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171 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Synaptogenesis |
creates connections between neurons at synapses
occurs as a result of both maturation and experiences |
Chp. 3
|
|
|
Myelination
|
speeds neural impulses
|
Chp. 3
|
|
|
Plasticity
|
refers to the malleability of the brain
|
Chp. 3
damage to the left hemisphere neurons in the right hemisphere ‘take over’ |
|
|
Breast feeding
|
-has antibodies
-Is cheap and sterile Correlated with less: -colds -flu -gastrointestinal problems -ear infections -higher IQ during infancy |
Chp. 3
is considered ideal |
|
|
How long to breast feed?
|
recommended that infants breast feed for at least 6 months
-more common among well-educated women -only 22% make it to 6 mns. -Work is a major reason |
Chp. 3
|
|
|
Stunting
|
excessively short stature
-due to lack of adequate nutrition. -Affects 1/3 of children under 5 in developing countries |
malnutrition
|
|
|
Micronutrient deficiencies
|
inadequate -iron
-zinc -vitamin A |
Chp. 3
A major problem in African and South Asia |
|
|
SNAP
|
Supplemental Nutrition Assistance Program: food stamps
|
Chp. 3 federal programs for poor families
|
|
|
WIC
|
-Women
-Infants -Children |
Chp. 3 federal programs for poor familiies
|
|
|
TANF
|
Temporary Assistance for Needy Families)-- welfare
|
Chp. 3 federal programs for poor families
|
|
|
Colic
|
frantic
-continual cry caused by immature digestive system (lasts 3 mns) |
Chp. 3 Different cries express different needs
|
|
|
Swaddling
|
wrap baby tightly in blanket
|
Chp. 3
|
|
|
Massage
|
helps sleep and weight gain
|
Chp. 3
|
|
|
Kangaroo care
|
hold close to body
|
Chp. 3
|
|
|
Newborns
|
sleep 18 of 24 hours
|
Chp. 3
Sleep in Infancy |
|
|
1 yr olds
|
sleep about 12 hours a night
|
Chp. 3
Sleep in Infancy Infants spend more time in REM sleep than adults do |
|
|
self-soothe
|
By 6 months infants have the skills to at night
|
Chp. 3
|
|
|
co-sleeping
|
sharing a bed with the infant
|
is common in collectivist cultures
|
|
|
SIDS
|
sudden infant death syndrome Infant dies in sleep during 1st year of life (most often 1-10 months) Autopsy shows no explainable cause.
New research suggests abnormalities in the brain stem may play a role (esp. if mom smoked during pregnancy |
Chp. 3
|
|
|
Preferential-looking techniques
|
show that young infants prefer to look at novel items
Attractive (symmetrical) faces Faces: especially their mother’s face (They even imitate faces!) |
|
|
|
Habituation
|
infants get “bored”
with the same stimulus! (looks away) |
Chp. 3
|
|
|
Dishabituation
|
infant becomes interested in a new stimulus
|
Chp. 3
|
|
|
visual cliff
|
infants perceive depth by 2 months
|
Chp. 3
fear heights right before learning to crawl |
|
|
cephalocaudal
|
growth from head to bottom
|
Chp. 3
Individual variability in timing |
|
|
proximodistal
|
development principle that growth from interior to exterior
|
Chp. 3
Individual variability in timing |
|
|
mass-to-specific principles
|
large
simple structure before smaller refinements |
Chp. 3
Individual variability in timing |
|
|
Jean Piaget (born 1896)
|
a pioneer in studying cognitive development in humans.
More recent research has both validated and extended Piaget’s ideas about infant’s cognitive abilities first stage of cognitive development characterized by learning through senses and motor actions |
Chp. 3
|
|
|
Primary circular reactions
|
repetitive actions with the infant’s own body
|
Chp. 3
|
|
|
Secondary circular reactions
|
interacting with people and objects
|
Chp. 3
|
|
|
Tertiary circular reactions
|
child actively experiments with objects (“little scientist ”)
|
Chp. 3
|
|
|
Means-end behavior
|
performing one activity to get to a goal.
|
|
|
|
object performance
|
Infants gradually learn that objects still exist even when they can’t see them
|
Chp. 3
A-not-B error: 1 yr olds search in the first place something was hidden |
|
|
Renee Baillargeon
|
found that infants understand basic principles of the physical world far earlier than Piaget believed.
|
|
|
|
Social Cognition
|
Understanding feelings and negotiating interpersonal interactions
|
Chp. 3
|
|
|
Joint attention
|
looking at an object pointed out by an adult is a key first sign of social cognition
|
Chp. 3
|
|
|
Language acquisition device (LAD)
|
enables (only) humans to learn language
|
Chp. 3
|
|
|
Social-interactionist View
|
both infants and adults desire to communicate
|
Chp. 3
|
|
|
Babbling
|
repeating certain syllables (e.g. da-da-da)
|
Chp. 3
|
|
|
Holophrase
|
one word to express a thought (“juice”)
|
Chp. 3
|
|
|
Telegraphic speech
|
2-3 word sentences
|
Chp. 3
Language explosion after 2 years old |
|
|
infant-directed speech
|
simplified |
Chp. 3 |
|
|
Synaptogenesis
|
creates connections between neurons at synapses |
Chp. 3
|
|
|
Myelination
|
speeds neural impulses
|
Chp. 3
|
|
|
Plasticity
|
refers to the malleability of the brain
|
Chp. 3
damage to the left hemisphere neurons in the right hemisphere ‘take over’ |
|
|
Breast feeding
|
-has antibodies
-Is cheap and sterile Correlated with less: -colds -flu -gastrointestinal problems -ear infections -higher IQ during infancy |
Chp. 3
is considered ideal |
|
|
How long to breast feed?
|
recommended that infants breast feed for at least 6 months
-more common among well-educated women -only 22% make it to 6 mns. -Work is a major reason |
Chp. 3
|
|
|
Stunting
|
excessively short stature
-due to lack of adequate nutrition. -Affects 1/3 of children under 5 in developing countries |
malnutrition
|
|
|
Micronutrient deficiencies
|
inadequate -iron
-zinc -vitamin A |
Chp. 3
A major problem in African and South Asia |
|
|
SNAP
|
Supplemental Nutrition Assistance Program: food stamps
|
Chp. 3 federal programs for poor families
|
|
|
WIC
|
-Women
-Infants -Children |
Chp. 3 federal programs for poor familiies
|
|
|
TANF
|
Temporary Assistance for Needy Families)-- welfare
|
Chp. 3 federal programs for poor families
|
|
|
Colic
|
frantic
-continual cry caused by immature digestive system (lasts 3 mns) |
Chp. 3 Different cries express different needs
|
|
|
Swaddling
|
wrap baby tightly in blanket
|
Chp. 3
|
|
|
Massage
|
helps sleep and weight gain
|
Chp. 3
|
|
|
Kangaroo care
|
hold close to body
|
Chp. 3
|
|
|
Newborns
|
sleep 18 of 24 hours
|
Chp. 3
Sleep in Infancy |
|
|
1 yr olds
|
sleep about 12 hours a night
|
Chp. 3
Sleep in Infancy Infants spend more time in REM sleep than adults do |
|
|
self-soothe
|
By 6 months infants have the skills to at night
|
Chp. 3
|
|
|
co-sleeping
|
sharing a bed with the infant
|
is common in collectivist cultures
|
|
|
SIDS
|
sudden infant death syndrome Infant dies in sleep during 1st year of life (most often 1-10 months) Autopsy shows no explainable cause.
New research suggests abnormalities in the brain stem may play a role (esp. if mom smoked during pregnancy |
Chp. 3
|
|
|
Preferential-looking techniques
|
show that young infants prefer to look at novel items
Attractive (symmetrical) faces Faces: especially their mother’s face (They even imitate faces!) |
|
|
|
Habituation
|
infants get “bored”
with the same stimulus! (looks away) |
Chp. 3
|
|
|
Dishabituation
|
infant becomes interested in a new stimulus
|
Chp. 3
|
|
|
visual cliff
|
infants perceive depth by 2 months
|
Chp. 3
fear heights right before learning to crawl |
|
|
cephalocaudal
|
growth from head to bottom
|
Chp. 3
Individual variability in timing |
|
|
proximodistal
|
development principle that growth from interior to exterior
|
Chp. 3
Individual variability in timing |
|
|
mass-to-specific principles
|
large
simple structure before smaller refinements |
Chp. 3
Individual variability in timing |
|
|
Jean Piaget (born 1896)
|
a pioneer in studying cognitive development in humans.
More recent research has both validated and extended Piaget’s ideas about infant’s cognitive abilities first stage of cognitive development characterized by learning through senses and motor actions |
Chp. 3
|
|
|
Primary circular reactions
|
repetitive actions with the infant’s own body
|
Chp. 3
|
|
|
Secondary circular reactions
|
interacting with people and objects
|
Chp. 3
|
|
|
Tertiary circular reactions
|
child actively experiments with objects (“little scientist ”)
|
Chp. 3
|
|
|
Means-end behavior
|
performing one activity to get to a goal.
|
|
|
|
object performance
|
Infants gradually learn that objects still exist even when they can’t see them
|
Chp. 3
A-not-B error: 1 yr olds search in the first place something was hidden |
|
|
Renee Baillargeon
|
found that infants understand basic principles of the physical world far earlier than Piaget believed.
|
|
|
|
Social Cognition
|
Understanding feelings and negotiating interpersonal interactions
|
Chp. 3
|
|
|
Joint attention
|
looking at an object pointed out by an adult is a key first sign of social cognition
|
Chp. 3
|
|
|
Language acquisition device (LAD)
|
enables (only) humans to learn language
|
Chp. 3
|
|
|
Social-interactionist View
|
both infants and adults desire to communicate
|
Chp. 3
|
|
|
Babbling
|
repeating certain syllables (e.g. da-da-da)
|
Chp. 3
|
|
|
Holophrase
|
one word to express a thought (“juice”)
|
Chp. 3
|
|
|
Telegraphic speech
|
2-3 word sentences
|
Chp. 3
Language explosion after 2 years old |
|
|
infant-directed speech
|
simplified
exaggerated high pitched tones |
Chp. 3
|
|
|
Attachment
|
a close emotional bond to a person Chp. 4
|
|
|
|
John Bowlby
|
believed humans are biologically programmed to attach and that a primary attachment figure is crucial to healthy development
|
Chp. 4
|
|
|
Harry Harlow
|
found that monkeys became attached to the cloth “mother”
|
Chp. 4
even if the wire mother fed them. Lack of a mother led to fear |
|
|
Proximity-seeking
|
when we feel threatened we seek our primary attachment figure
|
Chp. 4
|
|
|
Social referencing
|
infants check with caregiver for how to react to new situations
|
Chp. 4
|
|
|
Preattachment (0-3 mns)
|
no signs
2 months: social smile (reflexive to a face) |
Chp. 4
|
|
|
Attachment in the making (4-7 mns)
|
Attachment creates a working model of relationships
|
Chp. 4
|
|
|
Clear cut attachment (7 mns- 3 yrs)
|
Separation anxiety and stranger anxiety
|
Chp. 4
|
|
|
Synchrony
|
coordinated interaction between caregiver and infant that starts the process of attachment
|
Chp. 4
|
|
|
Still face technique
|
if a caregiver stops interacting…infants don’t like it
|
Chp. 4
|
|
|
Strange Situation
|
performed when infant is around 1 year old
It measures: 1) if the infant explores toys 2) the infant’s reaction to caregiver’s return after absence |
Chp. 4
|
|
|
Secure
|
Explores toys |
Chp. 4 |
|
|
Anxious-ambivalent
|
clingy
little exploration often inconsolable at return |
Chp. 4 |
|
|
Avoidant
|
detached
little feeling un-reactive to return |
Chp. 4 |
|
|
Disorganized
|
bizarre
scared (often abused) |
Chp. 4 |
|
|
Temperament
|
a person’s inborn
style of dealing with the world |
Chp. 4 Difficult reactive infants are more likely to be insecure. |
|
|
Depressed disengaged rejecting parents
|
more likely to have insecure attachments with an infant
|
Chp. 4 |
|
|
Intergenerationally
|
we imitate our own parents’ styles
|
Chp. 4
|
|
|
Efe tribe
|
an infant is cared for by the whole community but sleeps with mom. Mom becomes the primary attachment figure.
In U.S. infants typically attach to whomever is most attentive or with whom they spend the most time |
Chp. 4 |
|
|
Secure attachment
|
is correlated with happy successful children |
Chp. 4 |
|
|
Synaptogenesis
|
creates connections between neurons at synapses
occurs as a result of both maturation and experiences |
Chp. 3
|
|
|
Myelination
|
speeds neural impulses
|
Chp. 3
|
|
|
Plasticity
|
refers to the malleability of the brain
|
Chp. 3
damage to the left hemisphere neurons in the right hemisphere ‘take over’ |
|
|
Breast feeding
|
-has antibodies
-Is cheap and sterile Correlated with less: -colds -flu -gastrointestinal problems -ear infections -higher IQ during infancy |
Chp. 3
is considered ideal |
|
|
How long to breast feed?
|
recommended that infants breast feed for at least 6 months
-more common among well-educated women -only 22% make it to 6 mns. -Work is a major reason |
Chp. 3
|
|
|
Stunting
|
excessively short stature
-due to lack of adequate nutrition. -Affects 1/3 of children under 5 in developing countries |
malnutrition
|
|
|
Micronutrient deficiencies
|
inadequate -iron
-zinc -vitamin A |
Chp. 3
A major problem in African and South Asia |
|
|
SNAP
|
Supplemental Nutrition Assistance Program: food stamps
|
Chp. 3 federal programs for poor families
|
|
|
WIC
|
-Women
-Infants -Children |
Chp. 3 federal programs for poor familiies
|
|
|
TANF
|
Temporary Assistance for Needy Families)-- welfare
|
Chp. 3 federal programs for poor families
|
|
|
Colic
|
frantic
-continual cry caused by immature digestive system (lasts 3 mns) |
Chp. 3 Different cries express different needs
|
|
|
Swaddling
|
wrap baby tightly in blanket
|
Chp. 3
|
|
|
Massage
|
helps sleep and weight gain
|
Chp. 3
|
|
|
Kangaroo care
|
hold close to body
|
Chp. 3
|
|
|
Newborns
|
sleep 18 of 24 hours
|
Chp. 3
Sleep in Infancy |
|
|
1 yr olds
|
sleep about 12 hours a night
|
Chp. 3
Sleep in Infancy Infants spend more time in REM sleep than adults do |
|
|
self-soothe
|
By 6 months infants have the skills to at night
|
Chp. 3
|
|
|
co-sleeping
|
sharing a bed with the infant
|
is common in collectivist cultures
|
|
|
SIDS
|
sudden infant death syndrome Infant dies in sleep during 1st year of life (most often 1-10 months) Autopsy shows no explainable cause.
New research suggests abnormalities in the brain stem may play a role (esp. if mom smoked during pregnancy |
Chp. 3
|
|
|
Preferential-looking techniques
|
show that young infants prefer to look at novel items
Attractive (symmetrical) faces Faces: especially their mother’s face (They even imitate faces!) |
|
|
|
Habituation
|
infants get “bored”
with the same stimulus! (looks away) |
Chp. 3
|
|
|
Dishabituation
|
infant becomes interested in a new stimulus
|
Chp. 3
|
|
|
visual cliff
|
infants perceive depth by 2 months
|
Chp. 3
fear heights right before learning to crawl |
|
|
cephalocaudal
|
growth from head to bottom
|
Chp. 3
Individual variability in timing |
|
|
proximodistal
|
development principle that growth from interior to exterior
|
Chp. 3
Individual variability in timing |
|
|
mass-to-specific principles
|
large
simple structure before smaller refinements |
Chp. 3
Individual variability in timing |
|
|
Jean Piaget (born 1896)
|
a pioneer in studying cognitive development in humans.
More recent research has both validated and extended Piaget’s ideas about infant’s cognitive abilities first stage of cognitive development characterized by learning through senses and motor actions |
Chp. 3
|
|
|
Primary circular reactions
|
repetitive actions with the infant’s own body
|
Chp. 3
|
|
|
Secondary circular reactions
|
interacting with people and objects
|
Chp. 3
|
|
|
Tertiary circular reactions
|
child actively experiments with objects (“little scientist ”)
|
Chp. 3
|
|
|
Means-end behavior
|
performing one activity to get to a goal.
|
|
|
|
object performance
|
Infants gradually learn that objects still exist even when they can’t see them
|
Chp. 3
A-not-B error: 1 yr olds search in the first place something was hidden |
|
|
Renee Baillargeon
|
found that infants understand basic principles of the physical world far earlier than Piaget believed.
|
|
|
|
Social Cognition
|
Understanding feelings and negotiating interpersonal interactions
|
Chp. 3
|
|
|
Joint attention
|
looking at an object pointed out by an adult is a key first sign of social cognition
|
Chp. 3
|
|
|
Language acquisition device (LAD)
|
enables (only) humans to learn language
|
Chp. 3
|
|
|
Social-interactionist View
|
both infants and adults desire to communicate
|
Chp. 3
|
|
|
Babbling
|
repeating certain syllables (e.g. da-da-da)
|
Chp. 3
|
|
|
Holophrase
|
one word to express a thought (“juice”)
|
Chp. 3
|
|
|
Telegraphic speech
|
2-3 word sentences
|
Chp. 3
Language explosion after 2 years old |
|
|
infant-directed speech
|
simplified
exaggerated high pitched tones |
Chp. 3
|
|
|
Attachment
|
a close emotional bond to a person Chp. 4
|
|
|
|
John Bowlby
|
believed humans are biologically programmed to attach and that a primary attachment figure is crucial to healthy development
|
Chp. 4
|
|
|
Harry Harlow
|
found that monkeys became attached to the cloth “mother”
|
Chp. 4
even if the wire mother fed them. Lack of a mother led to fear |
|
|
Proximity-seeking
|
when we feel threatened we seek our primary attachment figure
|
Chp. 4
|
|
|
Social referencing
|
infants check with caregiver for how to react to new situations
|
Chp. 4
|
|
|
Preattachment (0-3 mns)
|
no signs
2 months: social smile (reflexive to a face) |
Chp. 4
|
|
|
Attachment in the making (4-7 mns)
|
Attachment creates a working model of relationships
|
Chp. 4
|
|
|
Clear cut attachment (7 mns- 3 yrs)
|
Separation anxiety and stranger anxiety
|
Chp. 4
|
|
|
Synchrony
|
coordinated interaction between caregiver and infant that starts the process of attachment
|
Chp. 4
|
|
|
Still face technique
|
if a caregiver stops interacting…infants don’t like it
|
Chp. 4
|
|
|
Strange Situation
|
performed when infant is around 1 year old
It measures: 1) if the infant explores toys 2) the infant’s reaction to caregiver’s return after absence |
Chp. 4
|
|
|
Secure
|
Explores toys
responds with joy to caregiver’s return |
|
|
|
Anxious-ambivalent
|
clingy
little exploration often inconsolable at return |
|
|
|
Avoidant
|
detached
little feeling un-reactive to return |
|
|
|
Disorganized
|
bizarre
scared (often abused) |
|
|
|
Temperament
|
a person’s inborn
style of dealing with the world |
Difficult reactive infants are more likely to be insecure.
However a sensitive responsive parent can create a secure attachment! Chp. 4 |
|
|
Depressed disengaged rejecting parents
|
more likely to have insecure attachments with an infant
|
Chp. 4
|
|
|
Intergenerationally
|
we imitate our own parents’ styles
|
Chp. 4
|
|
|
Efe tribe
|
an infant is cared for by the whole community but sleeps with mom. Mom becomes the primary attachment figure.
In U.S. infants typically attach to whomever is most attentive or with whom they spend the most time |
|
|
|
Secure attachment
|
is correlated with happy successful children
The link is weaker with time. Life changes may alter working model. Divorce death etc |
|
|
|
Low income
|
minimum income for a family to make ends meet (twice the poverty line).
website Almost 20% of U.S. children < 18 yrs live in poverty 43% are low income |
Chp. 4
Being a single parent is a major cause (5 times the rate of married families) |
|
|
Low-income families are less likely to
|
Have access to resources (health care educational opportunities)
Graduate from high school |
Chp. 4
They are more likely to: Have poorer nutrition Adopt a strict parenting style Live in a dangerous neighborhood Attend poorer quality schools |
|
|
Project Head Start
|
federally funded program begun in 1965 to improve achievement in 3-5 yr olds
video history |
|
|
|
Early Head Start
|
0-3 yrs
|
Chp. 4 (Dr. B. found 39 centers in G.R.)
|
|
|
Family day care
|
care in someone’s home for a fee (not all are licensed)
|
Roughly 60% of US mothers return to work during child’s first year of life
|
|
|
Day-care centers
|
licensed facility with paid providers
|
Roughly 60% of US mothers return to work during child’s first year of life
|
|
|
Good news
|
infants still attach to parents!
|
|
|
|
Bad news
|
Children spending long hours in center care during first 4 yrs of life are rated as more difficult elementary school teachers |
and are more likely to have “acting out” issues as teens.
|
