RANDOM Flashcards
(35 cards)
types of school refuser
- separation anxiety: fear of loss parental nurturance or safe home environment
- specific phobia: marked and persistent fear of objects or situations, in this case: school
- acute school refusal: first three years of good attendance before suddenly refusing to go to school.
- chronic school refusal: related with dependency, parental mental illness and lower self-esteem and sociability.
function of school refusal
negative reinforcement: avoidance of a negative or disliked event (such as going to school) and the avoidance is reinforcing or rewarding
> ‘negative’ does not mean ‘unpleasant’
positive reinforcement: an action or outcome following a behaviour that makes the behaviour more likely to be repeated.
systematic desensitisation
reducing or eliminating certain phobias
1. learn to relax
2. encourage to employ this ability when asked to consider objects or situations of fear
emotive imagery
associating fearful situations with imagined scenes which conjure up feelings of pride or amusement
> fearful situation will be associated with positive emotions and a relaxed state
cognitive-behavioral therapy
aims to help patients change the way they think, feel and behave
> exploring and challenging negative thoughts and then replacing them with new understandings
autism spectrum disorders
a spectrum of psychological conditions characterised by widespread abnormalities of social interactions and communication, as well as severely restricted interests and highly repetitive behaviour
congenital blindness
the condition of being born unable to see or with severe visual impairment
chromosomal structural abnormalities
an atypical number of chromosomes or a structural abnormality in one or more chromosomes
genetic diversity
the total number of genetic characteristics in the genetic make-up of a species. It is distinguished from genetic variability, which describes the tendency of genetic characteristics to vary
amniocentesis
medical procedure used in prenatal diagnosis of chromosomal abnormalities and foetal infections where the foetal DNA is examined
neuroimaging
either directly or indirectly imaging the structure and function/pharmacology of the brain
e.g.PET, ERP, MEG
eye-tracking methodology
automated recording of eye movements
- allows precise measures of visual behavior
- can be used on babies since they can’t talk
saccades
fast movements of the eye that function to shift fixation to an object of interest
> image projected to the fovea
ADHD
- inattention and hyperactivity-impulsivity
- no inhibitory control: ability to overcome a prepotent motor response
Autism Spectrum Disorder
problems with social interaction and communication, and limited,
stereotyped and repetitive patterns of behavior
three main theories explaining autism:
- theory of mind hypothesis of autism:
people with autism have difficulties in understanding that others have thoughts and beliefs. - executive function hypothesis of autism:
autism is due to a deficit in executive functions-inhibition, planning, being mentally flexible and generating novel ideas - central coherence hypothesis of autism:
autism is due to a lack of central coherence, which is reflected in the tendency to process information piece by piece rather than to integrate it
sensory impairment
Atypical or not?
- certain forms of visual impairment are caused by genetic abnormalities
- children impaired by congenital blindness also show behavioral symptoms of autism
- a way of learning is lost in blind children, which ensures that they cannot learn some communication forms (writing)
> they follow a different development path - very different communication with parents than normal children
Joint attention: social partners deliberately focus on a shared object in the external environment.
- person who wants contact requires the attention of the other person
- other person makes an appropriate behavioral response
- person follows with a response that indicates that he is aware of the other person’s attention
- they both focus attention on the object or event by exchanging smiles, vocalizations or
verbalizations
dual sensory impairment
more than 50% of children with visual impairment there is another limitation
e.g. auditory impairment
- important to learn that they have to go through the development independently.
Bronfenbrenner’s ecological model:
places individual human development into the wider context of interaction with the immediate environment, as well as the larger context
- microsystem: environment that the child experiences individually and directly
e.g. own characteristics, family, friends, school
> factors can mutually influence each other - mesosystem: relations between different microsystems
e.g. parents’ contact with the teacher of the school - exosystem: settings of which the child is not directly part, but which can influence their development
e.g. mass media and neighbours - macrosystem: the influence of culture
> the rise of deaf culture - chronosystem: sociocultural events over the life course
> changes to legislation may impact the quality of life relative to how they were say 10 or 20 years ago
communication system
a means for speakers of a language to communicate with one another human language is the most complex, diverse and efficient communication.
symbolic system
meaningful units of a language are symbols because they refer to things other than themselves
> there is no necessary relation between sounds and meanings different sounds, same meaning
e.g. bird, vogel (German), oiseau (French).
rule-governed system
each human language is constrained by a set of rules that reflects the regularities of the language
language is productive
a finite number of linguistic units and a finite number of rules are capable of yielding an infinite number of grammatical utterances.
