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Child Development > Test II > Flashcards

Test II Flashcards

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0
Q

Best way to promote healthy brain activity

A

Provide experiences that activate the senses

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1
Q

Ways we study neural development in infancy

A

EEG
NIRS
MEG

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2
Q

5 Consequences of Early adverse experiences

A 
Maternal depression
Underdevelopment 
Abuse
Neglect
Institutionalizations without stimulation
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3
Q

Adolescent brain: prefrontal cortex 4 jobs

A

Reasoning
Decision making
Self control
Risk taking behaviors

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4
Q

How many hours per day do infants sleep

A

16-17 hours

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5
Q

4 Risks of shared sleeping in infants

A

Infant waking
SIDS
sleeplessness for parents
Mixed messages

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6
Q

4 Cause/effects of inadequate sleep in childhood

A

Depression
School problems
Behavioral problems
Nightmares

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7
Q

Night terrors vs nightmares

A

Night terrors- deep sleep

Nightmares- REM sleep

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8
Q

5 Consequences of sleep patterns in adolescence

A 
Fatigue 
Moodiness 
Depression
More caffeine beverage use
Poor school performance
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9
Q

Sleep debt adolescence

A

Try to make up for lost sleep on weekend

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10
Q

Poverty and 2 prevention methods

A

Immunization

Precautions to avoid accidents

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11
Q

Taste in infancy

A

Q

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12
Q

Smell in infancy

A

Recognition of mother, soothing to familiar smell

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13
Q

Acuity

A

How well an infant is able to see

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14
Q

Pattern perception

A

Patterns peak interest

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15
Q

Color vision

A

Color differentiation increases throughout the first year; need for experience

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16
Q

Perceptual constancy

A

Sensory stimuli changing but perception of physical world stays the same

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17
Q

Dynamic systems theory

A

Actions are mastered modified remastered modified again based on motivation and ability

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18
Q

Rooting

Stimulation? Response?

A

Cheek stroked/side of mouth

Turns head, begins sucking

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19
Q

Sucking

Stimulation? Response?

A

Object touching mouth

Sucks automatically

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20
Q

Moro

Stimulation? Response?

A

Sudden stimulation

Arched back, flings out arms and legs and then closes them to center of body

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21
Q

Blinking

Stimulation? Response?

A

Flash of light or puff of air

Closes both eyes

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22
Q

Babinski

Stimulation? Response?

A

Sole of foot stroked

Fans out toes and twists foot inward

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23
Q

Grasping

Stimulation? Response?

A

Palms touched

Grasps tightly

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24
Stepping | Stimulation? Response?
Infant held above surface and feet lowered to touch surface Moves feet as if to walk
25
Tonic neck | Stimulation? Response?
Infant placed on back | Turns head to right and forms fists
26
Specificity of learning (Adolph)
Infants who have experience with one mode of locomotion don't seem to appreciate the dangers in another mode
27
Piaget stages make a slide for each stage too
Sensorimotor Pre-operational Concrete operational Formal operational
28
Piaget and education
Promote intellectual health and exploration, constructivist approach
29
4 Limitations of stage theory
Age distributions Skill comes with practice Stages too narrowly defined Cross cultural sustainability
30
Vygotsky zone of proximal development
Range of tasks that are too difficult for child to master alone but can be learned with guidance from a skilled partner
31
Scaffolding
Adjusting the amount of support provided to a child during any learning situation based on the child's level of competence and current performance level
32
Role of language
Needed for learning | Thoughts and language intertwined
33
Vygotsky on education
Assess child's ZPD use peers as teachers Monitor/encourage child's use of private speech
34
Information processing theory
How much can brain hold and how quickly | Increased processing speed=increased competence in thinking
35
Capacity and speed
``` Cognitive resources Intelligence tests (wechsler intelligence scale for children) ```
36
4 Mechanisms of change
Encoding Automaticity Strategy conservation Meta cognition
37
Encoding
Process by which info becomes memory
38
Automaticity
Ability to process info with little to no effort
39
Strategy construction
Creation of new procedures for processing info
40
Meta cognition
Can learn in multiple different ways
41
Selective attention
Focusing on what is relevant and ignoring what is not
42
Divided attention
Concentrate on more than one activity at a time
43
Sustained attention
Ability to maintain attention to stimulus for long periods of time
44
Executive attention
Action planning, allocating attention goals
45
Joint attention
2 people attending to same object
46
Short term vs long term memory
Short term 15-30 secs | Long term permanent
47
Constructing memory 2 theories
Schema theory- bum during memories upon memory Fuzzy time- remembering the gist
48
Organization
Strategy of memorization that involves organizing info for better recall
49
Elaboration
Engaging in more extensive processing of info in order to memorize; thinking of examples or personal associations
50
Imagery
Creating mental images to improve memory
51
Memory for faces: what percentage of the innocence project's 216 overturned convictions were based on eyewitness testimony in 2008?
30%
52
Reconstructive memory
Susceptibility to suggestion | Perspective
53
Eye witness testimony | Children are more accurate with which kind
Interaction and bystander; better at remembering interaction than bystander
54
Critical thinking
Thinking reflectively and productively
55
Mindfulness
Alert and mentally present
56
Thinking
Manipulating and transforming info into memory
57
Problem solving
Use strategies for learning by modeling, explaining or allowing it for practice
58
Theory of mind
Awareness of one's own mental processes and the mental processes of others; understanding intention of others
59
Adolescent brain: Amygdala's job
Emotions
60
When do adult like sleep patterns emerge?
Near 6 months
61
SIDS
Sudden infant death syndrome
62
Inadequate sleep for adolescents is considered anything less than ____ hours a day
8
63
When given the opportunity how long did adolescents sleep on average
9.5 hours
64
Perception
Interpretation of info received through senses
65
Acuity at birth
20/600
66
Adult acuity reached when
Around 1 year
67
Occluded objects
Objects disappear and reappear but you know they are still there
68
Intermodal perception
Integrating info from 2 or more senses
69
3 individual differences in motor development
Experience over age Importance of practice Sequence of events
70
Sensorimotor stage sub stages
Simple reflexes Primary circular reactions (self) Secondary circular reactions (self object) Coordination of SCR (object object) Tertiary circular reactions (novelty and curiosity) Internalization of schemes Concept mastery (a not b error)
71
Violation of expectations
Physical property | Math
72
3 characteristics of Pre operational stage
Symbolic functions Egocentrism and animism Intuitive thought
73
3 Limits of pre-operational thought
Centration (children focus on one characteristic more than others) Conservation "Because it's longer it has more"
74
3 characteristics Concrete operational stage
Logical concrete reasoning Awareness of others/perspective taking Problem solving
75
5 characteristics Formal operational stage
``` Abstract thought Creating hypotheses Future planning Solving problems Implement systems ```
76
Social cognition
Attention we share with another person; especially important to children
77
Working memory
Ability to manipulate info input of short term and can retrieve info from long term memory
78
_______ ______and _________ _________ case later waking and going to sleep in adolescence
Biological clock, hormone melatonin
79
Sensation
Info interacts with sensory preceptors
80
Social constructivism What is it? Who was it coined by
Emphasizes construction of knowledge through social interaction Vygotsky
81
Cognitive constructivism What is it Coined by whom
Humans construct their own knowledge through their experiences Piaget

Child Development (5 decks)

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