Child Development Midterm 2

Front 1

Infancy sleep

Back 1

16 hours average, 1.5 hours at a time

Front 2

Regular sleep

Back 2

baby's eyes are closed, cannot be aroused by mild stimuli

Front 3

Irregular sleep

Back 3

eyes are closed, physical twitchiness, irregular breathing

Front 4

State of drowsiness

Back 4

not fully asleep, irregular breathing, sensitive and irritated by stimuli

Front 5

Alert inactivity

Back 5

Awake but not physically moving much, gazing and absorbing environment

Front 6

Waking activity

Back 6

motor action, legs in motion

Front 7

Why do newborns show such high levels of REM sleep?

Back 7

newborns: 50% in REM
2-3 years: 25% in REM
Babies are more limited in the stimulation tey receive so the brain works to stimulate itself (autostimulation theory)

Front 8

Conrad Lorenz

Back 8

Gazing behaviors: babies have less far sight, enjoy visualizing faces

Front 9

Do newborns smile?

Back 9

at 6weeks, yes. possibly random before this ex. @4 weeks smile at externl things such as audio stimuli

Front 10

Infant crying

Back 10

Causes: reaction to our heart rate and blood pressure increase; gastrointestinal

Response causes less future crying

Front 11

Infant vocalizing

Back 11

cooing and gurgling; during and after eating; babbling at 4 months in response to sense of mouth vibrations

Front 12

infant directed speech

Back 12

"motherese": exaggerations of pitch and simpler words

Front 13

Infant gestures

Back 13

Child and parents make faces

Front 14

What is temperament?

Back 14

individual modes of response to environment consistent across situations and time

Front 15

Thomas &Chess

Back 15

American vs. Puerto Rican

Activity level, approach avoidance, intensity of reaction, quality of mood, distractibility, rhythmicity, attention span, threshold of responsiveness, adaptability

Front 16

Easy Babies

Back 16

playful, regular biological functions, adapt to new circumstances, moderate activity level, high quality of mood, medium to high attention span

Front 17

Difficult babies

Back 17

sensitive, irregular biological functions, irritable, respond intensely and negatively/withdraw from new situations

Front 18

Slow to warm up-babies

Back 18

similar to easy abby in familiar situation, but act like difficult baby in new settings, low in activity level and mild responses, withdraw from new settings

Front 19

Lewin(teacher leadership)

Back 19

studied teacher leadership styles i.e. authoritarian, democratic, and laissez faire

Front 20

Authoritarian Teachers

Back 20

teacher is strict, harsh, concepts are structured around teacher's ideas, lack of collaboration
(students learned the most, disliked school)

Front 21

Democratic teachers

Back 21

collaboration, discussion, student opinions valued (students learned moderate amount but enjoyed it the most)

Front 22

laissez faire teachers

Back 22

teacher doesnt actively engage students
(students learned the least)

Front 23

Kounin (prevention vs reaction management style)

Back 23

teacher's aware of classroom dynamic at all times, able to multitask, enthusiasm for topic, prevent problems

Front 24

Teacher centered classroom

Back 24

authority relationship, individual work, competition, limits social/interpersonal interaction in room

Front 25

child centered classroom

Back 25

cooperative, children in ethnically diverse schools thrive better here

Front 26

Motivated students

Back 26

can do well in teacher centered classroom as competition benefits them. they can self motivate without collaboration

Front 27

Low achieving students

Back 27

not responsible about personal work or invested in school. do better in child-centered classes because there is less competition and they can learn from peers

Front 28

autonomous students

Back 28

motivation is dependent on subject they are learning; allowing creativity and expression leads to motivation

Front 29

Western European cultural education model

Back 29

reward and encourage students to be independent, autonomous and assertive

Front 30

Coleman Report

Back 30

Did desegregation benefit students? SES trumps ethnicity!
survey of 6000 schools across the country looking at students of culture in the 60s and 70s

students whose families had say in where they went did better academically

Front 31

Clark and Clark Doll Study

Back 31

girls of color chose white dolls. not just about resources, but psychological damage of being separated

Front 32

Sexton Study

Back 32

lower SES=far inferior schools

3x as many subs, no science classrooms

Front 33

Rosenthal Study

Back 33

standardized tests results were reported falsely to teachers. told poor test takers were late bloomers so teachers worked harder to teach and succeeded

Front 34

Bilingual education

Back 34

meant to be short term-at most 6 months, only used as bridge for majority language

Front 35

Freud's theory of attachment

Back 35

Secondary drive-primary drive is hunger with parent fulfilling this DISAPPROVED by harlow and harlow

Front 36

Harlow and Harlow

Back 36

2 fake monkeys made- 1 soft, one just chicken wire with food. monkey gave up food for comfort

Front 37

Bowlby Theory

Back 37

object relations: early caregiving experiences influence internal working model (schemas)

evolutionary: attachment develops to keep babies near caregivers

set goal of ideal proximity and distance
feedback mechanism which kicks in when things are out of whack

Front 38

Sroufe

Back 38

set goal is in emotional terms in parent child relationship

Front 39

Mary Ainsworth

Back 39

Strange Situation
6-9 month babies
A: avoidance attachment
B: Secure attachment
C: resistant attachment/ambivalent resistance
D: disorganized

Front 40

Avoidant attachment

Back 40

dismissive of returning caregiver no distress or reunion

Front 41

secure attachment

Back 41

stays close to parent, avoids stranger, upset with parent absence and easily comforted when they return

Front 42

resistant attachment/ambivalent resistance

Back 42

extreme clinginess, scared of stranger, and upset with parent when they return

Front 43

Disorganized

Back 43

cant categorize behaviors

Front 44

Japanese attachment

Back 44

resistant. collective culture. children stay close to caregivers

Front 45

German attachment

Back 45

avoidant attachment: less emotional expression

Front 46

Uganda attachment

Back 46

secure attachment due to more parent-child contact

Front 47

Israel attachment

Back 47

secure attachment. communal environment and multiple caregivers

Front 48

Belsky

Back 48

critical of daycare

Front 49

Skeels attachment study

Back 49

can you reverse effects of poor/negative attachment histories?

orphanage vs mentally retarded caregivers. orphanage led to lower iq and failure to thrive

Front 50

Sroufe

Back 50

long term nursery school study

secure attached more liked by peers, leaders, nicer to peers, and more usccessful n school

resistant were emotionally unregulated, disliked by peers, too clingy

avoidant: vulnerable but did well when they had a friend

Front 51

Michael lewis

Back 51

chld psychopathology

boys with avoidant attachment more vulnerable to schizophrenia

boys with resistant more vulnerable to depression

Front 52

critiques of attachment theories

Back 52

attachment unstable

kagan says no such thing as attachment!

Front 53

Mary Main

Back 53

adult attachment and relationships

Front 54

adults with secure attachment

Back 54

long term relationships with people with secure attachments

Front 55

adults with avoidant attachments

Back 55

relationships with resistant attachment

Front 56

Stigler and Stevenson (Asian vs american classrooms)

Back 56

Asian: no tracking, teachers explain WHY

American: kids work independently, teachers overworked

Front 57

Werker

Back 57

infants respond to syllables, can pick up language at an early age

Front 58

Campos et al

Back 58

fear of heights learned. weariness in crawling and in parent reactions

Front 59

Hewlett et al

Back 59

2 tribes

aka-nomadic, more immediate contact, fuss less

ngandu- permanent. babies alone more and fuss more