Midterm 2 Flashcards
(136 cards)
1
Q
Caesarean section
A
Surgical delivery of the fetus directly from the uterus; performed when normal delivery is prohibited
2
Q
At risk
A
Describes babies who have a higher likelihood of experiencing developmental problems
3
Q
Anoxia
A
A deficit of oxygen to the cells that can produce brain or other tissue damage
4
Q
Preterm
A
Describes babies born before the end of the normal gestation period
5
Q
Fetal distress
A
A condition of abnormal stress on the fetus, reflected during the birth process in an abnormal fetal heart rate
5
Q
Precipitate
A
Born too quickly
7
Q
Neonate
A
Birth to one month
7
Q
Infancy
A
Birth and ending at about 18 moths to 2 years
8
Q
Small for gestational age (SGA)
A
Describes babies born at a weight in the bottom 10 percent of babies of a particular gestational age
- poor muscle tone
- do not arouse easily
- orient poorly to visual stimuli
- later indicate some memory and IQ deficit
- somewhat more disadvantaged than preterm infants
9
Q
Apgar exam
A
An exam administered immediately after birth that assesses vital functions, such as heart rate and respiration
7-10 good condition
4-6 require special attention
Below 3- emergency & survival be in doubt
Activity, pulse, grimace, appearance, respiration
10
Q
Brazelton Neonatal Behavioural Assessment Scale
A
The most comprehensive of newborn assessment instruments; assesses attention and social responsiveness, muscle tone, and physical movement, control of alertness, and physiological response to stress
26 items; four categories: physiological, motoric, state, interaction
11
Q
Electroencephalogram (EEG)
A
An instrument that measures brain activity be sensing minute electrical changes at the top of the skull
12
Q
Prechtl test
A
More extended test at birth- tests 15 reflexes
13
Q
Rapid eye movement (REM) sleep
A
A stage of light sleep in which the eyes move rapidly while the eyelids are closed
14
Q
Infants sleep
A
Over half of an infants sleep is REM sleep
15
Q
Sudden infant death syndrome (SIDS)
A
The sudden and unexpected death of an otherwise healthy infant under the age of 1 year
16
Q
Circadian rhythm
A
The regular and predictable pattern of daily activity
17
Q
Reflex
A
An automatic and stereotyped response to a specific stimulus
18
Q
Rooting reflex
A
If we stroke a newborns cheek next to the mouth, the baby will turn its head to that side and search with the mouth
19
Q
palmar reflex
A
Elicited by pressure against the palm of a newborns hand, such as with a finger. The baby responds by grasping the finger tightly
20
Q
Moro reflex
A
Series of reactions to sudden sound or the loss of head support. The infant firsts thrusts her arms outward,opens her hands, arches her back, and stretches her legs outward, then she brings her arms inward in an embracing motion with fingers formed in fists
21
Q
Stepping reflex
A
She pressure is applied to the soles of GE feet,the baby will flex his legs up and down
Disappears around 3 months age
22
Q
Congenitally organizes behaviours
A
Early behaviours of newborns that do not require specific external stimulation and that show more adaptability that simple reflexes (ie looking, sucking, crying)
23
Q
Postural development
A
The increasing ability of the baby to control parts of its body, especially the head and trunk
24
Locomotion
The movement of a person through space, such as walking and crawling
25
Prehension
The ability to grasp and manipulate objects with the hands
26
Proximodistal
Literally, near to far: this principle of development refers to the tendency of body parts to develop in a trunk-to-extremities direction
27
Cephalocaudal
Literally, head to tail. This principle of development refers to the tendency of body parts to mature in a head- to- foot progression
28
Dynamic systems approach
Thelen's model of the development of motor skills in which infants who are motivated to account polish a task create a new motor behaviour from their available physical abilities
29
Norms (Denver developmental scales)
-4-6 months reach, grab and hold on to dangling objects
- 9-14 pincer grasp
13-17- pull you with string, climb steps& ride wagons
- 18-24 walk or run short distances
30
Reaching
3-4 months basic grasp
4-5 months hand to hand transfer and raking
9 months pincer grasp
31
Catch up growth
Accelerated growth that follows a period of delayed or stunting growth resulting from disease or malnutrition
32
Skeletal maturity (bone age)
The degree of maturation of an individual as indictated by the extent of hardening of the bones
33
Puberty
The period in which chemical and physical changes in the body occur ban enable sexual reproduction
34
Early maturing boys seen as
Relaxed, independent, self- confident and attractive
35
Late maturing boys seen as
Anxious, over talkative and attention seeking
36
Early maturing girls seen as
Unpopular, withdrawn, low self-confidence, anxious, more involved in deviant behaviour, lower school performance
37
Late maturing girls
Seen as attractive, lively, social leaders
38
Anorexia nervosa
A severe eating disorder; usually involving excessive weight loss through self- starvation; most often found in teenage girls
39
Bulimia nervosa
A disorder of food binging and sometimes purging by self- induced vomiting; typically observed in teenage girls
40
Obesity
A condition of excess fat storage; often defined as weight more than 20 percent over a standardized ideal weight
41
perinatal period
The events and environment surrounding the birth process
42
Labour 3 stages:
1. Early contractions- cervix dilates
2. Fetus pass through cervix- baby completely delivered
3. Afterbirth- delivery of placenta and other membranes
43
Four stages of neuronal structure development
1. Cell production
2. Cell migration
3. Cell elaboration and differentiation
4. Myelination
44
Sensation
The experience resulting from the stimulation of a sense organ
45
Perception
The interpretation of sensory stimulation based on experiences
46
Attention
The selection of particular sensory input for perceptual and cognitive processing and the exclusion of competing input
47
Haptic perception
The perceptual experience that results from active exploration of objects by touch
48
Elicited motor responses
Looming, blinking, head turning
49
Vestibular sensitivity
The perceptual experience that results from motion of the body and the pull of gravity
50
Preference method
A research method for the study of visual ability in infancy. Two visual stimuli are presented simultaneously, and the amount of time the infant looks at each is measured
51
Visual acuity
The clarity with which visual images can be perceived
52
Visual accommodation
The automatic adjustment of the lens of the eye to produce a focused image of an object on he light-sensitive tissue at the back of the eye
53
Size constancy
The experience that the physical size of an object remains the same, even though the size of its projected image on the eye varies
54
Shape constancy
The experience that the physical shape of an object remains the same, even though the shape of its projected image on the eye varies
55
Brightness constancy
The experience that the brightness of an object remains the same, even though the amount of light it reflects back to the eye changes (because of shadows or changes in illuminating light)
56
Colour constancy
The experience that the colour of an object remains the same, even though the wavelengths it relents back to the eye change (because of changes in the colour of the illuminating light)
57
Visual cliff
A research method for the study of depth perception in infancy. The infant is placed on a glass- covered table near an apparent drop-off, and perception of depth is inferred if the infant avoids the drop
58
Optic flow
The sensation that objects are apparently moving as a result of self-produced movement
59
Pictorial cues
Visual cues that indicate the relative distances of objects through static, picture- like information- for example, interposition of one object in front of another
60
Kinetic cues
Visual cues that indicate the relative distances of objects though movement of the objects or of the observer
61
Motion parallax
An observers experience that a closer object moves across the field of view faster than a more distant object when both objects move at the same speed or when the objects are stationary and the observer moves
62
Orienting reflex
A natural reaction to novel stimuli that enhances stimulus processing and includes orientation of the eye and ears to optimize stimulus reception, inhibition of ongoing activity, and a variety of physiological changes
63
Defensive reflex
A natural reaction to novel stimuli that tends to protect the organism from further stimulation, and that may include orientation of the stimulus receptors away from the stimulus source and a variety of physiological changes
64
Selective attention
Concentration on stimulus or event with attendant disregard for other simultaneously available stimuli or events
65
Inhibition of return
We inhibit attention from going back to,items or locations to which we have previously attended and searched
66
Flagella four important aspects of attention that develop with age
1. Control of attention improves with age as attention span increases and distractibility decreases
2. Adaptability of attention to the task also changes
3. Planfullness
4. Children become better at adjusting their attentional strategies as they gather information from a task
67
Cognition
Higher- order mental processes, such as reasoning and problem solving through which humans attempt to understand the world
68
Assimilation
Whenever we interact with the environment we assimilate he environment to our cognitive structures; that is, we fit it in or interpret it in terms of what we already understand
69
Accommodation
Altering our understanding to take new things into account
70
Piagets four stages of development
Sensorimotor
Preoperational
Concrete operational
Formal operational
71
Sensorimotor
Form of intelligence in which knowledge is based in physical interactions with people and objects. The first stage of piagets periods, extending from birth to about 2 years
72
Preoperational
Form of intelligence in which symbols and mental actions begin to replace objects and overt behaviours. The second of piagets periods, extending from about 2 to 6 years old;
Child begins to use symbols such as words and numbers to represent the world cognitively
73
Concrete operations
Form of intelligence in which mental operations make logical problem solving with concrete operations possible. The third of Piaget's periods, extending from about 6 to 11 years of age
74
Formal operational
Form of intelligence in which higher- level mental operations manager make possible reasoning with respect to abstract and hypothetical events and not merely concrete objects. The fourth of Piaget's periods, beginning at about age 12
75
6 substages of sensorimotor period
1. Exercising reflexes (birth- 1 month)
2. Developing schemes (1-4 months)
3. Discovering procedures (4-8 months)
4. Intentional behaviour (8-12 months)
5. Novelty and exploration (12-18 months)
6. Mental representation (18-24 months)
76
Sensorimotor schemes
Skilled and generalizable action patterns by which infants act on and understand the world. In Piaget's theory, the cognitive structures of infancy
77
Intentional behaviour
In ry, behaviour in which the goal exists prior to the action selected to achieve it; made possible by the ability to separate means and end
78
Object permanence
The knowledge that objects have a permanent existence that is independent of our perceptual context with them. In Piaget's theory a major achievement of the sensorimotor period
79
A- not- B error
Infants tendency to search in the original location in which an object was found, rather than inits most recent hiding place; a characteristic of stage 4 of object permanence
80
Progressive decentering
Piaget's term for the gradual decline in egocentrism that occurs across development
81
Egocentrism
In infancy, an inability to distinguish the self (Ed. Ones actions or perceptions) from the outer world. In later childhood, an inability to distinguish ones own
Respective (eg. Visual experience, thoughts, feelings) from that of others
82
Invariants
Aspects of the world that remain the same, even though other aspects have changed. In Piaget's theory, different forms of invariants are understood at different stages of development
83
Symbolic function
The ability to use one thing (such as mental image or word) as a symbol to represent something else
84
Deferred imitation
Imitation of a model observed some time in the past
85
Symbolic play
Form of play in which the child uses one thing in deliberate pretence to stand for something else
86
Qualitative ideology
The knowledge that the qualitative nature of something is not changed by change in its appearance. In Piaget's theory this is a preoperational achievement
87
Egocentric speech
In Piaget's theory, the tendency for preoperational children to assume that listeners know everything they know, revealing difficulty with perspective talking
88
Centration
Piaget's term for the young child's tendency to focus on only one aspect of a problem at a time, a perceptually biased form of responding that often results in incorrect judgments
89
Conservation
The knowledge that the quantitative properties of an object or collection of objects are not changes by change in appearance. In Piaget's theory, this is a concrete operational development
90
Class inclusion
The knowledge that a subclass cannot be larger than the super ordinate class that includes it. In Piaget's theory, a concrete operational achievement
91
Seriation
The ability to order stimuli along some quantitative dimension, such as length. In Piaget's theory, this is a concrete operational achievement
92
Transitivity
The ability to combine relations logically to deduce necessary conclusions- for example if A>B and B>C, then A>C. In Piaget's theory this is a concrete operational achievement
93
Operations
Piaget's term for the various forms of mental action through which older children solve problems and reason logically
94
Decentration
The ability to keep in mind multiple aspects of a situation, all at the same time. For Piaget, this is a feature of concrete operational thought
95
Reversibility
Piaget's term for the power of operations to correct for potentiometer disturbances and thus arrive at correct solutions to problems
96
Dual representation
The realization that an object can be represented in two ways simultaneously
97
Hypothetical- deductive reasoning
A form of problem solving characterized by the ability to generate and test hypotheses and draw logical conclusions from the results of the tests. In Piaget's theory, this is a formal operational achievement
98
Equilibration
Piaget's term for the biological process of self-regulation that propels the cognitive system to higher forms of equilibrium
99
Equilibrium
A characteristic of a cognitive system in which assimilation and accommodation are in balance, thus permitting adaptive, non-distorted responses to the world
100
Concept
A mental grouping of different items into a single category on the basis of some unifying similarity or set of similarities
101
Animism
Piaget's term for the young child's tendency to attribute properties of life to non- living things
102
Theory of mind
Thoughts and beliefs concerning the mental world
103
False belief
The realization that people can hold beliefs that are not true. such understanding, which is typically acquired through the preoperational period, provides evidence of the ability to distinguish the mental from non-mental
104
Appearance- reality distinction
Distinction between how objects appear and what they really are. Understanding the distinction implies an ability to judge both appearance and reality correctly when the two diverge
105
Joint attention
Using cues (such as direction of gaze) to identify and share the attentional focus of another
106
Social referencing
Using information gained from other people to interpret uncertain situations and to regulate ones own behaviour
107
Culture
The accumulated knowledge of people encoded in their language and embodied in the physical artifacts, beliefs, values, customs, institutions, and activities passed down from one generation to the next
108
Zone of proximal development
The distance between what a child can accomplish independently and what the child can accomplish with the help of an adult or more capable peer
109
Scaffolding
A method of teaching in which the adult adjusts the level of help provided in relation to the child's level of performance, the goal being to encourage independent performance
110
Guided participation
The process by which young children become competent by participating I everyday, purposeful activities under the guidance of more experienced partners
111
Ontogenetic development
Development across the years of individuals life, such as childhood
112
Microgenetic development
Moment- to- moment learning of individuals as they work on specific problems
113
Phylogenetic development
Development of the species
114
Cultural/ historical development
Development that occurs over decades and centuries and leaves a legacy of tools and artifacts, value systems, and practices
115
Higher mental functioning
Complex mental processes that are intentional, self-regulated, and mediated by language and other sign systems
116
Solitary pretense
Pretended play engaged in by a child playing alone
117
Sociodramatic play
Play in which two or more people enact a variety of related roles
118
Collective monologue
Piaget's term for young children's tendency to use egocentric speech with each other during play, resulting in non-communication
119
Private speech
Speech children produce and direct toward themselves during a problem-solving activity
120
Sociogenesis
The process of acquiring knowledge or skills through social interactions
121
Discovery learning
An educational approach based on Piaget's idea that children learn by acting on the world individually, not be passively taking in information
122
Assisted discovery
An educational approach based on Vygotskys idea that children learn through interactions between teachers and students as well as between students
123
Sociocognitive conflict
Cognitive conflict that arises during social interaction
124
Intersubjectivity
A commitment to find common ground on which to build shared understanding
125
Mental representation
The use of symbols to picture and act in the world internally
126
Environmental/ learning theory of development
Emphasizes the role of experience in organizing complex perceptions from simple sensations
127
Ethology perspective development
Emphasizes the innate aspects of perception that allow a baby to understand the world
128
Cognitive developmental theory development
Emphasizes the impact of knowledge on perception
129
Two important factors of Piagets theory
Invariant: the stages always emerge in a fixed order and no stage can be skipped
Universal: they are assumed to describe the cognitive development of children everywhere
130
Reflexive schemes: sub stage 1
Birth- 1 month
| Just have reflexes
131
Primary circular reactions
Sub stage 2
Age 1-4 months
Simple motor habits: thumb sucking, repeatedly opening closing hand
132
Secondary circular reactions
Sub stage 3
4-8 months
Reaching for objects, grasping & manipulating objects
133
Coordinator ion of secondary circular reactions
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Sub stage 4
8-12 months
- organize schemes
- intentional, goal-directed behaviour
- object permanence
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134
Tertiary circular reactions
Sub stage 5
12-18 months
Becomes experimental and creative
Attempt behaviours that will provoke new outcomes
135
Mental representation
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Sub stage 6
18-2 years
-mental representations reality
- deferred imitation
- symbolic play
- symbols
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