Infant and child exam 2 Flashcards
(81 cards)
1
Q
Myelination
A
- coats neural fibers
- improves efficiency of message transfer
2
Q
Lateralization
A
- specialization of features of right and left hemisphere
- Adaptive brain
- left and right hemisphere work together but each have their own functions
3
Q
Left hemisphere
A
- sensory information and controls right side of body
- verbal abilities
- positive emotions
- sequential, analytical processing
4
Q
Brain plasticity
A
- capacity of CNS to change its structure and functions in reaction to environment
- more plasticity in infants and young children
5
Q
Changes in sleep patterns
A
- sleep declines from 18 to 12 hours a day by age 2
- move into more adult like sleep patterns in first year
- affected by brain development, social environment, and cultural values
- night wakings increase 1.5-2 years then decline
6
Q
Heredity and early physical growth
A
Height, weight, rate of physical growth determined by heredity
7
Q
Reasons to breastfeed
A
- correct fat (^) and protein (v) balance
- nutritionally complete
- disease protection
- better jaw and tooth development
- ensures digestibility
- Easier transition to solid food
8
Q
Right hemisphere
A
- sensory information and control of left side of body
- spatial abilities
- negative emotions
- holistic, integrative processing
9
Q
Reasons women don’t breastfeed
A
- physically can’t (don’t produce milk)
- work full-time (don’t want to pump)
- societal pressure
- don’t know how
10
Q
chubby babies and later weight issues
A
- relationship between rapid weight gain in infancy and later obesity
What to do?
- breastfeed for 6 months
- avoid sugary food, salt and saturated fats
- promote physical exercise
- limit TV time
11
Q
4 types of Malnutrition
A
- Marasmus
- Kwashiorkor
- Iron-deficiency Anemia
- Food insecurity
12
Q
Marasmus
A
- diet low in essential nutrients (wasted)
-
13
Q
Kwashirkor
A
- unbalanced diet very low in protein (enlarged belly, swollen feet, hair loss, irritable)
- 1-3 years
- loss of brain weight
- poor motor development
14
Q
Iron-deficiency Anemia
A
- low iron level caused by insufficient dietary intake
- any age
- learning and attention problems
15
Q
Food Insecurity
A
- uncertain access to enough food
- any age
- passivity, irritability, anxiety
16
Q
Classical Conditioning
A
- infant reflexes allow classical conditioning possible
- Neutral stimulus
- pair w/ stimulus that triggers a reflex, allowing new stimulus to produce behavior
- USC > UCR
17
Q
Operant Coniditoning
A
Reinforcements:
- +/-
- increase probability of behavior occurring again
Punishments:
- +/-
- decreases probability of behavior occurring again
18
Q
Habituation
A
gradual reduction of a response due to repetitive stimulation
19
Q
Recovery
A
a change in the environment causes responsiveness to return to a high level
20
Q
Imitation
A
- copying behavior of another
- newborns have the ability to imitate
- does not decline with age
- biological explanations: mirror neurons
21
Q
Gross Motor Development
A
- control over actions that help infants move
- crawling, standing, walking
22
Q
Fine Motor Development
A
- smaller movements
- reaching and grasping
23
Q
Gross Motor Development
A
- larger movements
- walking
24
Q
Piaget: Stages of Cog. Development
A
- Sensorimotor (birth-2)
- Preoperational (2-7)
- Concrete Operational (7-12)
- Formal Operational ( 12 and older)
25
Sensorimotor
- Birth - 2 years
- child cannot think without preforming movement (to think is to move)
- child thinks with eyes, eats, hands, etc.
- active participant with their learning
26
Adaptation
- building schemes through direct interaction with environment
- assimilation
- accommodation
- equilibrium and disequilibrium
27
Assimilation
(Adaptation)
| - using current schemes to interpret external world
28
Accomidation
(adaption)
| - adjusting old schemes and creating new ones to better fit environment
29
Equilibrium and Disequilibrium
( adaptation)
- use assimilation during equilibrium
- use accommodation during disequilibrium
30
Organization
internal rearranging and links schemes create interconnected system
31
Sensorimotor Stages
- Circular reactions
- Intentional behavior
- Mental representations
32
Circular reactions
(sensorimotor stages)
- repeating chance behavior
Primary CR: repeating behavior motivated by needs
Secondary CR: repeat interesting events in environment
33
Intentional Behavior
(sensorimotor stage)
- goal directed behaviors (brings out desired result)
Object Permanence
34
Object Permanence
- objects skill exist when out of sight
A-not-B Error: continuing to reach for object where they first saw it hiddent
35
Mental Representation
(sensorimotor stage)
-internal, mental depictions of objects, people, events that mind can manipulate
images: mental pictures of objects
concepts: categories of similar objects
36
Zone of Proximal Development
- range of tasks child cannot do alone (too difficult) but can learn with help of more skilled partners
- learning is most rapid
- task is beyond the grasps but not so hard that it's overwhelming
37
Mental Tests
- measure cognitive products reflecting mental development
- Aim: predict future performance
- Most emphasized: perception/motor responses
38
Bayley Scales of Infant Development
1 month - 42 months (3.5 years)
3 subtests:
- cognitive (attention, play)
- language (comprehension and production)
- motor (gross and fine)
39
HOME
Home Observation for Measurement of the Environment
Factors measured:
- parent: encouragement, involvement, affection, stimulation
- environment: organized, appropriate learning materials, variety of experiences
-predicts early infant IQ
40
Infant and Child Care
- 20-25% of centers offer positive, stimulating environment
- Low SES: inadequate
- Mid SES: WORST childcare
- physical size
- group size
- caregiver-child ratio
- caregiver qualifications
- relationships with parents
- licensing and accreditation
41
Early Head Start
- offered to low SES
- 2-5 years
- started in 1965
- 18,000 sites serving > 1 million
- childcare, education, nutrition, health care
Lead to:
- warm, affectionate parenting
- increase cog and language development
42
3 Theories of language development
- Nativist
- Interactionist
- Behaviorist
43
Behaviorist
```
- Language learned through:
operant conditioning (reinforcement)
```
imitation
44
Nativist
- language acquistion device (LAD)
- -innate system that contains universal grammar - rules common to all language
Biological Primed:
- language areas in brain
- sensitive period
45
Interactionist
- Language aquired; interaction between inner capacities and environment
Two Interaction theories:
- applies info processing perspective
- emphasized social interaction
46
Language Development
```
- first speech sounds
cooing and babbling
- gaze (3/4m)
- give and take (4-6m)
- joint attention (8-12m)
- preverbal gesture (11/12m)
```
47
Starting to talk
- first words: 12 m
| (people, objects, food, animals, "uh oh")
48
Underextension
apply words too narrowly
49
Overextenstion
- common
| - apply to wider collection of objects
50
Differences in Language Development
- gender
- temperment
- environmental
-- SES
-- child directed speech
- language style
- expressive
-
51
Supporting early language learning in infants
- respon to coos and babbles
- establish joint attention
- use child-directed speech
- play social games
52
Supporting early language learning in toddlers
play, talk, read
53
Two word utterances
- steady, continuous increase in rate of word learning through preschool years
telegraphic speech: eliminated extra words ( no go, want milk)
54
Psychosocial stages during infancy and toddlerhood
First year:
- basic trust vs. mistrust
Second year:
- autonomy vs. shame/doubt
55
Basic trust vs Mistrust
- faith in environment and future events (favorable outcome)
- suspicion: fear of events (unfavorable outcomes)
-need from caregivers: responsiveness
56
Autonomy vs shame/doubt
- sense of self control and adequacy (favorable)
- feeling of shame and self doubt (unfavorable)
-Need from caregiver: suitable guidance and responsible choice
57
Basic Emotion
- happy, angry, disgust, surprise, interest
| - universal and promote survival
58
Happiness
- smile: birth (physiological)
- laugh: 3-4 m
- several smiles: 10-12 m
59
anger and sadness
- general distress from birth
- anger: 4-6 m
- sadness: less common that anger ( happens in deprived infants)
60
fear
- first fears: second half of 1st year
stranger anxiety: 8-12 m
61
emotional self regulation
-strategies used to adjust our emotional state to comfortable level
- requires effortful control
- grows over 1st year
62
Temperment: Thomas and Chess
- NY longitudinal study
- structure of temperment:
- - easy (40%)
- - difficult ( 10%)
- - STWU ( 15%)
- - unclassified ( 35%)
63
Ethological theory of attachment
- bowlby
- infants emotional tie to caregiver promotes survival
preattachment (b-6w)
attachment in making (6w-8m)
clear cut attachment (8m-24m)
reciprocal relationship (24+m)
64
strange situation
- 8 episodes
| - most interested in separations and reunions
65
measuring security of attachment
- secure attachment: B baby )65%)
- avoidant attachment: A baby (20%)
- resistent attachment: C baby (10%)
- disorganized/disoriented attachment: D baby (15%)
66
avoidant attachment
- A baby
| - seem unresponsive to parent and are slow to greet the parent upon return
67
secure attachment
- B baby
- use the parents as a secure base
- actively seek contact with the parent when he/she returns
68
resistent attachment
- C baby
- seek closeness to the parent and are distressed
- angry when parent returns
69
disorganized/disoriented
- D baby
- pattern reflects greatest insecurity
- at reunion, these infants show confused, contradictory behaviors
70
multiple attachment
- fathers
- siblings
- grandparents
- other caregiver
71
body growth in first 2 years
Height:
- 50% by age 1
- 75% by age 2
Weight:
- 6m: doubled (15lb)
- 12m: tripled (22lb)
- 24 m: quadrupled (30lb)
72
Cephalocaudal
Head to tail
- growth is from head to lower part of body
- infants gain control of their head, then neck, shoulders, chest, back, hips, legs, and feet
73
Proximodistal
Near to far
-growth: head, chest and trunk > arms/legs > hands/feet
74
Skeletal Age
- best estimate of physical maturity
- measure of bone development
- establish skeletal age by x-ray of bones and checking for number of epiphyses and fusion
75
Epiphyses
- growth centers at end of long bones
- thin and disappear when no more growth
- cartilage produced at growth plates of epiphyses throughout childhood
76
Growth of skull
Fontanels:
- bones of skull separated by gaps
Sutures (seams): skull bones come in contact with on another
77
Appearance of Teeth
- 4-6 months
- 20 teeth by 2
- genetic
- all teeth are present at birth (permanent and primary)
78
Brain development
- Development of neurons
- neurotransmitters
- synaptic pruning
- mylination
79
Neurons
- 100-200 million
- store and transmit info
synapses:
- tiny gaps where fibers from different neurons close together but don't touch
80
Neurotransmitters
neurons send messages to one another by releasing these chemicals
81
synaptic pruning
- returns neurons to uncommitted state to be used in future development
