Human Growth Ch. 4,5,&6

Front 1

accommodation

Back 1

creating new schemes or adjust old ones

Front 2

assimilation

Back 2

using current schemes to interpret the external world

Front 3

attachment

Back 3

a strong affectional tie we have with a special person. this leads to experience of pleasure and joy along with comfort

Front 4

brain plasticity

Back 4

the degree to which the brain can be altered by experience

Front 5

circular reaction

Back 5

stumbles onto new experiences caused by actions

Front 6

crying babies

Back 6

newborns language development

Front 7

empathy

Back 7

the ability to understand and share the feelings of another

Front 8

expressive language

Back 8

talking about feelings/needs

Front 9

growth spurts

Back 9

double birth weight by 4 months
triple birth weight by 1 year
by 24 months avg. 30 lbs and 32-36

Front 10

holophrase

Back 10

a single word that is used to express a complete meaningful thought

Front 11

intelligence quotient

Back 11

IQ = M.A.÷C.A. × 100
a score derived from a set of standardized tests developed to measure a persons cognitive abilities

Front 12

Intermodel perception

Back 12

the perception of an object or event that makes information available to two or more sensory systems simultaneously

Front 13

I-self

Back 13

sense of self as agent - separate from the world

Front 14

lateralization

Back 14

specialization of different parts of the brain

Front 15

long term memory

Back 15

the collection of information that is mentally encoded and stored; it is believed to have potentially unlimited capacity and no time limits
size= unlimited
time=lifetime
recall=poor, worst of the three

Front 16

marasmus

Back 16

a form of malnutrition in which individuals are not receiving enough protein or enough calories

Front 17

me-self

Back 17

sense of self as an object of knowledge and evaluation (what makes self unique)

Front 18

object permanence

Back 18

objects continue to exist out of child's presence

Front 19

overextension

Back 19

a child incorrectly uses a word to describe a wider set of objects or actions than it is meant to

Front 20

psychosocial crisis

Back 20

development is lifelong
trust vs mistrust - basic strength is hope
autonomy vs shame - basic strength is will

Front 21

referential language

Back 21

refer to an object

Front 22

reflex

Back 22

simple involuntary responses to certain stimuli that have or had adaptive significance

Front 23

scheme

Back 23

a way of making sense of our experiences

Front 24

self regulation

Back 24

able to use strategies to adjust our emotional state

Front 25

senses at birth

Back 25

hearing
vision is least mature at birth
see between 4-30 inches
binocular vision takes 14 weeks
dramatic changes in first 7-8 months

Front 26

sensory memory

Back 26

a subconscious process of picking up sensory information- sight, sounds , smells, touch from the environment
a system of memory that registers information from our senses just long enough 1-2 seconds for it to be perceived the info then fades unless it is attended to and passed to working memory

Front 27

sleep patterns

Back 27

16-18 hours a day
by 1 yr 80% sleep through night
by 2 yes 12-13 hours

Front 28

social smile

Back 28

children begin smiling around 6-10 weeks
laughter begins around 3-4 months

Front 29

stranger anxiety

Back 29

children become afraid of strangers between 7-12 months
separation anxiety= distress when a familiar caregiver leaves

Front 30

temperament

Back 30

a child's emotional and behavioral predispositions
easy child
difficult child
inhibited child

Front 31

underextension

Back 31

when a child acquires a word for a particular thing and fails to extend it to other objects in the same category

Front 32

working memory (short term memory)

Back 32

conscious short term representations of what a person is actively thinking about a given time
size= 5-7 items
time= 30 seconds
recall= very good best of the three

Front 33

zone of proximal development

Back 33

range of tasks a child can perform with the help of other's

Front 34

identify and define key concepts in the sensorimotor stage according to Piaget

Back 34

develop schemes through our senses and/ or motor activities (0-2 yrs)
circular reaction
goal directed
object permanence
mental representation

Front 35

circular reaction

Back 35

stumbles onto new experiences caused by actions

Front 36

goal directed

Back 36

coordinating schemes to deliberately solve problems

Front 37

mental representation

Back 37

internal depictions of information that can be manipulated

Front 38

be able to identify and define the key categories of the big five theory

Back 38

openness
conscientiousness
extroversion
agreeableness
neuroticism

Front 39

openness

Back 39

imaginative, curious, welcomes new experiences

Front 40

conscientiousness

Back 40

organized, deliberate, conforming

Front 41

extroversion

Back 41

outgoing, assertive, and active

Front 42

agreeableness

Back 42

kind, helpful, and easy going

Front 43

neuroticism

Back 43

anxious, moody, and self critical

Front 44

be able to define emotions

Back 44

emotions are
a process activated by a stimulus
experience a change in physiology
experience a change in cognition
experience a change in beliefs (judgements)
reflected in a change in behavior

Front 45

variables that will have an affect on attachment

Back 45

•clear cut attachment is not observed until one observes stranger anxiety
•opportunity for attachment
sensitive caregiver (responding promptly)
•Interactional synchrony (emotional dance)- a coordinated rapid and smooth exchange of responses between caregiver and infant
•infant characteristics (temperament) - big five trait theory
family circumstances (stressors)

Front 46

basic emotions

Back 46

may experience more than one emotion at any given time
may experience a difference in intensity
happy
guilt
anger
sad
fear

Front 47

social referencing emotions

Back 47

seek information as to how to feel by trusted people

Front 48

self conscious emotions

Back 48

higher order feelings (shame, embarrassment, guilt, envy) occur in middle of second year

Front 49

self regulation of emotions

Back 49

able to use strategies to adjust our emotional state

Front 50

sensory memory

Back 50

size= 7-9 items
time= 3-5 seconds
recall= so/so, middle of the three

Front 51

information processing

Back 51

compares human thinking process to computer analysis of data
recall= remembering item or event in the absence of perceptual support

Front 52

sensorimotor stage 0-2 yrs

Back 52

Front 53

easy child

Back 53

40%
quickly establishes regular routines, generally cheerful, adapts easily to new experiences

Front 54

difficult child

Back 54

10%
irregular routines
slow to accept new experiences
reacts negatively

Front 55

inhibited child (slow to warm)

Back 55

15%
Inacitve
fearful
slow to adjust to new experiences
low key reactions to stimuli