Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
38 Cards in this Set
- Front
- Back
|
Physical development starts right after ...
|
birth
|
|
|
Most change in height and weight between ages....
|
18 months to 2 years
|
|
|
cephalocaudal principle
|
head and trunk develop first
|
|
|
increase acquiring of fat during the this time...
|
year, year and a half
|
|
|
Dwarfism
|
-normally proportioned but short stature
-can be treated -can give child steroids (synth. hormon) |
|
|
Nutrition
|
-impacts development
-40% baby's energy goes directly to physical growth -very high caloric intake |
|
|
Malnutrition
|
-1/3 under 5 y/o is malnourished
-results in lower IQ -inability to sustain attention -baby not as responsive (save energy) |
|
|
Diseases
|
1) Pneumonia
2) measles 3) malaria 4) Diarrhea 5) Malnutrition |
|
|
Accidents
|
-Car accidents: #1 cause of death
-car seat not installed properly (90%) -8 y/o or 80 lbs (restrained) |
|
|
Brain Development
|
-neuron: basic unit of brain/nervous sys
-receive and transmit all information -3 parts: -cell body, dendrite(rec), axon(sends) -Axon: -terminal button: releases neuro transmitter -brain made up of millions synapses -Not specialized early in life: -more resilient when not specializ. -safeguards against injury -Thought to be EVOLUTIONARY |
|
|
Synaptic Pruning
|
-begins after first birthday
-gets rid of synapses to make room for new synapse |
|
|
Cerebral Cortex
|
-controls higher level thinking (front)
-L & R side connected to axons -Corpus Collosum: -communication btwn L & R |
|
|
Frontal Cortex
|
-last structures developed in utero
|
|
|
Infants
-locomotion, reflexes, posture & balance, visual cues, percetion |
-Locomotion: move about the world
-Reflexes: unlearned responses triggered by a stimuli -Posture/Balance: maintain requires coordination of many diff. skills -Vis. Cues: what's up, down, sideways, etc. -helps to stay upright -inner-ear mechanism to maintain equilibrium -stepping: doesn't happen til 10 mo -must be in place before they have posture/balance Perception: what they will be walking/moving on |
|
|
Reach for objects
|
-4 months
-fluidness comes w/ age -By 7-8mo: integration of thumbs |
|
|
Solid, hand-held, finger foods
|
-6 months
|
|
|
introduce utensils
|
-by 1 year
-muscles in wrist/fingers develops -2yrs: rotate wrist |
|
|
strongest sense in infants
|
-sense of smell
-memory and smell connected |
|
|
Newborn hearing
|
-good for orientation/placement
-but not attuned -best in pitches in the range of the human voice |
|
|
Newborn sight
|
-at birth, responds to light & tracks moving objects
-1mo: see at 20ft what an adult can see at 200-400ft -3-4mo: see colors -1yr: see what we see |
|
|
integration of all senses
|
-1 year
|
|
|
Piaget
|
-started as a biologist
-Theory: children always trying to make sense of the world. They are curious and want to create meaning to make the wold predictable (safe) |
|
|
Piaget
Mental Schemas |
-filing cabinet in the brain
-as we grow, we experience more -Assimilation: new experiences incorporated into existing shemas -Accomodation: schema modified based on experience -Disequilibrium: info doesn't fit into schema, question, change -THIS HAPPENS THROUGHOUT OUR LIVES |
|
|
Piaget
Four Stages in Cognition |
-Sensorimotor: Birth-2yrs
-all child's knowledge based on senses and motor skills -ends when child does mental representation (symbols) -Benchmark --> Using gestures -Preoperational Thought: 2-6yrs -egocentric, only see from own perspective -begin using symbols, gestures, alphabet, numbers -Concrete Operational Thought: 7-11 -using some logic, math operations -focus on the "here and now" -very concrete -Formal Operational Thought: adoles -abstract, hypothetical thinking -discussion of things that haven't happend to them |
|
|
Piaget
Four stages in cognition -Sensorimotor substages |
Sub1: investigate world thru senses
(1 month) -starts w/ reflexes to stimuli Sub2: -Primary Circular Reaction (1-4mo) -discovery by accident Sub3: -Secondary Circ. Reaction(4-8mo) -start to repeat actions -Tertiary Circ. Reaction (12-18mo) -doing old actions in new ways |
|
|
Information Processing Theory
|
-Popular in the 60s
-equate human thinking to computer -hardware and software |
|
|
Memory
|
-Sensory: info. held in raw, unanalyzed form, briefly
-senses interpret data and pass it on -Working: site of ongoing cog. activity -stores and interprets which program needed for data in... -Long-term: permanent storage of all knowledge you have -forget? no, just difficult to retrieve -memory working even when we're not trying to remember -enable learning |
|
|
Habituation
|
-Orienting Response: when presented with strong, unfamiliar stimulus
-everything is new exper. to infants -diminishes response to stimulus because it's familiar -constant exposure to certain stim. |
|
|
Classical Conditioning
|
-neutral stimulus elicits response that was originally produced by another, unconditioned response
|
|
|
Operant Conditioning
|
-relationship btwn behavior and consequence and likelihood the behavior with reoccur
|
|
|
Immitation
|
-2-3 weeks
-learn by watching others |
|
|
Infantile Amnesia
|
-inability to remember every in early life
-not until 3-4 years -Why? no language to represent the past -child doesn't have a sense of self which aids in organization of memory Implanted Memory: pics, stories, etc |
|
|
Bailey Scales for infants
|
-test
-does not translate to adult IQ Cognitive Ability: -not seen until 8yr (confidently) but gives an idea of their strengths and skill groups |
|
|
Language
|
-begins at birth (crying)
-1yr: starting words (defined) "mama" -2yr: couple 100 words -to learn language, must be able to perceive it -distinguish basic speech sounds (PHONEMES) --> sounds put together to make words -even before infants can make sounds, they can distinguish them -identify recurring patterns of sound -begin to pay attention (7-8mo) -identify parent w/ the name -pay attention to stressed syllables -start to notice what syllables go together (make connections) Infant Directed Speech: -sing-song, slowly, change pitch -keep the child's attention |
|
|
Language
Perceiving and expressing -receptive vs. expressing |
Receptive:
-2mo: lang. based sounds come out -cooing; vowel type sounds -5-6mo: babbling, speech-like -7mo: inflection, rising and falling of pitch (intenation) -connection btwn perceptions and production of speech -1yr: babbling more concise -signifies that sounds make words that refer to objects -symbols and actions used -vocab grows quickly when they realize words symbolize things -15mo: learn 2/3 words/week -18mo: "naming explosion" -naturally curious "what's that?" -Fast Mapping: connect new words to objects quickly -Joint Attention: strategy -let kid tell you what they know |
|
|
Born with basic emotions
|
-Subjective Feeling
-Physiological Change -Overt Behavior (eg:smile, frown) -complex--> pride, embarrassment -requires eval. of situation -basic emotions can be viewed on your face -Face: behavioral manifestation -Subjec. Feeling and Physiological: -based on individual -cultures show emot. in same ways |
|
|
Basic emotions
happiness, negative, fear |
Happiness: first weeks, smiling
-2-3mo: social smiles -4mo: smile w/ baby laugh -1yr: laugh when you are silly Early stages linked to physical Negative: -anger emerges gradually (4-6mo) -usually comes from frustration Fear: -6mo (first signs) stranger anxiety -depends on how familiar environment is and the behavior of the stranger -fear of strangers when child becomes mobile (instinctive) -declines as they become toddlers 6-7mo: start to distinguish facial expressions -become proficient with time 1-2yr: complex emotions -must have some understanding of themselves/"self" -Imitate emot. of adults (SOC CUES) -babies use other people to direct their behavior (SOCIAL REFERENCING) -regulate their behavior |
|
|
Behavioral Disorders
|
ADHD: difficulty regulating behavior
|
