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Child Psychology > Test 2 > Flashcards

Test 2 Flashcards

1
Q

What are the features of human growth?

A
  • Cephalocaudal principle (baby’s head is big)
  • Muscles become longer and thicker
  • A layer of fat is added during the first year
  • Cartilage is slowly replaced by bone
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2
Q

What is average vs. normal?

A

Average is the middle and normal is the range.

18 month girls average 24 lbs (normal between 20-28)

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3
Q

What are the mechanisms of physical growth?

A
  • Heredity influences adult height
  • The pituitary gland secretes hormone growth
  • Nutrition is particularly important during infancy when growth is rapid
  • Breastfeeding
  • At 2 years, growth slows and kids become picky eaters
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4
Q

Why is breastfeeding best for the baby?

A
  • Sterile
  • Temperature
  • Vitamins
  • Digestion
  • Immunity (antibodies from mom)
  • Bond with mom
  • Less taste fussiness
  • Weight management
  • Cognitive development
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5
Q

Why is breastfeeding best for the mom?

A
  • Free
  • Quick
  • Easy
  • Decreases breast/ovarian cancer risk
  • Strength of bones (decreases osteoporosis risk)
  • Pre-pregnancy weight faster
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6
Q

What are the challenges to healthy growth?

A
  • Malnutrition
  • Many diseases preventable (vaccines, improved healthcare, lifestyle)
  • Failure to thrive (baby is not growing)
  • Shaken baby syndrome
  • Sudden infant death syndrome
  • Accidents
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7
Q

What are the greater risks for SIDS?

A
  • Teenage pregnancy
  • Low birth weight
  • Premature
  • Poor prenatal care
  • Males
  • 2-4 months old
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8
Q

What can be done to decrease post-natal risks?

A
  • Remove bedding and crib borders
  • No smoking
  • Do breastfeeding
  • Remove mold
  • Back to sleep
  • After 1 year: childproofing
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9
Q

What is the number one cause of death after age 1?

A

Accidents

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10
Q

What makes up the cerebral cortex?

A
  • Frontal lobes: personality, plans, emotion, motor, impulse control
  • Parietal lobes: somatosensory
  • Temporal lobes: hearing
  • Occipital lobes: vision
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11
Q

What are the hemispheric specilizations?

A
  • Left hemisphere: language
  • Right hemisphere: spatial
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12
Q

What is apart of the developing brain?

A
  • Neuron production begins at 10 weeks after conception
  • At 28 weeks, fetus has all neurons it will ever have
  • Born with 100 billion neurons
  • Brain regions specialize early but continue throughout childhood
  • Myelination
  • Flexible or neuroplastic brain organization
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13
Q

What are the reflexes?

A
  • Rooting (survival)
  • Suck (survival)
  • Moro
  • Palmar (foundation for later motor behaviour)
  • Stepping (foundation for later motor behaviour)
  • Babinski
  • Tonic-neck
  • Breathing
  • Blinking (protect)
  • Withdrawl (protect)
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14
Q

What is the rooting reflex?

A
  • Baby turns head/mouth toward a touch on cheek/chin/mouth
  • Important for locating mother’s nipple in preparation for sucking
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15
Q

What is the moro reflex?

A
  • Startle reflex
  • Back arches and legs and arms are flung out and then brought back toward chest, with arms in a hugging motion
  • Lose support or loud noise causes this reflex
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16
Q

What is the palmar reflex?

A
  • Reflexively grasp fingers or other objects pressed against palms of hands; use four fingers (no thumbs)
  • Precursor to voluntary grasping
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17
Q

What is the stepping reflex?

A
  • Feet reflexively press down on surface when held upright (and thereafter lift up)
  • Precursor to voluntary walking
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18
Q

What is the babinski reflex?

A
  • Toes are fanned/spread when underside of foot stroked
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19
Q

What is the tonic-neck reflec?

A
  • When on its back and turns head to one side - arm and leg on the side extend, while limbs on opposite side flex
  • Helps baby in rolling later
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20
Q

What are gross motor skills?

A

Large body movements:
- Lift head
- Lift chest
- Support head
- Roll
- Sit
- Crawl
- Stand with support
- Walk
- Kick

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21
Q

What are fine motor skills?

A

Small movements of hands and fingers:
- Skills: from first to fingers
- Behaviours (toys, eating, colouring, dressing)
- Age appropriate tools (eating, writing, clothing)

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22
Q

What are the skills: from fist to finger (the fine motor skills)?

A
  • Hold and grasp
  • Reach and manipulate
  • Thumbs and pincer grasp
  • Stack blocks
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23
Q

What is maturation vs experience with motor skils?

A

Nature:
- Biological maturation (muscles)
- Genes
- Internal motivation (part of temperament, biological disposition, personality)

Nurture:
- External motivation (siblings, parents)
- Opportunity
- Culture

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24
Q

What is the most advanced of all senses at birth?

A

Touch

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25
Q

How does smell mature?

A
  • React positively to pleasant smalls and negatively to unpleasant ones
  • Can recognize mom’s milk
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26
Q

How does taste mature?

A
  • Differentiate salty, sour, bitter, sweet
  • Prefer sweet (breastmilk)
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27
Q

How does hearing mature?

A
  • 7-8 month old fetus can hear
  • Inferior to adults: Threshold (lowest sound to just detect) is higher for infants (need louder sounds)
  • More likely to respond to high pitch
  • More likely to sooth with quiet pitch
  • Superior to adults: distinguish different sounds in any language
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28
Q

How does vision mature?

A
  • Least mature at birth
  • Newborns see at 6 meters what normal adults see at 60-120 meters (just right to see mom/dad face)
  • No peripheral vision at birth
  • Colour by 4 months
  • Depth by 8 months
  • Like adults by 1 year
  • Experience necessary
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29
Q

When do infants integrate sensory information?

A
  • By 1 month, can integrate sight and touch (put soother in mouth without seeing it)
  • By 4 months, can integrate sight and sound
  • By 4-7 months, can match facial appearance (boy or man) with sound of voice
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30
Q

What is dynamic perception?

A
  • Focus on movement and change
  • Attention period/span is not long
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31
Q

What are the basic principles of Piaget’s theory?

A
  • Schemas
  • Assimilation
  • Accommodation
  • Deferred imitation
  • Object permanence
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32
Q

What are schemas?

A

Categories of experience (shape, colour, sound, outcome).

33
Q

What is assimilation?

A

Incorporate new experiences into existing schemas.

34
Q

What is accommodation?

A

Change schemas based on experience.

35
Q

What is deferred imitation?

A

Sees something, then imitates later instead of right away.

36
Q

What is object permanence?

A

Object is still there if it’s not seen/heard (8-12 months).

37
Q

What are Piaget’s sensorimotor stages?

A
  1. Simple reflexes (birth-1 month)
  2. Primary circular reactions (1-4): coordinate 2 actions, manipulate their body
  3. Secondary circular reactions (4-8): repeat pleasing actions on objects outside the body
  4. Coordination of secondary schemas (8-12): more purposeful actions, two steps, move object to reach another
  5. Tertiary circular reactions (12-18): old actions on other objects, throw spaghetti like ball
  6. Invention of new means through mental representations (18-24): think before or without action, make believe play, knows consequences
38
Q

What is memory in infants?

A
  • Babies remember, forget, and can be prompted to recall forgotten material
  • Sounds match animals, people, actions
  • Infantile amnesia: inability to remember events from early in life
  • Immature brain development
  • Don’t have language to talk about memories
  • Don’t have sense of self
39
Q

How do infants understand the world?

A
  • Distinguish small quantities (beginnings of math)
  • Egocentric frame of mind: only their view exists, can’t understand other perspectives
40
Q

What are the first steps to speaking?

A
  • Cry (newborn)
  • Cooing: gurgling, ooo (2 months)
  • Babbling: ma, pa, ba (6 months)
  • Words (12 months)
  • Two-word sentences (18 months)
  • Multi-word sentences (24 months)
41
Q

What is referential vs expressive language style?

A

Referential: this is a ball, this is a balloon
Expressive: emotions

42
Q

What is the naming explosion?

A
  • 18-22 months
  • Catch on to words quickly
  • Hear once and repeatq\
43
Q

What are holophrases?

A
  • Single word = phrase
  • The way they express the word gives it meaning
44
Q

What are underextensions?

A

Apply word too narrowly (only the family dog is a dog).

45
Q

What are overextensions?

A

Overgeneralize a word (all 4 legged animals are dogs).

46
Q

What is the nature vs nurture of language theories?

A

Nature:
- Sensitive to subtle differences in languages at birth, lose over time
- Sensitive period to develop language at all, brain is especially capable of learning language (18-puberty)
- Bilingual +
- Early deprivation

Nurture:
- Social cognitive theory
- Operant conditioning (behaviourism)
- Motherese (the way we interact with babies)

47
Q

What are the characteristics of motherese?

A
  1. Slow, high pitch
  2. Brief sentences
  3. Simple grammar
  4. Keywords at end of sentences and high/louder
  5. Y added to words
  6. Repetition
  7. Reduplication
  8. Concrete vocabulary (tiger is big kitty)
  9. Overdescribed (kitty cat)
  10. Speak for child (we want to…)
48
Q

What is attachment?

A
  • Bonds that endure
  • Emotional bond between one animal/person and another
  • Develops as a result of quality of care )affectionate, cooperative, reliable, predictable, timely care of needs)
49
Q

How do we explain attachment?

A
  • Psychosocial theory: trust vs mistrust
  • Psychosexual theory: oral gratification
  • Operant conditioning: consequences
  • Cognitive theory: object permanence
  • Ethological theory: survival value
50
Q

What is the ethological theory of attachment?

A
  • Bowlby
  • Infants programmed to get attention, love, and protection: cry, vocalize, interest in faces, social smile (2-3), separation anxiety)
  • Critical period
51
Q

What is the Harlow and Harlow attachment experiment?

A
  • Wire mother with bottle: monkeys only go to this mom when they need food
  • Soft cloth mother: monkeys go to her when they are afraid, lonely, to cuddle, everything else
  • When monkey is reintroduced to others, it can’t socialize
52
Q

What is Ainsworth’s attachment study?

A

Looking at babies emotional response to mom leaving and coming back.

53
Q

What are the types of attachments?

A
  • Secure
  • Avoidant
  • Anxious-ambivalent
  • Disorganized-disorientated
54
Q

What is secure attachment?

A
  • Healthy
  • Leaves: mild/no distress
  • Returns: goes to mom, happy, missed her
55
Q

What is avoidant attachment?

A
  • Insecure/unhealthy
  • Leaves: indifferent
  • Returns: ignore
56
Q

What is anxious-ambivalent attachment?

A
  • Insecure/unhealthy
  • Leaves: severe distress
  • Returns: ambivalent, clings and pushes away
57
Q

What is disorganized-disoriented attachment?

A
  • Insecure/unhealthy
  • Leaves: confused
  • Returns: dazed and contradictory behaviours, go to mom but don’t look at her
58
Q

What is the importance of the quality of attachments?

A
  • Secure attachments in infancy predict secure attachments in later relationships
  • Role of fathers (should be same as mom)
  • Adoption (secure attachment vs reactive attachment disorder-deprives, abuse)
  • High quality daycare
59
Q

What are the features of a high quality daycare?

A
  • Qualified educators
  • Low child-educator ratios
  • Stimulates all three domains: physical (safety, nutrition, gross and fine motor play), cognitive (language, make believe play, mini scientists), and social/personality (interactions with peers, sharing and conflict resolution, complex emotions)
60
Q

What happens when attachment does not develop?

A
  • Social deprivation
  • Child maltreatment
  • Autism spectrum disorders
61
Q

What is social deprivation?

A
  • Harlow and Harlow
  • Avoided contact and cowered
  • Isolated females later ignored or abused their offspring
62
Q

What is child maltreatement?

A
  • Abuse
  • Neglect
  • Spanking
63
Q

What are basic emotions?

A
  • Happy, sad, anger, fear (birth-6)
  • Social smiles (2-3)
  • Stranger anxiety (6-9)
  • Separation anxiety (8) (object permanence necessary
  • They are universal
64
Q

What are complex emotions?

A
  • Guilt, embarrassment, pride, shame (18-24)
  • Cognitive development and understanding self
65
Q

What is social referencing?

A

In unfamiliar or ambiguous environment, babies match their own emotions to other’s.

66
Q

How do babies regulate emotions?

A
  • Begins in infancy
  • Look away (from unpleasant things)
  • Develop more effective strategies with age (self-talk)
  • Genetics and parenting
67
Q

What are the types of play?

A
  • Nonsocial
  • Parallel
  • Simple social
  • Cooperative
68
Q

What is nonsocial play?

A

Plays alone or watches others (6).

69
Q

What is parallel play?

A

Plays alone but near and interested in others, talk, smile (12).

70
Q

What is simple social play?

A

Similar activities, talk, smile, exchange toys (15-18).

71
Q

What is cooperative play?

A

Themes, roles, alternative roles (24).

72
Q

What are babies concept of the self?

A
  • Know they exist by 2 years old
  • Recognize themselves in the mirror
  • Language of I, me, mine
  • Know their age and gender
73
Q

What is temperment?

A
  • Consistent mood and behaviour
  • 3 dimensions: emotionality, activity, sociability
  • Personality
74
Q

What are the types of temperment?

A
  • Easy: cheerful, regular sleep/eat, approach new situations enthusiastically, adapts easily to change
  • Difficult: Irregular sleep/eat, slow to accept new people/situations, long time to adjust to change, tantrums/crying
  • Slow to warm up: between the two
75
Q

What are causes of temperament?

A
  • Biological theory: twin studies support genetics
  • Learning theory-modeling: paren’t negative temperament
  • Learning theory-operant conditioning: reward/punishment at home and daycare
  • Contextual theory: experiences (daycare, activities)
  • Freud’s personality theory: ego
76
Q

What is the stability of temperament?

A
  • Active fetus is more likely to be a difficult infant
  • Newborns who cry under moderate stress tend to react same when 5 months
  • Quite stable throughout infancy and preschool years
77
Q

What does temperament influence?

A
  • School success
  • Peer interactions
  • Parent-child relationship/attachment
78
Q

What are sex differences?

A
  • Behaviour of boys vs girls (girls greater than boys in motor only).
  • Socialization of gender

Child Psychology (6 decks)

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