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Human Development > Test #2 > Flashcards

Test #2 Flashcards

(84 cards)

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1
Q

Average weight

A
  • At birth: 7 pounds

* At 24 months: 28 pounds

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2
Q

Average length

A

• At birth: 20 inches
• At 24 months: The average baby will
grow about 14 inches by his or her second birthday (34 inches long).
• Children reach half their adult height by about the age of 2 years.

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3
Q

Norm

A

an average, or standard, calculated from many individuals within a specific group or population

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4
Q

Percentile

A

a point on a ranking scale of 0 to 100.
The 50th percentile is the midpoint; half of the population being studies rank higher and half rank lower

  • example: If a baby or toddler’s weight is in the 30th percentile
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5
Q

Failure to thrive

A

a condition that may be caused by poor nutrition, allergies, the microbiome, or other medical conditions

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6
Q

Newborn sleep needs

A

15-17 hours a day, in one- to three-hour segments

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7
Q

Rapid-eye Movement sleep (REM)

A

high proportion in newborns

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8
Q

Bed-sharing

A

when two or more people sleep in the same bed

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9
Q

Co-sleeping

A

a custom by which parents and their children - usually infants – sleep together in the same room

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10
Q

Why is co-sleeping more efficient?

A

Co-sleeping makes nighttime feedings easier

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11
Q

When is co-sleeping always counter-indicated?

A

Co-sleeping may be harmful to the baby if the mother or father have been drinking

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12
Q

Head-sparing

A

a biological mechanism that protects the brain when malnutrition disrupts body growth
*brain is last part damaged in malnutrition

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13
Q

Transient exuberance

A

exuberance because it is so rapid, and

transient because some of it is temporary

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14
Q

Pruning

A

the unused connections between neurons are eliminated.

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15
Q

Limbic system

A

part of the brain that interacts to produce emotions

  • amygdala: registers emotion ( fear and anxiety)
  • hippocampus: process memory
  • cortisol
  • hypothalamus: produce hormones that activate other parts of the brain and body
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16
Q

Experience-expectant

A

brain functions that require certain basic, common experiences

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17
Q

Experience-dependent

A

brain functions that depend on particular, variable experiences and therefore may or may not develop in a particular infant

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18
Q

Shaken baby syndrome

A

a life-threatening condition / injury that occurs when an infant is forcefully shaken back and forth

*blood vessels in her brain rupture and neural connections break

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19
Q

Abusive caregivers

A

shakes an infant to get her to stop crying

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20
Q

Sensation

A

The process that first detects an external stimulus

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21
Q

Perception

A

Mental processing of sensory information when the brain interprets a sensation

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22
Q

Cognition

A

encompasses your baby’s ability to think, learn, understand, problem-solve, reason, and remember

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23
Q

“Perception follows … and precedes …”

A

perception follows sensation and precedes cognition

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24
Q

Vision

A

Least mature sense at birth

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25
Visual scanning ability
babies look closely at the eyes and mouth when studying face
26
What three factors contribute to the ability to walk
1. Muscle strength 2. Brain maturation 3. Practice
27
Who is developmentally normal?
Both girls are developing normally
28
(Piaget Stage 1) Reflexes
birth to 1 month | - sucking, crying, grasping, staring, listening
29
(Stage 2) First acquired adaptations
1 to 4 months | - stage of first habits (sucking thumb
30
(Stage 3)
4-8 months | - produce exciting experiences; making sights last (smiling beck when smiled at)
31
Stage 4) goal-oriented behavior and object permanence
8-12 months | - object permanence: the realization that objects still exist when they can no longer be seen, touched, or heard
32
(stage 5) little scientists
12-18 months | - trial and error, active experimentation and creativity
33
(stage 6) mental combinations
18-24 months | - intellectual experimentation via imagination
34
Criticisms of Piaget’s sensorimotor intelligence
infants reach the stages of Piaget's sensorimotor intelligence earlier than Piaget originally predicted
35
Comparison to Piaget’s sensorimotor intelligence vs. information-processing theory
- information-processing theory asserts: development occurs daily - piaget's theory asserts: development occurs in stages
36
early memory
Developmentalists now agree that very young infants can remember; Memory improves monthly, but Infant memory is fragile
37
The Universal Sequence | The usual order of the development of spoken language in an infant is:
1. reflective speech 2. babbling 3. first spoken words 4. verbs and nouns 5. putting words togetther
38
Mother’s native language (habituation) -
newborns prefer their mother's language more than any other language
39
Mean length of utterance (MLU)
a measure of linguistic productivity in children *higher MLU is taken to indicate a higher level of language proficiency
40
Infants need to be taught | B.F. Skinner
are expert teachers, and other caregivers help by the amount they speak to the child
41
What would B.F. Skinner attribute a 12-word vocabulary to a 10-month old?
the amount his parents talk to him
42
Lower infant mortality
fewer babies per mother
43
Sudden infant death syndrome (SIDS)
an infant’s unexpected, sudden death; when a seemingly healthy baby, usually between 2 and 6 months old, stops breathing and dies while asleep
44
“Back to Sleep”
the program cut SIDS rate dramatically
45
Immunization
When the immune system is primed to resist a | particular disease
46
Nutrition
- breast-feeding: ess likely to develop allergies, asthma, stomach aches, obesity, and heart disease - breast milk: provides antibodies to fight diseases
47
High Emotional Responsiveness
pain- reaction to pain is 1st apparent in the hours after birth pleasure- Reactive pain and pleasure progresses to complex social awareness crying- (typical) Hurt, hungry, tired, frightened; (colic) Uncontrollable; reflux and immature swallowing; (excessive) more than three hours a day, more than three days a week, for more than three weeks
48
Social smile
Evoked by viewing human faces
49
Laughter
Often emerges as curiosity
50
Two types of Fear
Stranger wariness- An infant’s expression of concern is a look of fear when a stranger / unfamiliar person appears Separation anxiety- An infant’s distress when a familiar caregiver leaves, goes into another room
51
New Emotions
1. pride 2. shame 3. embarrassment 4. disgust 5. guilt
52
Self-awareness
New research finds that from the minute they are born, babies are well aware of their own bodies
53
What effect might this environment have on her brain development?
1. 2. 3. 4.
54
Temperament
the person’s typical responses to the environment
55
Temperament vs. Personality
Temperamental traits are genetic; | personality traits are learned
56
An infant’s temperament may be classified as early as...
as early as 3 months, an infants' temperaments may first be classified
57
Initial categories of temperament
1. easy 2. difficult 3. slow-to-warm-up 4. hard-to-classify
58
Contemporary Researchers – “Dimensions of Temperament"
1. effortful control 2. negative moood 3. exuberant
59
Each dimension
– Affects later personality and achievement. | – Further, it is associated with distinctive brain patterns and behaviors.
60
Synchrony
The coordinated, rapid, and smooth exchange of responses between a caregiver and an infant
61
Still-face technique
an adult keeps his or her face unmoving and expressionless in face-to-face interaction with an infant - babies are very upset by the still face
62
Conclusions
1. Parent's responsiveness to an infant aids psychological and biological development 2. Infants' brains need social interaction to develop to their fullest
63
Attachment
The lasting emotional bond that an infant forms with a caregiver
64
Secure attachment
willing to explore a new environment in the presence of the caregiver, when mom returns, the toddler stops crying, climbs onto her lap, and greets her with a hug
65
Insecure-avoidant attachment
avoids connection with the caregiver, as when the infant seems not to care about the caregiver's presence, departure, or return
66
Insecure-resistant / ambivalent attachment
clings to his mother and refuses to leave her lap. When she walks into another room, he throws a huge temper tantrum. However, when his mother returns, he is not relieved. Instead, he cries and hits her. When she puts him down, he throws another fit and puts his arms up to be held
67
Disorganized attachment
The toddler may be smiling at him one minute and then, unexpectedly, she slaps his face, which is typical for her. Erika frequently engages in other odd behaviors, such as freezing in place and pinching herself so hard it leaves bruises.
68
Timing of Adoptions
1. 6 months fared best 2. 18 months often suffered a variety of adverse outcomes contemporary examples: ISIS controlled territories
69
Strange situation
A laboratory procedure for measuring attachment by evoking infants' reactions to the stress of various caregivers’ comings and goings in an unfamiliar playroom
70
key observed behaviors
1. exploration of the toys 2. reaction to the caregiver's departure 3. reaction to the caregiver's return 4. sign of insecure attachment
71
social referencing
1. Seeking emotional responses or information from other people 2. A baby searches the faces of her parents to see how to respond in unfamiliar situations 3. he process wherein infants use the affective displays of an adult to regulate their behaviors toward environmental objects, persons, and situations 4. infants come to understand the world around them 5.
72
Fixations
normal developmental urges are frustrated; “being stuck” in the stage
73
Oral stage
Infant's main pleasure comes | from the mouth; fingernail biting, overeating, sarcasm
74
Anal stage
Overly strict or premature toilet training may result in an adult with an unusually strong need for control, regularity, cleanliness, predictability and patterns
75
Trust versus mistrust
if the world is a secure place where their basic needs are consistently being consistently met;
76
Autonomy versus shame / doubt
Toddlers either succeed or fail in gaining a sense of control / self-rule over their own actions and their own bodies * western value of independence
77
Proximal parenting
warm, nurturing parents being physically close to the baby, with frequent holding and touching
78
Distal parenting
remaining distant from the baby, distracting the child by providing toys, food, and face-to- face communication with minimal holding and touching
79
Working model
infants use their early relationships to develop a set of assumptions that become a frame of reference that may be used later in life
80
New working model
your working model can be reorganized
81
Evolutionary theory
survival and reproduction
82
Allocare
the care of children by caregivers who are not their biological parents is important
83
Developmentalists agree
``` 1. Babies benefit from a strong relationship with their parents 2. Frequent changes and instability in caregiving are problematic 3. Attachment to one or several familiar caregivers is essential ```
84
U.S. National Association for the Education of Young Children (NAEYC) recommendations for infant childcare settings.
1. The ratio of adults to babies is 1:4 or fewer 2. Breast-feeding throughout the first year is encouraged 3. Babies are put to sleep on their backs

Human Development (2 decks)

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