.

Question 79

Emotion Development

Answer 79

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.

Question 80

6-12 months Emotion Development

Answer 80

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.

Question 81

Order of emotions

Answer 81

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