Human Development Ch. 4-6

Front 1

kwashiorkor (caused by, results of)

Back 1

caused by not enough protein;

Hint 1

results in permanent brain damage

Front 2

marasmus (caused by, results of-3 things)

Back 2

caused by calorie deficit;

Hint 2

infants weigh 60% less than they should, permantent neurological damage, parasitic infections)

Front 3

micronutrient malnutrition

Back 3

deficiency of vitamins/minerals

Front 4

macronutrient malnutrition

Back 4

too few calories

Front 5

infant mortality

Back 5

death within the first year after birth

Front 6

SIDS (how to avoid, age)

Back 6

smoking, sleeping position (back), sleep patterns, winter - viral infections, apnea;

Hint 6

between 1 month and 1 year

Front 7

visual acuity in infants

Back 7

20/200 to 20/400

Front 8

age that most children reach 20/20 vision

Back 8

2

Front 9

most developed sense in infants

Back 9

touch

Front 10

least developed sense in infants

Back 10

vision

Front 11

tracking

Back 11

the process of following a moving object with your eyes

Front 12

visual cliff

Back 12

depth perception

Front 13

nativists

Back 13

claim that most perceptual abilities are inborn

Front 14

empiricists

Back 14

claim that perceptual abilities are learned

Front 15

cooing

Back 15

repetitive vowel sounds, particularly the uuu sound

Front 16

babbling

Back 16

repetitive vocalizing of consonant-vowel combinations

Front 17

telegraphic speech

Back 17

simple two-word sentences that usually include a noun and a verb

Front 18

naming explosion

Back 18

period when toddlers experience rapid vocabulary growth, typically beginning between 16 and 24 months

Front 19

behaviorist view (what, who)

Back 19

wordlike babbling becomes more frequent as it is praised by parents

Hint 19

B. F. Skinner

Front 20

nativist view (what, who)

Back 20

overregularization of errors

Hint 20

Noam Chomsky

Front 21

language acquisition device

Back 21

language processor which contains the basic grammatical structure of all human language

Front 22

interactionist view (what, who)

Back 22

combination of behaviorist and nativist views

Hint 22

Melissa Bowerman

Front 23

attachment theory (what, who)

Back 23

infants are biologically predisposed to form emotional bonds with caregivers

Hint 23

John Bowlby

Front 24

phase 1 (attachment)

Back 24

nonfocused orienting and signaling (birth to 3 mos.)

Hint 24

babies draw attention of others and signal needs

Front 25

phase 2 (attachment)

Back 25

focus on one or more figures (3 to 6 mos)

Hint 25

babies direct "come here" signals to fewer people, less responsive to familiar people

Front 26

phase 3 (attachment)

Back 26

secure base behavior (6 to 24 mos)

Hint 26

true attachment emerges - following, clinging

Front 27

phase 4 (attachment)

Back 27

internal model (24 mos and beyond)

Hint 27

children imagine how an anticipated action might affect the bonds they share with their caregivers

Front 28

social referencing

Back 28

an infant's use of others' facial expressions as a guide to his or her own emotions

Front 29

secure attachment

Back 29

pattern of attachment in which an infant readily separates from the parent, seeks proximity when stressed, and uses the parent as a safe base for exploration

Front 30

insecure/avoidant attachment

Back 30

pattern of attachment in which an infant avoids contact with parent and shows no preference for the parent over other people

Front 31

insecure/ambivalent attachment

Back 31

pattern of attachment in which the infant shows little exploratory behavior, is greatly upset when sepatared from the mother, and is not reassured by her return or efforts to comfort him

Front 32

insecure/disorganized attachment

Back 32

a pattern of attachment in which an infant seems confused or apprehensive and shows contradictory behavior, such as moving toward the mother while looking away from her

Front 33

niche-picking

Back 33

the process of selecting experiences on the basis of temperament

Front 34

goodness-of-fit

Back 34

degree to which an infant's temperament is adaptable to his or her environment, and vice versa

Front 35

subjective self

Back 35

infant's awareness that she or he is a separate person who endures through time and space and can act on the environment

Front 36

objective (categorical) self

Back 36

toddler's understanding that she or he is defined by various categories such as gender or qualities such as shyness