Developmental Psych Test 2

Front 1

Neuron

Back 1

nerve cell, transmits information.

Front 2

Axon

Back 2

Branch that carries messages away from the neuron

Front 3

Dendrite

Back 3

Branch that receives messages from axons of other cells.

Front 4

Synapse

Back 4

Gap where axon of one neuron meets dendrite of another

Front 5

Myelin

Back 5

Sheath of fatty cells that insulate some axons

Front 6

Biosocial Development in Infancy:
As the brain develops...

Back 6

-Increase in size and complexity of dendrites
-Increase in number of branches of axons
-Increase in number of synapses
-Mylenation- speeds up neural messages
(infants begin to react more quickly, process things more quickly)
(Actively contribute to later stages of brain development)

Front 7

Motor Development in Infancy:
Reflexes

Back 7

involuntary, inflexible, stimulus specific actions

Front 8

Rooting Reflex

Back 8

If something brushes a baby's cheek, they reflexively turn their head and suck

Front 9

Palmar Grasping Reflex

Back 9

anything put into baby's hand baby reflexively grabs
(no use of thumb)

Front 10

Crawling Reflex

Back 10

when baby is laying on their belly, put pressure on their feet and they make a crawling motion.

Front 11

Stepping Reflex

Back 11

hold up infant by hand with feet not completely touching the floor and baby makes a walking motion with feet.
(Goes away at around 3-4 months due to weight gain)

Front 12

Voluntary Action Development in Infancy:
0-2 months

Back 12

-pre-reaching arm extends toward objects (no grasping)
-head and neck control

Front 13

Voluntary Action Development in Infancy:
2-4 months

Back 13

-roll over
-sit with support of lower back (upper body control before lower body control)
-lift chest off crib (precursor to crawling)(at end of 2nd month)
-end of 3-4 months can visually guide (integrates reaching and grasping)

Front 14

Voluntary Action Development in Infancy:
4-6 months

Back 14

-sits independantly

Front 15

Voluntary Action Development in Infancy:
6-10 months

Back 15

-pulls self to stand
-hands and knees crawling

Front 16

Voluntary Action Development in Infancy:
10-14 months

Back 16

-stand independently
-walking

Front 17

Retina

Back 17

membranes at the back of the eye composed of ganglion, bipolar cells, and photoreceptors

Front 18

Fovea

Back 18

Small circular area near retinal center

Front 19

Cones

Back 19

Located in fovea, responsible for color

Front 20

Rods

Back 20

Periphery
-black and white, night vision, peripheral vision

Front 21

Vision:
Two migrations during the first 4 months of life

Back 21

1) More cones move toward fovea
2) Ganglion and bipolar cells move away from fovea

Front 22

Vision:
2 ways to measure vision in infants

Back 22

1) habituation testing- look at one picture until bored and then change picture and see if it looks
2) preferential looking tasks- see which pictures an infant looks at the longest

Front 23

Optimal visual conditions for young infant

Back 23

1) high contrast (black and white, white and red)
2) low spatial frequency (not a lot of detail)

Front 24

What do newborns prefer to look at?
(researchers argue whether newborns prefer patterned wholes or collections of lines, curves, and shadows)

Back 24

1) faces
2) attractive faces
3) mother's face
4) objects with clearly marked edges/outlines
5) circular patterns
HOWEVER
1) no preference in 1st two months for mother's face with scarf
2) when contrast and spatial frequency controlled for, no preference for 1st two months

Front 25

Auditory Development

Back 25

Adult female voice is the sound most easily heard by newborns

Front 26

Auditory Preferences
(sucking tests)

Back 26

1) speech
2) mother's speech
3) native language (cadence of the language)
4) infant directed speech
-higher pitch
-intonation changes
-slow down what we are saying

Front 27

Speech Perception:
Phones

Back 27

speech sounds which form syllables and words in all languages

Front 28

Speech Perception:
Phonemes

Back 28

Phones that distinguish meaning in particular languages
ex. /r/ and /l/ sounds in English are indistinguishable for Koreans
-after one year babies lose their abilities to differentiate

Front 29

Body Changes

Back 29

-Average newborn is 20 inches long and weighs about 7lbs (in U.S.)
-By age 1, body weight has tripled
-Growth slows during 2nd year (~30lbs)
- measure baby at 2 years and multiply by 2 to get an approximate height

Front 30

Social Factors Influencing Infant Development:
Nutrition

Back 30

-Breast milk ideal for most babies
(higher IQ and mother must have adequate nutrition)
-Protein-Calorie nutrition
(baby not getting enough)
-Chronically malnourished babies
(brains do not develop normally, may develop diseases)

Front 31

Social Factors Influencing Infant Development:
Preventative Medicine

Back 31

-In 1900, 1 in 3 children died before the age of 5.
-Now, fewer than 1 in 200 die before the age of 5.
-Immunization
-Better postnatal care
-SIDS and sleep position

Front 32

Social Factors Influencing Infant Development:
Sleep

Back 32

-The average newborn sleeps 16 hrs a day
-The average 1 year old sleeps 13 hrs a day
-43% of adults are moderately to severely sleep deprived

Front 33

Social Factors Influencing Infant Development:
Love and affection

Back 33

-Can affect physical and emotional development

Front 34

Cognitive Development in Infancy:
Perception

Back 34

Mechanism that operates in the present to organize information about current state of stimulus
(infants completely dependent on this)

Front 35

Cognitive Development in Infancy:
Cognition

Back 35

Mechanism that operates beyond immediately perceived events. Allows us to organize events not present in

Front 36

Cognition allows us to extend "here and now" of immediate perception by...

Back 36

-storing information
-categorizing stored information

Front 37

Cognition allows infants to:

Back 37

-structure the world
-organize experiences
-draw inferences
-plan for the future
-predict what has not yet happened
-give world interpretation
(all of this leads to symbol formation, the ultimate cognitive act)

Front 38

Piaget and Infant Cognitive Development

Back 38

-knowledge is construct through action
ex. putting peas up nose
-Adult intelligence is a form of action-mental action
-thinking is an activity that structures the world

Front 39

Cognitive Development:
Symbols

Back 39

-something that stands for something else
-concepts of the mind
-mental structures with meaning
-formed at the junction of representation and categorization

Front 40

Cognitive Development:
2 kinds of categorization

Back 40

1) Perceptual- based on perceived features (precognitive)
ex. bunch of different colored blocks, child can put them into groups by color
2) Conceptual- based on abstract features (cognitive)
ex. dolphin can be categorized as a mammal even though it looks like a fish

Front 41

Cognitive Development:
2 kinds of representation

Back 41

1) Implicit- information stored in memory but unaware (precognitive)
2) Explicit- stored information available to awareness (cognitive)

Front 42

Stages of Sensorimotor Intelligence:
Stages 1&2: Primary Circular
(reactions involve the infants own body)

Back 42

1) Reflexes (0-1 months)
-basic sucking, grasping, rooting and looking.
2) First Acquired Adaptations (-4 months)
-initial responses are chance and then repeated by infant.

Front 43

Cognitive Development:
READ

Back 43

Symbols are formed when representation becomes explicit and categorization becomes abstract (conceptual)

Front 44

Stages of Sensorimotor Intelligence:
Stages 3&4: secondary circular reactions
(involves the baby with an object or another person)

Back 44

3) Making interesting sights last (4-8 months)
-actions lead to effects on the environment
4) New adaptations and anticipation (8-12 months)
-goals are established from the onset, initiate behavior)

Front 45

Stages of Sensorimotor Intelligence:
Stages 5&6: tertiary circular reactions
(take independent and varied actions to actively discover the properties of people and objects)

Back 45

5) Means through active experimentation (12-18 months)
-actively experiment, trial and error
-"little scientists"
6) Invention of new means through mental combinations (18-24 months)
-mental trial and error
-internalizing symbols

Front 46

Neonatavist Perspective
(disagree with piaget)

Back 46

-cognitive structures present at birth
-innate ideas
-conceptual representation at birth
-examples:
-drawbridge study
-babies look at things that are unrealistic

Front 47

Problems with neonatavist approach

Back 47

1) the need to initially familiarize infant with task
2)looking differences don't necessarily indicate conceptual understanding
3) babies habituate to impossible events and dishabituate to possible
4) most research is done with 4 months or older

Front 48

Schema

Back 48

Mental categories about specific object, people, or experiences

Front 49

Assimilation

Back 49

Interpreting one's new experience in terms of one's existing schemas

Front 50

Accommodation

Back 50

Adapting one's current understanding (schemas) to incorporate new information

Front 51

Object Permanence

Back 51

- Infants ability to understand that an object continues to exist even when out of sight.
- Develops around 8 months and continues to develop

Front 52

Language Development

Back 52

-Infants communicate before they actually form language (pointing squealing crying)
-Babbling (representation of certain symbols)
-First words (around one year)
-Naming explosion (a sudden increase in an infant's vocabulary, especially in number of nouns)

Front 53

Errors in Language Development

Back 53

-Underextension: too narrow application of a word
-Overextension: the application of a word beyond its meaning

Front 54

Early Grammar

Back 54

-all methods that languages use to communicate meaning, apart from the words themselves
-holophases
-21 months: 2 word sentences
-24 months: three or more words, don't always have grammar entirely correct

Front 55

Theories of Language Learning

Back 55

1) Infants are taught
2) Infants teach themselves
3) Social impulses foster infant language

Front 56

Psychosocial Development in Infancy:
Emotional Development

Back 56

-Birth: distress or contentment
-6 weeks: social smile
-3 months: laughter and curiosity
-4 months: full responsive smiles, anger
-6-14 months: fear
-stranger anxiety
-separation anxiety
-fear of novelty
-fear of heights

Front 57

Psychosocial Development in Infancy:
Behavioral Inhibition

Back 57

Biological difference in which children react with fear and wariness to unfamiliar circumstances.
-18 months: pride, shame, and embarrassment

Front 58

Psychosocial Development in Infancy:
Primary Intersubjectivity

Back 58

-emotion sharing via face to face communication that occurs between caregiver and infant (dyadic)
-caregiver more playful; sees baby as intentional
-coordinated turn-taking

Front 59

Psychosocial Development in Infancy:
Secondary Intersubjectivity

Back 59

-sharing attention and emotion in relation to third event (triadic)
-joint attention
ex. infant and someone else are both paying attention to something.
-directing attention (imperative, declarative)
ex. imperative: pointing because "i want that cookie"
declarative: pointing because i want to know "what is that's name"

Front 60

Psychosocial Development in Infancy:
Social Referencing

Back 60

-using emotional information from others to guide your response to an ambiguous situation.
-start of learning through teaching

Front 61

Psychosocial Development in Infancy:
Temperament

Back 61

-individual differences in emotional, motor, and attention reactivity and self regulation.
(what you "bring" to each situation)

Front 62

Psychosocial Development in Infancy:
Does infant temperament predict adult personality?

Back 62

- it’s a big debate.
-studies demonstrate mixed results.
-negative affect in children connected with neuroticism.
-temperament may play a large role in a novel situation or stressful event.
-results are inconclusive.
-Temperament may be correlated with adult personality, but typically there are no positive findings before the age of three.
-Parent reports may be biased

Front 63

Psychosocial Development in Infancy:
Temperament vs. personality

Back 63

-Temperament: more biological, stable over time
-Personality: affected by the environment
(both determine how environment responds to child and how child reacts to environment)

Front 64

Thomas and Chess's Theory of Temperament

Back 64

1) Difficult child (fussy and cannot soothe)
2) Easy child (calm, rarely cries)
3) Slow to warm up child (clings to parent)

Front 65

Attachment

Back 65

An affectionate tie that one person forms between him or herself and another.
-a tie that binds then together in space and endures over time
-1st attachment is a protocol for future relationships
-attachment forms at 6-9 months

Front 66

John Bowlby

Back 66

-attachment is evolutional
-attachment promotes proximity to caregiver
-proximity to caregiver offers infant protection from predators.

Front 67

General Developmental Sequence in Attachment

Back 67

1) young infant behavior enlists proximity to caregiver (0-8 weeks)
2) Infants start responding differently to familiar and unfamiliar people (2-4 months)
3) Infants seek comfort from one caregiver, fear strangers and separation (6-9 months)

Front 68

Attachment
READ

Back 68

By the end of the first year, infants create attachment to primary caregiver, uses caregiver as a secure base from which to explore the world.
-caregiver provides infant with a feeling of security.