Human Development Chapter 3

Front 1

cephalocaudal pattern

Back 1

the sequence in which the earliest growth always occurs at the top of the head with physical growth in size, weight, and feature differentiation gradually working from top to bottom

Front 2

proximodistal pattern

Back 2

the sequence in which growth starts at the center of the body moves toward the extremities

Front 3

for example infants see objects before they can control their torso, and they can use their hands long before they can crawl or walk

Back 3

the infants head should be protected form falls or other injuries and the baby should never be shaken, this syndrome includes brain swelling and hemorrhaging, affects hundreds of babies

Front 4

forebrain which includes the cerebral cortex and several structures beneath it. the cerebral cortex covers the forebrain like a wrinkle cap

Back 4

four main areas, called lobes, in each hemisphere: the frontal lobes, the occipital lobes, the temporal lobes, and the parietal lobes

Front 5

lateralization

Back 5

specialization of function one hemisphere of the cerebral cortex or the other

Front 6

newborns show greater electrical brain activity in the left hemisphere than in the right hemisphere when listening to speech sounds

Back 6

speech and grammar are localized in the left hemisphere in most people, but some aspects of language such as appropriate language use in different contexts and the use of metaphor and humor , involve the right hemisphere

Front 7

axons carries signals away from the cell body and dendrites carry signals toward it.

Back 7

a myelin sheath which is a layer of fat cells, encases many axons. the myelin sheath provides insulation and helps electrical signals travel faster down the axon

Front 8

the axon are terminals buttons, which release chemicals called neurotransmitters into synapses, tiny gaps between neurons

Back 8

chemical interactions in synapses connect axons and dendrites allowing information to pass from one neuron to another.

Front 9

myelination speeds up neural transmissions, the expansion of dendritic connections facilitates the spreading of neural pathways in infant development

Back 9

blooming and pruning vary considerably by brain region. the connections that are used become stronger and survive, while the unused ones are replaced by other pathways or disappear

Front 10

prefrontal cortex

Back 10

the area of the brain where higher level thinking and self regulation occur, the peak of overproduction takes place at about 1 year of age; it is not until middle to late adolescence that the adult density synapses is achieved

Front 11

neuroconstructuvist view

Back 11

developmental perspective in which biological processes and environmental conditions influence the brains development; the brain has plasticity and is context dependent; and cognitive development is closely linked with brain development is closely linked with brain development

Front 12

neuroconstructivist view emphasizes the importance of interactions between experiences and gene expression in the brain's development, much as the epigenetic view proposes

Back 12

REM a much greater amount of time is taken up by REM sleep in infancy than at any other point in the life span

Front 13

the large amount of REM sleep may provide infants with added self-stimulation, since they spend less time awake than do older children

Back 13

SIDS in infants lying face downward are that it impairs the infant's arousal from sleep and restricts the infant's ability to swallow effectively

Front 14

benefits of breast feeding

Back 14

appropriate weight gain and lowered risk of childhood, reduced risk of SIDS, fewer gastrointestinal infections, fewer lower respiratory tract infections, benefits for mother lower incidence of breast cancer and reduction in ovarian cancer

Front 15

dynamic systems theory

Back 15

the perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting

Front 16

rooting reflex

Back 16

occurs when the infant's cheek is stroked or the side of the mouth is touched

Front 17

sucking reflex

Back 17

occurs when newborns automatically such an object placed in the mouth

Front 18

moro reflex

Back 18

which occurs in response to a sudden intense noise or movement. when startled the newborn arches its back, throws back its head, and flings out its arms and legs

Front 19

grasping reflex

Back 19

which occurs when something touches the infant's palm. the infant responds by grasping tightly.

Front 20

gross motor skills

Back 20

motor skills that involve large muscle activities such as walking

Front 21

fine motor skills

Back 21

motor skills that involve more finely tuned movements, such as finger dexterity

Front 22

sensation

Back 22

the product of the interaction between information and the sensory receptors--the eyes, ears, tongue, nostrils, and skin

Front 23

perception

Back 23

the interpretation of what is sensed

Front 24

ecological view

Back 24

the view that perception functions to bring organisms in contact with the environment and to increase adaptation

Front 25

visual preference method

Back 25

a method developed by fantz to determine whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli

Front 26

habituation

Back 26

decreased responsiveness to a stimulus after repeated presentations of the stimulus

Front 27

dishabituation

Back 27

recovery of a habituated response after a change in stimulation

Front 28

intermodal perception

Back 28

the ability to relate and integrate information from two or more sensory modalities, such as vision and hearing

Front 29

in the field of perceptual development those who emphasize nature are referred to as nativists

Back 29

those who emphasize learning and experience are empiricists

Front 30

nativist view the world to perceive the world in a competent, organized way is inborn or innate

Back 30

gibsons' ecological view is quite different from piaget's constructivist view, which reflects an empiricist approach to explaining perceptual development

Front 31

piaget's view the ability to perceive size and shape constancy, a three-dimensional world, intermodal perception, and so on develops later in infancy than the gibsons envision

Back 31

much of early perception develops from innate (nature) capabilities, and the basic foundation of many perceptual abilities can be detected in newborns, whereas others unfold through maturation

Front 32

as infants develop, environmental experiences (nurture) refine or calibrate many perceptual functions , and they may be the driving force behind some functions

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the accumulation of experience with and knowledge about their perceptual world contributes to infants ability to perceive coherent impressions of peole and things

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shemes

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in piagets theory actions or mental representations that organize knowledge

Front 34

assimilations

Back 34

piagetian concept of using existing schemes to deal with new information and experiences

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accommodation

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piagetian concept of adjusting schemes to fit new information and experiences

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organization

Back 36

piaget's concept of grouping isolated behaviors and thoughts into a higher order more smoothly functioning cognitive system

Front 37

equilibration

Back 37

a mechanism that piaget proposed to explain how children shift from one stage of thought to the next

Front 38

sensorimotor stage

Back 38

the first of piaget's stages which lasts form birth to about 2 years of age; during this stage, infants construct an understanding of the world by coordination sensory experiences with motoric actions

Front 39

object permanence

Back 39

the piagetian term for understanding that objects and events continue to exist, even when they cannot directly be seen, heard, or touched

Front 40

A not B error

Back 40

this term is used to describe the tendency of infants to reach where an object was located earlier rather than where the object was last hidden

Front 41

core knowledge approach

Back 41

states that infants are born with domain specific innate knowledge systems

Front 42

attention

Back 42

the focusing of mental resources on select information

Front 43

joint attention

Back 43

process that occurs when (1) individuals focus on the same object and track each other's behavior (2) one individual directs another's attention and (3)reciprocal interaction takes place

Front 44

deferred imitation

Back 44

imitation that occurs after a delay of hours or days

Front 45

memory

Back 45

a central feature of cognitive development,pertaining to all situations in which an individual retains information over time

Front 46

implicit memory

Back 46

memory without conscious recollection; involves skills and routine procedures that are automatically performed

Front 47

explicit memory

Back 47

memory of facts and experiences that individuals consciously know and can state

Front 48

concepts

Back 48

cognitive groupings of similar objects events people or ideas

Front 49

language

Back 49

a form of communication whether spoken, written, or signed, that is based on a system of symbols. language consists of the words used by a community and the rules for varying combining them

Front 50

infinite generativity

Back 50

the ability to produce an endless number of meaningful sentences using a finite set of words and rules

Front 51

telegraphic speech

Back 51

the use of short and precise words without grammatical markers such as articles, auxiliary verbs, and other connectives

Front 52

language acquisition device

Back 52

chomsky's term that describes a biological endowment enabling the child to detect the features and rules of language, including phonology, syntax and semantics

Front 53

child directed speech

Back 53

language spoken in a higher pitch than normal with simple words and sentences

Front 54

recasting

Back 54

is rephrasing something the child has said,perhaps turning it into a question or restating the child's immature utterance in the form of a fully grammatical sentence

Front 55

expanding

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is restating in a linguistically sophisticated form, what a child has said

Front 56

labeling

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is identifying the names of objects