Exam 2 - Ch.4-8 Flashcards
(208 cards)
1
Q
Cephalocaudal development
A
growth from head downward
2
Q
Proximodistal development
A
growth from center of body outward
3
Q
Growth norms
A
typical gains in ht/wt based on age and ethnic background; occurs in bursts; better w/sleep, MDCs, good nutrition (critical)
4
Q
Breastfeeding
A
83% do it, many stop when go back to work; stereotypically woman of lower SES
5
Q
Mom’s milk
A
custom composition of fat/sugar/water/protein needed for baby as grows
6
Q
Effects of breastfeeding
A
lowers allergies, GI issues, obesity
- small gains over formula babies in language, cognitive development/IQ
7
Q
Solid food
A
4-6mo., thin, gruel, porridge, veg/fruit purees, variety of foods = broader palate, must intro foods many times before accept
8
Q
Non nutritional food and obesity
A
if feed baby junk food in first couple years, more likely to be obese adults
9
Q
Malnutrition
A
damages neurons, cognitive deficits, growth stunting, various diseases
10
Q
Failure to Thrive
A
weight below 5 percentile for age; compounded by other health/envir. factors; irritable, emotional, lack age appr. social responses, delayed motor development
11
Q
If failure to thrive untreated
A
delays in cognitive, verbal, behavioral skills needed for daily life
12
Q
Treatment Failure to thrive
A
get nutrients needed to grow normally; use social workers to address underlying contributors
13
Q
Neural development - infancy
A
0-2 = massive brain growth, neurogenesis, myelination, synaptogenesis (elec. to chem. to elec.), synaptic pruning
14
Q
Most active brain areas in infancy
A
sensorimotor cortex and subcortical parts
15
Q
Structural development of brain - infancy
A
brain sensitive to stimulation/experience; differentiates lobes, lateralization
16
Q
Lateralization
A
L = lang, R = creativity/spatial; joined by corpus callosum (nerve fibers facil. comm.)
17
Q
Hemispheric dominance
A
most L dom. (R handed); experience and agility solidifies preference
18
Q
Experience and brain development
A
need stimulation and experience to maximize brain devel;
19
Q
Experience expectant brain development
A
brain depends on experiencing certain stimuli @ key points in time to develop normally e.g. vision dev. need to see in infancy
20
Q
Experience-dependent brain development
A
growth that occurs in response to learning experience; e.g. need peer interaction to develop socially
21
Q
Sleep and brain development
A
infant sleep 12h, bad sleep = bad memory/attention; REM as self-stimulation (creates neurons)
22
Q
Cultural differences in sleeping
A
US try get baby sleep through night
Europe parents adjust their sleep cycle to baby’s
23
Q
Co-sleeping
A
when baby shares bed w/parent; enhance sense of security/attachment to mom - not in US
24
Q
Habituation
A
when repeated exposure to stimulus results in gradual decline in intensity of response; if habituate fast early on, have better language
25
Dishabituation
renewed interest; infant detects change in stimulus pattern
26
Albert and white rat
show rabbit, cat, rat; big bang; next time see white rat - gets scared response again; later shown white rabbit and generalizes it; also scared
27
Classical conditioning
learn through association; more neurological damage (FAS) = poor classical conditioning
28
Imitation
seems to be born w/, maintain over life, innate tendency to imitate others; mirror neurons in prefrontal
29
Sensation
when senses detect stimulus; register it
30
Perception
sense our brain makes of stimulus and our awareness of 'sense'; assigning meaning to stimulus
31
Senses and the baby
all poor (except smell and hearing), improve dramatically if have experience
32
Visual acuity
sharpness of vision; baby no see well, prefers mom's face; esp. after talks
33
Intermodal perception
process of combining info from 1+ sense
34
Depth perception
ability to perceive distance of object from each other and from ourselves; visual cliff (more crawling experience, > likely to stop)
35
Hearing of baby
great @ birth; attentive to voices, can tell mom's; prefer speech sounds/native language, prefer classical music
36
Touch of baby
use mouth (sensitive) to explore; skin to skin contact has analgesic effect (reduces pain); infant massage DEC stress and INC weight gain
37
Smell and taste
great @ birth; know mom's odor, all prefer any woman's milk, exposed to flavors of amniotic food so eat variety during preg.
38
Affordances
actional properties of object; nature/opportunity - differs by age - e.g. big pot to 10 yo vs 2 yo
39
Gross motor development
learning to control muscles for larger movements; first life head (cephalocaudal dev.) unaffected by ethnic/SES differences
40
Crawling @ 6-10mo.
Toddling (unsteady walking) 9mo.
| Walking 1yr.
41
Infant instincts
palmar grasp, rooting (turn head toward stim. when touch cheek), sucking, moro (startled by loud noise - arms out, arch back, arms together); babinski (curl toes when stroke foot sole); stepping; swimming
42
Fine motor development
ability to control small movements; reaching/draw/grasp; 5-6mo, provides cog. stim., learn cause/effect
43
Biological determinant of motor development
some universal; brain maturation = necessary but need opportunities to practice as well
44
Dynamic system theory
motor skills develop alongside brain through interaction w/senses and envir. e.g. visual acuity and ability to walk
45
Proximodistal development
growth from center of body outward
46
Growth norms
typical gains in ht/wt based on age and ethnic background; occurs in bursts; better w/sleep, MDCs, good nutrition (critical)
47
Breastfeeding
83% do it, many stop when go back to work; stereotypically woman of lower SES
48
Mom's milk
custom composition of fat/sugar/water/protein needed for baby as grows
49
Effects of breastfeeding
lowers allergies, GI issues, obesity
| - small gains over formula babies in language, cognitive development/IQ
50
Solid food
4-6mo., thin, gruel, porridge, veg/fruit purees, variety of foods = broader palate, must intro foods many times before accept
51
Non nutritional food and obesity
if feed baby junk food in first couple years, more likely to be obese adults
52
Malnutrition
damages neurons, cognitive deficits, growth stunting, various diseases
53
Failure to Thrive
weight below 5 percentile for age; compounded by other health/envir. factors; irritable, emotional, lack age appr. social responses, delayed motor development
54
If failure to thrive untreated
delays in cognitive, verbal, behavioral skills needed for daily life
55
Treatment Failure to thrive
get nutrients needed to grow normally; use social workers to address underlying contributors
56
Neural development - infancy
0-2 = massive brain growth, neurogenesis, myelination, synaptogenesis (elec. to chem. to elec.), synaptic pruning
57
Most active brain areas in infancy
sensorimotor cortex and subcortical parts
58
Structural development of brain - infancy
brain sensitive to stimulation/experience; differentiates lobes, lateralization
59
Lateralization
L = lang, R = creativity/spatial; joined by corpus callosum (nerve fibers facil. comm.)
60
Hemispheric dominance
most L dom. (R handed); experience and agility solidifies preference
61
Experience and brain development
need stimulation and experience to maximize brain devel;
62
Experience expectant brain development
brain depends on experiencing certain stimuli @ key points in time to develop normally e.g. vision dev. need to see in infancy
63
Experience-dependent brain development
growth that occurs in response to learning experience; e.g. need peer interaction to develop socially
64
Sleep and brain development
infant sleep 12h, bad sleep = bad memory/attention; REM as self-stimulation (creates neurons)
65
Cultural differences in sleeping
US try get baby sleep through night
| Europe parents adjust their sleep cycle to baby's
66
Co-sleeping
when baby shares bed w/parent; enhance sense of security/attachment to mom - not in US
67
Habituation
when repeated exposure to stimulus results in gradual decline in intensity of response; if habituate fast early on, have better language
68
Dishabituation
renewed interest; infant detects change in stimulus pattern
69
Albert and white rat
show rabbit, cat, rat; big bang; next time see white rat - gets scared response again; later shown white rabbit and generalizes it; also scared
70
Classical conditioning
learn through association; more neurological damage (FAS) = poor classical conditioning
71
Imitation
seems to be born w/, maintain over life, innate tendency to imitate others; mirror neurons in prefrontal
72
Sensation
when senses detect stimulus; register it
73
Perception
sense our brain makes of stimulus and our awareness of 'sense'; assigning meaning to stimulus
74
Senses and the baby
all poor (except smell and hearing), improve dramatically if have experience
75
Visual acuity
sharpness of vision; baby no see well, prefers mom's face; esp. after talks
76
Intermodal perception
process of combining info from 1+ sense
77
Depth perception
ability to perceive distance of object from each other and from ourselves; visual cliff (more crawling experience, > likely to stop)
78
Hearing of baby
great @ birth; attentive to voices, can tell mom's; prefer speech sounds/native language, prefer classical music
79
Touch of baby
use mouth (sensitive) to explore; skin to skin contact has analgesic effect (reduces pain); infant massage DEC stress and INC weight gain
80
Smell and taste
great @ birth; know mom's odor, all prefer any woman's milk, exposed to flavors of amniotic food so eat variety during preg.
81
Affordances
actional properties of object; nature/opportunity - differs by age - e.g. big pot to 10 yo vs 2 yo
82
Gross motor development
learning to control muscles for larger movements; first life head (cephalocaudal dev.) unaffected by ethnic/SES differences
83
Crawling @ 6-10mo.
Toddling (unsteady walking) 9mo.
| Walking 1yr.
84
Infant instincts
palmar grasp, rooting (turn head toward stim. when touch cheek), sucking, moro (startled by loud noise - arms out, arch back, arms together); babinski (curl toes when stroke foot sole); stepping; swimming
85
Fine motor development
ability to control small movements; reaching/draw/grasp; 5-6mo, provides cog. stim., learn cause/effect
86
Biological determinant of motor development
some universal; brain maturation = necessary but need opportunities to practice as well
87
Dynamic system theory
motor skills develop alongside brain through interaction w/senses and envir. e.g. visual acuity and ability to walk
88
Piaget's cognitive development perspective
children engage world; adapt ways of thinking in response to experience; all knowledge begins w/sensorimotor activity
89
Primitive schema
days after birth start forming impressions of world/making associations b/t things
first schema = inborn motor responses
90
Assimilation
integrating new experience into preexisting schema
91
Accomodation
changing existing schema in light of new info - change world view
92
Balance in piaget's
strive for cognitive equil. b/t assim. and accom.; when schemas are accurate (rare)
93
Sensorimotor stage
(0-2) accidentally experience pleasurable events, tend to repeat/seek
94
When is representational thought developed
SM stage - ability to use symols to represent objects and actions inmemory (think through solutions rather than trial/error)
95
Object permanence
understanding objects continue to exist outside of sensory awareness (out of sight)
96
Object permanence before 6mo.?
violation of expectation tasks (see infant surprised when task breaks physical laws)
97
Deferred imitation tasks
ability to repeat an act performed some time ago; piaget said @18mo.; research found 6w. imitate facials next day (use memories)
98
Core knowledge theory
contrasts piaget; babies born w/innate knowledge systems that promote early rapid learning/adaptation; solidity, gravity
99
Social learning theory
children have innate tendency to imitate; learn through observation of others; learn right/wrong from others
100
IP theory
limited capacity mind; 3 mental storage modes (sensory, working, LT); entire lifespan
101
sensory memory
holds incoming sensory info in its original form; if meaningful then processed and goes to working
102
Working memory
hold info that's being processed in some way; manipulates, encodes (to LT), retrieves info (all thoughts/conscious mental activities), executive function, frontal cortex
103
Long term memory
unlimited store that holds info indefinitely; more info as age, stored reorganized, recalled
104
Memory recalls
visual/auditory/motor activities, familiar contexts and emotional engagement (mom @home)
- malleable, errors!
105
False memory syndrome
therapists get patients to make up trauma unconsciously; older bro gets younger to recall getting lost at mall (didn't happen)
106
Attention
ability to effectively direct and maintain our awareness; prefer novel stimuli, measured by preferential looking/habituation time
107
Categorization
enables efficient mental processes; based on perceived function and similarity
108
When are biggest strides in memory/attention/categorization
0-3
109
Testing approach for infant IQ
widely used, normed by Bayley scales (low test retest), doesn't correlate w/later IQ b/c measure diff.; use b/c well normed so uncovers cognitive/neurological deficits
110
Information processing approach for infant IQ
measures WM, processing speed, cognition (habituation and reaction speed); predicts cognitive abilities/intelligence through late adolescence; not standardized
111
Poverty and intelligence
compounded by malnutrition, growth stunting, family instability, stress
smaller brain volumes in lower SES, additive damage
112
Most efficient way to reduce poverty/help intelligence
stabilize housing/consider UBI
113
Babies and language - prefer
speech sounds, native language, things heard prenatally
114
Neurologically primed to learn language but need
social interaction/exposure; high quality mother-infant interactions
115
Cooing
2-6mo. deliberate vowel sounds; use pauses consistent w/turn taking pattern of spoken adult convos
116
Babbling
6mo-1yr - repeated strings of consonants and vowels; initially same in all cultures, develops into surrounding language
117
First words
1yr - holophrase (single syll), frequently repeated, receptive skills better than productive
118
Language explosion
16-24mo. - suddenly acquire/produce more organized lang. - due to fast mapping after hearing words few times
119
Under vs over extension
```
Under = applying more narrowly e.g. dad's cup is only cup
Over = too broadly e.g. cow = all farm animals
```
120
telegraphic speech
mommy milk ; 21mo.
| 21-30mo. = syntax
121
B.F. skinner language theory
lang. learned through reinforcement/punishment; influenced by quality of parental verbal interactions - no account for unique errors/new phrases
122
Nativist theory and language acquisition
babies reach similar milestones at same time; chomsky says LAD (innate neurological facilitator permitting fast/efficient lang acquisition - no evidence
123
Interactionist perspective (best available)
lang devel. = complex interaction b/t biological capacities AND social context; inborn sensitivity to language but pace/lang learned det. by envir.
124
Broca's and Wernicke's
broca - speech production
| werenicke - speech comprehension
125
Infant directed speech
exaggerates sounds to help distinguish/hear; expansion - bottle fell to yes bottle fell off the table; recast of kitty go to where is the kitty going
126
Trust vs. Mistrust
0-18mo., must develop view of world as safe place where basic needs are met; adult develops drive/hope
127
first developmental task of life
developing trust w/caregivers
128
Autonomy vs. Shame and Doubt
18mo-3yr; become independent/feel confident in ability to maneuver in envir., adult develop self control/willpower
129
Autonomy vs Shame/doubt unresolved
develop compulsions, lack independence and self reliance; lack initiative, unwilling to take small risks
130
Trust vs Mistrust unresolved
infant withdraws and can't form close relationships
131
Sensitive mothers
accepts role, responds to needs consistently, feels sense of efficacy, match own interactions w/infant's needs - diff. cultures have diff. goals for child development
132
Basic emotions
happiness, sadness, interest, surprise, fear, anger, disgust; same place/time - inborn
133
Social smile
10w - in response to familiar people; now shows social engagement compared to just arousal
134
Negative emotions
anger 6mo., tantrums and such during terrible twos
135
Self conscious emotions (secondary emotions)
18mo., empathy, pride, embarrassment, shame, guilt
136
Emotional self regulation
6mo = gaze aversion, fussing; 12mo = thumb sucking, rocking, play w/toys; 18mo = move away, talking; 24mo = lang. skills, use words instead of acting out
137
Emotional display rules
specify circumstances under which various emotions should or should not be expressed
138
Social referncing
watching for caregivers' emotional expressions to find clues about how to interpret ambiguous events; older infants follow referencing cues w/neg. attitudes
139
Post partum depression
less attentive/responsive, more easily frustrated; baby response = stress, cry, fussy; negative cycle
140
PPD later effects on baby
bad attention/interaction skills, can't understand emotions, cognitive/language deficits
141
Treatment for PPD
pediatricians should screen all moms, cog-beh therapy
142
Temperament
way individual approaches and reacts to people; malleable; @3 predicts for adult; biological
143
Easy temperament
positive mood, even temper, adaptable, regular schedules
144
Slow to warm up temperament
less active, moody, slow to adapt, react to new situations w/mild irritability
145
Difficult temperament
active, irritable, irregular in biological rhythms, adapt poorly to change
146
Extraversion/surgency
display and experience positive affect; approach experience w/confidence, 'leaning in'
147
Negative affectivity
tendency toward negative emotions, sadness, fear, distress, frustration
148
Effortful control
babies use ability to focus their attention and inhibit responses to manage negative feelings - regulate arousal/soothe selves
149
Goodness of fit
interaction b/t temperament and envir.; difficult baby w/depressed mom = low; easy w/calm mom = high
150
Early childhood trauma
may not remember, still affects them
episodic trauma = multiple but not constant shocks; exaggerated stress response later on
chronic stress = blunted response to stress, withdraw, minimize
151
influences of attachment
if provide constant, good care, goodness of fit, secure attachment
contextual: SES, stressors, support
152
Secure attachment
starts at birth, facilitated by skin contract; secure base (caregiver becomes foundation for baby to explore world and return for support); forms 7mo., 15mo = sep. anxiety
153
Outcomes to secure attachment
positive socio emotional development, use parent as secure base, regular check in, mild distress when parent leaves
154
outcome for insecure attachment
long term negative socio emotional outcome - trouble w/relationships/intimacy/social skills; exposure to sensitive caregiver/therapy useful
155
Negative experience has strong influence on attachment
can produce insecure, mediated by changing maladaptive patterns, issues vary by culture
156
Self concept
sense of oneself as an entity separate from rest of the world - innate vs. emerge at 3mo.
157
Self recognition
24mo. - children can identify selves as 'me' from series of pictures; rouge test
158
categorical self
30mo - child labels selves as 'big girl', brown haired
159
Self control
18-36mo. frontal lobes developing, child more able to exert executive functioning over own behavior
160
When is early childhood
3-6 yo
161
Physical growth in early childhood
growth slows, nutrition = critical, picky phase, great gains in gross motor skills, fine motor after
162
Piaget's preoperational state
2-7; learn through symbolic thought (word used to represent something other than itself) use own thought, imaginative and parallel play, egocentrism, centration, conservation of mass
163
3 moutains exp.
show child 3D mountains, ask what person on other side sees, can't tell
164
Centration
tendency to focus on one part of a situation and exclude all others
165
Conservation of mass
which glass holds more - usually develops by 5 - will initially choose taller
166
Vtgotsky's sociocultural perspective
takes society/culture into consideration of thinking/development; most learning from interacting w/others, scaffolding
167
scaffolding
tailored, individual support given to student by instructor throughout the learning process
168
Sustaiined attention
ability to remain focused on a stimulus for an extended period of time; big INC in early childhood
169
Selective attention
ability to focus on relevant info, despite distractions; big INC early childhood; waldo
170
Scripts
descriptions of what occurs in a particular situation
171
Autobiographical memory
memory of personally meaningful events that took place at specific time/place
172
Super autobiographical memory
people who can remember any and everything about themselves/their experiences
173
Theory of mind
3-5 yo. child's awareness of their own/other people's mental processes
- metacognition "thinking about thinking"
174
Language explosion
b/t 3-6 - learn best from interactive contexts w/turn taking, joint attention, scaffolding etc.
175
Overregularization errors
child uses a known rule to reflect a changed condition; instead of one of many exceptions have in english
176
2 models of education
academically centered programs; child centered programs
177
Academically centered programs
emphasize providing children w/structured learning envir. where teachers deliver direct instruction on academic skills e.g. public/private
178
Child centered programs
encourages children to learn through observing interacting w/variety of objects/people; child learn by doing, communication, self regulation
179
Compare 2 education models
traditional = cheaper, may not reach full potential; child centered foster independence, problem solving but bad STEM, varies by each kid
180
Head start
pre K early intervention program for poverty stricken youth in America; have IQ gains, more parental involvement, not total evidence but some showing lasting social/physical effects
181
Erikson's initiative of guilt
3-5; purpose and direction, goal directed behavior or inhibition; "observe but seldom act"
182
play in early childhood
2-5; peer play important, 6 types
183
Nonsocial activity
play alone w/ball
184
Associative play
play alongside each other but exchange toys and talk about each other's activities
185
Cooperative play
play and work together and work toward common goal
186
Rough and tumble play
develops gross motor skills, muscle strength and control; more boys
187
Sociodramatic play
take on roles and act out stories, usually cooperative/structured - learn to explain ideas, include imaginary friends, more girls
188
Imaginary friends
associated w/better social skills later on
189
Self concept
set of attitudes, abilities, characteristics that person uses to describe and define self
190
Self esteem varied by culture
more + b/c no social comparison yet
US kids more sad/shame when fail, more pride when succeed; Japanese kids fewer negative emotions when fail, more self conscious and embarrassed when individually succeed
191
Emotional coaching
when parents/teachers talk to preschoolers about emotions and explain their own and their kid's emotions - practice w/social interaction
192
Emotional regulation
ability to manage how one experiences and displays emotions - learn to problem solve over act out; influenced by cognition, exec. fxn, theory of mind, lang. devel.
193
Emotional regulation associated w/social competence and overall adjustment
parents re-frame negative experiences (no soda, but have time to pet the cat), model emotional regulation e.g. distracting oneself in response to negative emotion - can be sad about no school, but let's play school this morning
194
Prosocial behavior
voluntary behavior intended to benefit another; no exception of reward; assoc. w/(+) peer relationships, social competence, lower aggression, success in school
195
3 types of aggression
instrumental, impulsive, relational; external factors INC likelihood of early childhood aggression e.g. abuse, family dysfunction
196
Instrumental aggression
w/o anger, as a means to an end - planned, want to get something
197
Impulsive aggression
w/anger, unpremeditated, no clear ends in mind; e.g. bar fight (more men)
198
Relational aggression
intended to harm another's social relationships (more women)
199
Authoritarian parenting
low warmth, high control; many rules, strong punish, become more withdrawn/mistrust/anxious
200
Permissive parenting
high warmth, low control; indulgent parents, few rules, few consequences, can be impulsive, self centered
201
Uninvolved parenting
low warmth, low control; little support, no recognize need for affection, may be overwhelmed w/stressors, could neglect, many levels of dysfunction - act out, bad social
202
Authoritative parenting
high warmth, high control; sensitive to needs and firm in expectations; display confidence, social skills, exec. fxning
203
Mixed parenting styles
confusing; polarize parents where one is extra nice and one extra punishing; each trying to compensate for one another
204
4 types of mistreatment
physical abuse, neglect (fail to provide for basic phy./emot. needs - most common), sexual abuse, emotional abuse
205
Paradoxical dilemmas of abused kids
affection/love coexist w/violence and abuse; victim wants to stop abuse but also wants to belong to family in which they are being abused
206
Gender role norms
norms for everyday male/female behavior; consistent across most culture; women soft, men tough
207
Gender stereotypes
exaggerated beliefs about what males and females should and should not do e.g. women nurse/teacher which men are mechanics/leaders
208
Gender identity
perception of oneself as boy or girl manifests around age 2; culture is big role; cause of gender roles/identification = complex mix of genetics, bio, and culture
