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76 Cards in this Set
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GENERAL:
What are the main themes in developmental psychology? Tell me about each of them. |
1) NATURE vs. NURTURE
- Nature: inherited characteristics - Nurture: external/envionmental conditions 2) CONTINUITY vs. DISCONTINUITY - Continuity: developmental changes are slow but continuous. - Discontinuity: developmental changes are sudden and qualitative. 3) UNIVERSALITY vs. DIVERSITY - Universality: sequence of development is the same everywhere. - Diversity: connections between development and the context/culture in which it takes place. |
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GENERAL:
Who were some of the founders of studying child development and what are they known for? (6) |
1) JOHN LOCKE: tabula rasa; babies' minds are a "blank slate" that will be written on by experience.
2) JEAN-JACQUES ROUSSEAU: child is born innately good. 3) CHARLES DARWIN: theory of evolution; baby biographies. 4) G. STANLEY HALL: 1st American to get a Ph.D. in psychology; moved away from case study approach; generalized similarities by studying multiple infants. 5) ARNOLD GESSEL: 1st to come up with developmental norms. 6) BINET-TERMAN: intelligence testing; studied individual differences. |
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THEORETICAL PERSPECTIVES:
Tell me about the PSYCHOANALYTIC perspective of development... |
- Emphasis on unconscious drives and motives.
Examples - Freud: psychoanalytic theory - Erikson: psychosocial theory (fundamental conflicts characterize each stage of development) |
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THEORETICAL PERSPECTIVES:
Tell me about the LEARNING THEORY perspective of development... |
- Emphasis on behaviors and inner motives.
Examples - Pavlov's dogs (classical conditioning) - Skinner: operant conditioning |
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THEORETICAL PERSPECTIVES:
Tell me about CLASSICAL CONDITIONING... (what is it? what are the four major aspects and their specifics?) |
Classical Conditioning (CC): process of learning through which a neutral stimulus becomes associated with a meaningful stimulus so that the organism comes to respond to the former as if it were the latter.
- Unconditioned stimulus: involuntary stimulus (ex. FOOD causes salivation) - Conditioned stimulus: previously neutral stimulus that takes on meaning through CC (ex. BELL that replaces food) - Unconditioned response: involuntary response (ex. SALIVATION caused by food) - Conditioned response: response learned via CC (ex. salivating in response to bell) |
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THEORETICAL PERSPECTIVES:
What is OPERANT CONDITIONING? *** |
OPERANT CONDITIONING: tendency to learn a particular behavior is gradually strengthened through its association with reinforcement.
Example: teaching pigeons to press bars in order to receive food. |
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THEORETICAL PERSPECTIVES:
Tell me about the CONTEXTUAL perspective of development... |
- Emphasis on environmental and cultural influences on development.
Examples - Vgotsky: sociocultural theory - Bronfenbrenner: ecological systems theory |
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THEORETICAL PERSPECTIVES:
Tell me about Vgotsky's SOCIOCULTURAL THEORY in terms of... - ZONE OF PROXIMAL DEVELOPMENT - SCAFFOLDING |
ZONE OF PROXIMAL DEVELOPMENT (ZPD): tasks that children cannot yet master on their own can be accomplished with help.
SCAFFOLDING: support provided by elders that help children master harder tasks (ZPD); "boosting mechanism." |
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THEORETICAL PERSPECTIVES:
What was the video example of the ZONE OF PROXIMAL DEVELOPMENT we saw in class? |
1) Boy counts bears, but misses a few.
2) Teacher helps him point to each bear as he recounts them. 3) Boy counts correct number of bears. |
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THEORETICAL PERSPECTIVES:
Tell me about Bronfenbrenner's ECOLOGICAL SYSTEMS THEORY... (what are the stages and what do they represent?) |
1) MICROSYSTEM: everything that directly involves child (ex. family, school, etc.)
2) MESOSYTEM: interconnections between diff. parts of microsystem (ex. parent-teacher conference) 3) EXOSYSTEM: everything that indirectly involves child (ex. neighbors, media, institutions, etc.) 4) MACROSYSTEM: culture surrounding child (ex. attitudes and ideologies) 5) CHRONOSYSTEM: everything else that effects other systems (ex. generation, temporal changes, etc.) |
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THEORETICAL PERSPECTIVES:
Tell me about the COGNITIVE perspective of development... |
- Emphasis on children as active learners who construct their own understanding of the world.
Example - Piaget's Stages of Cognitive Development |
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THEORETICAL PERSPECTIVES:
Tell me about Piaget's stages of cognitive development in his COGNITIVE DEVELOPMENTAL THEORY... |
1) SENSORIMOTOR
- Age: birth - 2 yrs. - Encounters world through sensory experiences. - Example: babies put everything in their mouths. 2) PREOPERATIONAL - Age: 2 - 7 yrs. - Development of language, symbolic representation, and pretend play; thoughts lack logical coherence. 3) CONCRETE OPERATIONAL - Age: 7 - 11 yrs. - Capable of logical thought but no appreciation of abstract concepts. 4) FORMAL - Age: 11 yrs. and up - Capable of abstract, scientific thought. |
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THEORETICAL PERSPECTIVES:
Tell me about the BIOLOGICAL perspective of development... |
- Emphasis on human behavior as biologically programmed.
Example - Lorenz: ethology - Bowlby: attachment theory |
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THEORETICAL PERSPECTIVES:
Tell me about the patterns of attachment in Bowlby's ATTACHMENT THEORY... |
1) Secure attachments:
2) Insecure attachments: 3) Disorganized attachments: ***need answers |
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THEORETICAL PERSPECTIVES:
How did Bowlby test her ATTACHMENT THEORY? (we saw a video of it in class) |
The Stranger Situation: mom leaves baby alone in room, experimenters watch baby's reaction to being alone, interaction with stranger, and reunion with mom.
- Experiment examined the bond of mom and child - Level of attachment was determined by the REUNION of mom and child |
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THEORETICAL PERSPECTIVES:
What is the significance of the CRITICAL and SENSITIVE PERIODS in ethology? *** |
CRITICAL PERIOD: limited window of time during which imprinting must take place.
[ex. young birds must see a moving object (usually mom) within hours of their birth for imprinting to occur.] SENSITIVE PERIODS: developmental periods when a particular type of learning proceeds most rapidly. [boundaries are less defined (in terms of nature of stimuli and window of time involved) than the critical period.] |
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THEORETICAL PERSPECTIVES:
Tell me about the DYNAMIC SYSTEMS perspective of development... |
- Self-organizing nature of development over time.
- Variety of pathways can lead to similar developmental outcomes. - Kids choose their own based on indiv. differences, environments, etc. - Emphasis on EMERGENCE (standard developmental milestones) Example - Thelen: reaching behavior (subjects exhibited behavior at different ages and used different strategies, but both were able to reach for objects in the end) |
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METHODS:
What is the most important distinction among the types of research designs? Tell me about them... |
CORRELATIONAL
- Study relationship between variables and how changes to one affect changes in another. - Cannot establish cause and effect. EXPERIMENTAL - Study effect of independent (manipulated) variable/s on dependent (unchanged) variable/s. - Establishes causation - RANDOM ASSIGNMENT |
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METHODS:
What are the major designs for studying child development over time? Tell me about them... |
LONGITUDINAL: follow same individuals over time.
CROSS-SECTIONAL: study people at different ages at the same time (cross-section of a population) CROSS-SEQUENTIAL: following groups of people at different ages over time (aka. cohort sequential) **Cohort effect: effects associated with a particular group of people (generation/time period) |
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METHODS:
What is the significance of RELIABILITY and VALIDITY in research? *** |
RELIABILITY: the consistency of results; reliable test gives same results each time it is administered (aka. test-retest reliability)
VALIDITY: extent to which a test measures what it was designed to measure. |
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GENETICS/HEREDITY:
What is the difference between MITOSIS and MEIOSIS? |
MITOSIS: process of duplication and division of all cells except sex cells.
MEIOSIS: process of division that produces sex cells, each containing 23 chromosomes. |
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GENETICS/HEREDITY:
What is the significance of ALLELES in the inheritance of characteristics? |
- There are 2 versions of each gene, one from mom and one from dad.
- Each version is called an ALLELE. - When the alleles for a particular characteristic match, they are HOMOZYGOUS. - When the alleles for a particular characteristic do not match, they are HETEROZYGOUS. |
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GENETICS/HEREDITY:
Tell me about the different inheritance patterns. (2.5) |
DOMINANT-RECESSIVE PATTERN
- When one allele is dominant for a characteristic, it determines the outcome, regardless of the other allele. - DOMINANT: pair that is expressed (ex. Huntington's disease) - RECESSIVE: pair that is not expressed (ex. Myopia) CODOMINANCE - Both alleles influence the trait; often affected by environmental factors. - Neither is entirely dominant or recessive. POLYGENIC INHERITANCE - Involves joint action from many genes to control the expression of a single characteristic (ex. skin color) **POLYGENIC = CODOMINANCE |
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GENETICS/HEREDITY:
Which sex is more susceptible to genetic defects and why? |
- Most inherited sex-linked (recessive) genes are carried on the X chromosome because it is larger than the Y chromosome and contains more genes.
- MALES ARE MORE SUSCEPTIBLE because, unlike females, they do not have a back-up X chromosome to take the place of a bad one. |
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GENETICS/HEREDITY:
What is a MUTATION? |
MUTATION: change in a gene caused by chance or environmental factors.
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GENETICS/HEREDITY:
Why would people seek genetic counseling and what are some examples of genetic screening (3)? |
GENETIC COUNSELING
- Family history of genetic disorders - Difficulty conceiving - Difficulty carrying to term GENETIC SCREENING: tests for genetic disorders - Amniocentesis: sample fluid around fetus - Chronic Villus sampling: taken from villi; can be done early on. - Fetal blood sampling: taken from chord blood. |
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GENETICS/HEREDITY:
DOWN SYNDROME and WILLIAM'S DISEASE are inherited chromosomal abnormalities. Tell me about them... |
DOWN SYNDROME:
- Cause: 3 copies of 21st chromosome (rather than 2) - Traits: mentally/physically retarded WILLIAM'S DISEASE: - Cause: tiny deletion of a small number of genes on the 7th chromosome. - Traits: mental retardation and cognitive deficits in visuo-spatial tasks w/ relatively fluent use of language and face processing. - Also: known for excellent social skills. |
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GENETICS/HEREDITY:
SICKLE-CELL ANEMIA and PHENYLKETONURIA (PKU) are inherited chromosomal abnormalities. Tell me about them... |
SICKLE-CELL ANEMIA:
- Cause: recessive gene - Traits: abnormal blood cells (crescent-shaped and sticky) cause circulatory problems. - Incidence: prevalent among African Americans; adaptive disorder that provided malaria immunity. PHENYLKETONURIA (PKU): - Cause: lack of ability to digest certain enzymes, resulting in retarded development of prefrontal cortex. - Traits: severe retardation. - TREATABLE: PKU infants low diet of phenylalanine which reduces (but does not eradicate) severity of mental retardation. |
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GENETICS/HEREDITY:
What is the difference between MONOZYGOTIC and DIOZYGOTIC twins? |
MONOZYGOTIC:
- Identical - Share the same egg and identical genes DIOZYGOTIC: - Fraternal (no more related than siblings) - Two eggs fertilized by same sperm. |
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GENERAL:
Define GENOTYPE, PHENOTYPE, and ENVIRONMENT, and tell me how they interact. |
GENOTYPE + ENVIRONMENT = PHENOTYPE
- GENOTYPE: genetic make-up. - ENVIRONMENT: conditions and circumstances that surround an individual. - PHENOTYPE: observable characteristics that come from the interaction between genotype and environment. Example of PHENOTYPE: Sickle Cell Anemia (recessive genes + malaria-infested environment = development of protective disease) |
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PRENATAL DEVELOPMENT:
Define ZYGOTE, BLASTOCYST, and EMBRYO. |
ZYGOTE: fertilized ovum (egg)
BLASTOCYST: multicellular ball that grows from the zygote EMBRYO: developing organism that develops from the embryonic disk (cells inside the blastocyst) |
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PRENATAL DEVELOPMENT:
What are the stages of PRENATAL DEVELOPMENT and what happens in each? |
1) GERMINAL
- Weeks 1 - 2; fertilization to implantation. - Zygote undergoes cell division and turns into the blastocyst. - Differentiation starts (cells organize into organs and systems) - Blastocyst implants into the uterine wall. 2) EMBRYONIC - Weeks 3 - 8; implantation to 8wks. - Formation of placenta and umbilical cord. - Formation of organs (heart, brain, spinal cord, etc.) 3) FETAL - Weeks 9 - 38; wk. 9 to birth. - Begins with first hardening of the bones. - Rapid growth in size, maturity, and detail. - Languo and vernix development. - Axon, dendrite, and neural pathway development. - Senses begin to function. - Some learning takes place. |
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PRENATAL DEVELOPMENT:
Tell me about FETAL LEARNING... |
Babies recognize familiar sounds heard when in the womb.
Example - Cat in the Hat experiment - Mothers read story to baby while still in the womb - After birth, infants' sucking patterns were monitored when Seuss story was being read. - Finding: infants preferred familiar story to unfamiliar one (modified rates of sucking in direction of Suess) |
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PRENATAL DEVELOPMENT:
Tell me about TERATOGENS... (definition and influences) |
TERATOGEN: environmental agent that interferes with normal prenatal development (ex. cigarettes, alcohol, advil, etc.)
INFLUENCES: - Dosage effects (how much exposure) - Susceptibility (usually depends on mother's state and health) - Pattern of action (what type of development it affects) - Individual differences - Timing |
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PRENATAL DEVELOPMENT:
What are the critical periods of prenatal development for TERATOGEN influences? |
1) GERMINAL PERIOD: prenatal death.
2) EMBRYONIC PERIOD: major structural abnormalities; most vulnerable when first forming. 3) FETAL PERIOD: psychological defects and minor structural abnormalities. |
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PRENATAL DEVELOPMENT:
What is the process of CONCEPTION? |
1) Ovum is released from ovaries 2 weeks after start of period (aka. ovulation) into the fallopian tube.
2) Sperm swims up fallopian tube and penetrates ovum's outer covering. *EGG CELLS = largest cells in body *SPERM CELLS = smallest cell in body |
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PRENATAL DEVELOPMENT:
What are some environmental influences? |
- MATERNAL NUTRITION (ex. lack of folic acid leads to neural tube defects like spina bifida)
- MATERNAL STRESS (mixed research results) and ATTITUDES (major influence on health of infant) **psychological stress during pregnancy associated w/ premature delivery and LBW. - MENTAL STATE of mother (ex. depression) - DRUGS, ALCOHOL, TOBACCO - DISEASES |
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PRENATAL DEVELOPMENT:
What are the effects of TOBACCO and ALCOHOL on fetal development? |
TOBACCO
- Lower birth weight - Higher mortality - Greater risk of behavioral and cognitive problems - Nicotine causes abnormal growth of placenta. ALCOHOL: Fetal Alcohol Spectrum Disorders - Abnormal facial features - Growth deficiencies - Hyperactivity - Learning disabilities - Low IQ - Other problems |
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PRENATAL DEVELOPMENT:
What are the effects of diseases like RUBELLA and HIV/AIDS on fetal development? (symptoms, precautions, prevalence) |
RUBELLA (German measles)
- Congenital heart disease - Blindness and deafness - Mental retardation - Symptoms affect 50% of all babies born to moms who had disease in first 12 wks. of pregnancy. HIV/AIDS - Use of meds can dramatically lower child's chances of being affected. - Precautions: don't breast feed and c-section deliveries. - Approx. 30% of babies born to AIDS positive mothers contract disease. - Average life span of child with HIV in the US = 5 years. |
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BIRTH/NEWBORN:
What are the stages of CHILDBIRTH? |
STAGE 1: LABOR
- Contractions become stronger and more frequent - Cervix dilates and effaces (thins) - Transition occurs (cervix opens and is ready for stage 2) STAGE 2: DELIVERY - Baby descends through birth canal and is born - Umbilical cord is cut - Baby's health is assessed STAGE 3: DELIVERY OF PLACENTA |
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BIRTH/NEWBORN:
Tell me about the baby during and after labor and delivery. (5) |
- Head may be misshapen (molding)
- Remnants of lanugo and vernix may be present - Skin may have a blue tint - Fontanels present (soft spots in skull before it fuses together) - First lungful of air is inhaled (harder than any other breath we will ever take) |
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BIRTH/NEWBORN:
What is the number 1 screening/assessment procedure for newborns? |
APGAR
- Done at 1 minute and 5 minutes. - Five vital signs are rated from 0 - 2: . + Pulse (heart rate) . + Respiration (breathing/effort) . + Appearance (color) . + Grimace (reflex irritability) . + Activity (muscle tone) - Final score is on a scale from 1 - 10. . + 7 or above: healthy . + 4 - 7: needs medical attention . + Under 4: needs immediate and invasive medical attention |
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NEWBORN:
What are non-immediate assessment scales? (2) *** |
1) NEONATAL BEHAVIORAL ASSESSMENT SCALE
- Reflexes - Changes of state - Responses to people and objects **Useful in identifying individual and cultural differences 2) NEONATAL INTENSIVE CARE UNIT NETWORK NEUROBEHAVIORAL SCALE - More complete analysis of baby's neurological and behavioral organization - Focus on high-risk infants - Identifies problems early |
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BIRTH/NEWBORN:
What other screening/assessment procedures are done for newborns? |
BLOOD TESTS
- PKU - Sickle cell anemia - And others (which may be required by state law) |
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MEDICAL TECHNIQUES USED DURING LABOR AND DELIVERY:
Tell me about FETAL MONITORS and INDUCED LABOR... |
FETAL MONITOR
- External and internal. - Tracks heartbeat and other vital signs INDUCED LABOR - Drug given to mom to thin membrane in the cervix - Used when mom or baby is at risk - Might sometimes be used for doctor convenience - Common in first time moms |
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MEDICAL TECHNIQUES USED DURING LABOR AND DELIVERY:
Tell me about INSTRUMENT DELIVERY and CESAREAN SECTIONS... |
INSTRUMENT DELIVERY
- Forceps ("salad tongs") - Vacuum extractor ("suction cup") - Either is placed around head to guide/pull infant out CESAREAN SECTION - Surgical removal of the baby - Used when complications like breech position or vaginal infection are present - Increase in recent years |
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LABOR:
What are some pain medications given to mothers during childbirth? |
SYSTEMIC ANALGESICS
- Reduce pain - Work on entire nervous system EPIDURAL BLOCK - Eliminates pain - Anesthesia to numb lower body **Both pass through the placenta and enter fetus' circulatory system **Less attentive and responsive, irritable, gain weight slowly; findings not consistent. |
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NEWBORN:
Tell me about preterm infants... |
PREMATURE: born more than 3 weeks earlier than the full 38 weeks.
1) LOW BIRTH-WEIGHT INFANTS (LBW): weigh less than 5 1/2 lbs. *Causes: intrauterine growth retardation or prematurity 2) VERY LOW BIRTH-WEIGHT INFANTS (VLBW): weigh below ~ 3 lbs. 3) EXTREMELY LOW BIRTH-WEIGHT INFANTS (ELBW): weight below ~ 2 lbs. |
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NEWBORN:
What are some causes of premature labor? |
- Ruptured amniotic sac
- Infections (cervix or urinary tract) - Weak cervix (opens early due to excessive weight gain) - Previous premature delivery - Malnutrition - Substance abuse - More... |
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NEWBORN:
CEREBRAL PALSY and BIRTH ASPHYXIA are 2 more birth complications. Tell me about them. |
CEREBRAL PALSY
- Covers a range of neurological disorders that appear in infancy/early childhood. - Permanently affect body movement and muscle coordination. - Cause: oxygen deprivation (anoxia) BIRTH ASPHYXIA - Lack of oxygen and perfusion (blood delivery) to brain at birth. - Cause: poor placenta, umbilical cord blood flow, or mechanical restriction to delivery. - Degree of asphyxia assessed by Apgar; outcomes predictable by 5 minute score. |
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NEWBORN:
IMMATURE LUNGS and LOW BIRTH WEIGHT are 2 birth complications. Tell me about them. |
IMMATURE LUNGS
- Leading cause of death in premature infants. - Aka. respiratory distress syndrome LOW BIRTH-WEIGHT - LBW + preterm = development that has proceeded normally is cut short. - Born near expected birth date but have small IUGR (intrauterine growth retardation) - Causes: multiple births; intrauterine infections; maternal smoking, substance use, or malnutrition. |
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NEWBORN:
What are some lasting effects for VLBW and ELBW children? |
- Lower scores on intelligent/achievement tests
- Social isolation, depression, and anxiety. - Some experience life-long problems; others develop exactly the same as kids of normal birth weight. |
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NEWBORN:
Tell me more about IUGR. |
Mothers that deliver IUGR have higher prevalence of non-nutritional risk factors which may compromise postnatal development.
- Less and later prenatal care - Higher rate of smoking - Lower SES - Higher rate of personal chronic diseases |
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INFANT BRAIN DEVELOPMENT:
The cortex is divided into four lobes...tell me about each of them. |
1) FRONTAL LOBE: higher order cognition (planning, problem solving, working memory)
2) OCCIPITAL LOBE: visual info and recognition 3) PARIETAL LOBE: sensory info and spatial processing 4) TEMPORAL LOBE: auditory info *Temporal and occipital lobes: first to develop *Frontal lobe: last to develop and continues through adolescence. |
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INFANT BRAIN DEVELOPMENT:
What are the different parts and function of a NEURON? |
NEURON: transmit info throughout the brain.
1) CELL BODY 2) DENDRITES: receive electrical signals from other cells 3) AXON: sends signals from dendrites to other neurons 4) AXON TERMINALS: transmit signals to dendrites of adjacent neurons |
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INFANT BRAIN DEVELOPMENT:
What is a SYNAPSE? Tell me about GLIAL CELLS. |
SYNAPSE: connections between neurons that allows for transmission and reception of signals
GLIAL CELLS - Many different types - Nourish, repair, and mylenate neurons - Crucial for development: neurons climb up glial cells to get to designated areas of the brain - Support system of the brain (structural and functional) |
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INFANT BRAIN DEVELOPMENT:
What is GYROFICATION and when does it occur? |
GYROFICATION
- Formation of bumps and valleys in brain - Between 25 and 27 weeks |
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INFANT BRAIN DEVELOPMENT:
What are the different stages of CORTICAL development? (8) |
1) NEURULATION
2) PROLIFERATION 3) NEURAL MIGRATION 4) NEURAL DIFFERENTIATION 5) AXONAL AND DENDRITIC GROWTH 6) SYNAPTOGENESIS 7) MYELINATION 8) PROGRAMMED CELL DEATH |
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INFANT BRAIN DEVELOPMENT:
Tell me about NEURULATION. |
NEURULATION: construction of neural tube
- Different layers of neural plate fold in on itself to form neural tube. - Neural tube closes; eventually brain will form at one end and spinal cord grows at other end. - Tube itself eventually becomes neural ventricles. - Occurs 18 days prenatal. |
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INFANT BRAIN DEVELOPMENT:
Tell me about NEURAL PROLIFERATION. |
NEURAL PROLIFERATION: growth of neurons.
- New cells born in ventricular layer of neural tube. |
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INFANT BRAIN DEVELOPMENT:
Tell me about CELLULAR MIGRATION. |
CELLULAR MIGRATION: construction of the cortex.
- Cells migrate to their final destination in developing brain. - Brain is built layer by layer. - Creates a radial inside-out pattern of development. - Importance of radial glial cells. |
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INFANT BRAIN DEVELOPMENT:
Tell me about CELLULAR DIFFERENTIATION. |
CELLULAR DIFFERENTIATION: maturation of cells.
- Migrating cells are structurally and functionally immature. - Once they reach their destination, particular genes are turned on; growth of axons, dendrites, and synapses. |
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INFANT BRAIN DEVELOPMENT:
Tell me about AXONAL AND DENDRITIC GROWTH. |
AXONAL AND DENDRITIC GROWTH
- Proteins signal where they should grow. - Overproduction of dendritic branches (pruned like synapses) |
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INFANT BRAIN DEVELOPMENT:
Tell me about SYNAPTOGENESIS. |
SYNAPTOGENESIS: production of synapses.
- Takes place as dendrites and axons grow. - Involves linking together of billions of neurons in brain. - Massive overproduction (under genetic control), followed by pruning; based on experience. |
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INFANT BRAIN DEVELOPMENT:
Tell me about MYELINIATION. |
MYELINIATION: process whereby glial cells wrap themselves around axons.
- Increases speed of neural conduction by insulating the cell. - Begins before birth and continues into late adolescence. |
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INFANT BRAIN DEVELOPMENT:
Tell me about PROGRAMMED CELL DEATH. |
PROGRAMMED CELL DEATH
- Aka. APOPTOSIS - As many as 50% of neurons die as normal part of development because they need to make room for useful neurons. [brain only keeps neurons that it will use; ex. all babies are born with ability to pronounce any letter/sound; brains of chinese babies prune out neurons for pronunciation of R's because they are not needed in their language] |
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INFANT BRAIN DEVELOPMENT:
Why is folic acid important in brain development? |
Reduces failure of closure of neural tubes (which otherwise results in spina bifita or anencephaly)
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INFANT BRAIN DEVELOPMENT:
What are some methods of studying brain development? |
1) MRI/fMRI: reveals where things are happening in the brain.
- MRI: uses radiowaves to contruct a 3-D x-ray/picture - fMRI: picture of activity; measures blood flow **Difficult to use with young kids. 2) EEG/ERP: reveals when things are happening in the brain. - EEG can be used to localize epileptic seizures. 3) NEAR INFRARED SPECTROSCOPY: reveals where things are happening in the brain. - Newer method; sends light into brain and picks it back up to get an idea of blood flow. - Better for use with young kids. |
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NEWBORN:
What are the six states of consciousness and what do they entail? |
Three awake states:
1) QUIETLY ALERT: don't move much; look around and listen intently. 2) ACTIVELY ALERT: looks around and moves arms and legs. 3) CRYING One transitional state: 4) DROWSINESS: suspended between sleep and waking; completely relaxed. Two sleeping states: 5) QUIET SLEEP: baby is still, eyes don't flutter. 6) ACTIVE SLEEP: moves around, makes faces, eyelids flutter. |
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NEWBORN:
Tell me about newborn visual abilities. (quality and preferences) |
QUALITY: nearsighted (20/500)
PREFERENCES: - Stripes over plain colors. - 3D objects over 2D objects. - Human faces over scrambled facial features. - Contrast and edges. - Mother's picture ALSO: vision is blurred; takes 2 mths. to get clearer; isn't as good as "Aadult" vision until 6-9 mths. |
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NEWBORN:
Tell me about newborn auditory abilities. (quality and preferences) |
QUALITY: functions well at birth
PREFERENCES: - Pitch and loudness of female voice. - Can make fine distinctions between sounds. - Can discriminate between mom's voice and other females. |
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NEWBORN:
Tell me about newborn TASTE and SMELL abilities. (quality and preferences) |
QUALITY:
- Well developed at birth. - Can distinguish between sweet, salty, sour, and bitter tastes. PREFERENCES: - Taste/smell of breast milk over formula. - Smell of mom's breast milk over other women's milk. |
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NEWBORN:
Tell me about newborn MULTIMODAL PERCEPTION. |
Recognize that input from one sensory type corresponds in important ways with that from other types.
(take experience from one sense and transfer its meaning to another sense) |
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NEWBORN:
Tell me about REFLEXES and the different kinds. (7) |
REFLEXES: fade away over time.
- Lack of proper reflex development indicates neuro. probs. - Reflex continuing longer than it's supposed to is another indicator of neuro. probs. 1) ROOTING: cheek is stroked = baby turns head towards it and opens mouth. 2) SUCKING: sucks whenever anything is placed in mouth. 3) GRASPING: touch palm of hand = baby's fingers close around it. 4) MORO: sudden loss of support to back or neck (or loud sound) = throws arms up and head back. 5) BABINSKY: stroke sole of foot = toes splay out and then curl in. 6) HABITUATION: process of responding less and less to familiar stimuli. 7) DISHABITUATION: rapid recovery of a response to previously habituated stimuli. |
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NEWBORN:
Tell me about infant LEARNING. (types they're capable of and variables affecting it) |
CAPABLE OF:
- Classical conditioning - Operant conditioning VARIABLES AFFECTING IT: - Infant's state - Type of response - Immediacy of reward - Amount of repetition |
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NEWBORN:
Tell me about infant IMITATION. |
- Babies are capable of imitating facial expressions as young as 2 hours old.
- Must be very repetitive. - Not all infants can do this. |
