Human Development Test 2

Front 1

a. Reflex-

Back 1

an inborn, automatic response to a particular form of stimulation

Front 2

Eye blink

Back 2

protects infant from strong stimulation Permanent

Front 3

Rooting

Back 3

helps infant find the nipple 3 weeks

Front 4

Sucking

Back 4

permits feeding- replaced by voluntary sucking after 4 months

Front 5

Swimming

Back 5

helps infant survive if dropped in water 4-6 months

Front 6

Moro

Back 6

in evolutionary past, may have helped infant cling to mother 6 months

Front 7

Palmar grasp

Back 7

prepares infant for voluntary grasping
keeps parents close 3-4 months

Front 8

Tonic neck

Back 8

may prepare infant for voluntary reaching 4 months

Front 9

Stepping

Back 9

prepares infant for voluntary walking 4 months

Front 10

Babinski

Back 10

toes fan out and curl as foot twists in unknown function 8 -12 months

Front 11

2. Ways to soothe a crying newborn

Back 11

a. Feeding, Changing Diaper, Lift infant to shoulder, rocking, walking, swaddling, pacifier, car ride, massage baby's body.

Front 12

Regular, or NREM sleep

Back 12

8-9 hours

Front 13

Irregular, or REM sleep

Back 13

8-9 hours

Front 14

drowsiness

Back 14

varies

Front 15

quiet alertness

Back 15

2-3 hours

Front 16

waking activity and crying

Back 16

1-4 hours

Front 17

a. Habituation-

Back 17

a gradual reduction in the strength of a response due to repetitive stimulation

Front 18

b. Recovery-

Back 18

after habituation, increase in responsiveness due to a new stimulus

Front 19

a. Gross motor skills

Back 19

pertain to control over actions that help infants get around such as crawling, standing, and walking. Fine motor skills pertain to smaller movements such as reaching and grasping

Front 20

b. Cephalocaudal trend:

Back 20

head-to-tail sequence (motor control of head before arms and trunk, which comes before legs)

Front 21

c. Proximodistal trend:

Back 21

from the center of the body outward (head, trunk and arm control precedes coordination of the hands and fingers)

Front 22

a. prereaching,

Back 22

Birth until 7 weeks of age - poorly coordinated swipes towards an object in front of them

Front 23

b. voluntary reaching,

Back 23

Appears at 3 to 4 months and increases in type during the follow months.

Front 24

c. ulnar grasp,

Back 24

Clumsy motion in which the baby's fingers close against the palm. begins at about 3 months and develops until child's first year.

Front 25

d. pincer grasp.

Back 25

The use of the thumb and index finger. Begins at the end of the first year. (picking up raisins, grass, turn knobs etc..) - 9 months

Front 26

visual cliff study

Back 26

showed that crawling babies readily crossed the shallow side, but most reacted with fear to the deep side, depending on if their depth perception was developed.

Front 27

9. Neonatal behavioral assessment scale

Back 27

a. evaluates the baby's muscle tone, reflexes, state changes, responsiveness to physical and social stimuli, and other reactions up to two years of age. It is used to detect problems in developmental growth, and provide caregivers appropriate means of intervention.

Front 28

10. Children in Romanian orphanages

Back 28

a. Children need more than sustenance in the forms of food, clothing, shelter etc, but also need interaction for proper development to occur. i.e touch, auditory and visual stimulation, etc.

Front 29

1. Children’s growth patterns

Back 29

a. Growth pattern in infants follows motor skill development
Adolescents growth proceeds in the reverse direction
Growth in infancy and childhood occurs similarly in boys and girls

Front 30

3. Skeletal age

Back 30

a. A measure of development of the bones of the body which is used to estimate a child's physical maturity. Growth centers called Epiphyses are used to determine maturity by their number and the extent that they are fused

Front 31

a. Neurons -

Back 31

Nerve cells that store and transmit information in the brain.

Front 32

b. Synapses -

Back 32

The gap between neurons, across which chemical messages are sent

Front 33

How messages sent across brain

Back 33

c. Dendrites receive signals or information. These are located at the soma or head of the neuron. Outgoing messages are transmitted from the soma or head down the axon and through dendrites located at the end terminal. Nerve cells are coated with myelin sheats that assist in the transmission of these messages (action potentials). Between the neurons are synapses (tiny gaps where fibers from different neurons come close together but do not touch) and the neurons sends messages to one another by releasing chemicals called neurotransmitters, which cross synapses.

Front 34

a. Catch-up growth:

Back 34

a return to genetically influences growth path once conditions improve. When negative environmental influences, such as poor nutrition or illness, are not severe, children and adolescents typically show this.

Front 35

b. Nutrition-

Back 35

25% of caloric intake goes to growth as infant, at 1-2 growth slower and unpredictable eating habits

Front 36

c. Breastfeeding-

Back 36

correct balance of fat and protein, nutritional completeness, healthy growth, protects against diseases, protects against tooth decay, ensures digestibility, smooths the transition to solid foods

Front 37

d. Heredity:

Back 37

is an important contributor to physical growth. determines height and rate of physical growth when diet and health are adequate.

Front 38

a. Puberty-

Back 38

changes during adolescence that lead to an adult sized body and sexual maturity

Front 39

if you start earlier because of

Back 39

body fat

Front 40

Which transpeptidase is involved in peptidoglycan synthesis? What does their inhibition cause?

Back 40

PBP1a and PBP1b

Inh. results in spheroplast formation and rapid cell lysis

Front 41

why do groups start puberty earlier

Back 41

1. Have higher fat, sodium content in their diets due to poverty
2. Eat bad diet because they can't afford better foods

Front 42

iii. puberty is More detrimental for, what happens

Back 42

earlier developing girls, stand out, those girls hang out with older girls, they are underdeveloped in comparison to those girls
iv. Later developing boys stand out, not as athletic, or as tall, higher voice

Front 43

vi. Later developing girls

Back 43

1. Still have girlish body, bad for self image

Front 44

earlier developing boys

Back 44

1. Have the athletic build, don't always want to
2. Hazing, need to live up to their strength
3. Uncoordinated, grow too fast

Front 45

b. Primary sexual characteristics-

Back 45

Physical features that involve the reproductive organs

Front 46

c. Secondary sexual characteristics-

Back 46

outward signs that show the sex organs are undergoing changes, sexual maturity
i. Shown in breasts, underarm and pubic hair

Front 47

a. Anorexia nervosa-

Back 47

eating disorder in which individuals starve themselves because of a compulsive fear of getting fat

Front 48

b. Bulimia nervosa-

Back 48

individuals engage in strict dieting and excessive exercise accompanied by binge eating, followed by deliberate vomiting and purging with laxatives

Front 49

teen mothers

Back 49

a. US teen pregnancy higher than other industrialized countries; 750,000-850,000 per year; 40% end in abortion

Front 50

reasons for adolescent sexual activity, consequences

Back 50

linked to economic disadvantage, teen parents are many times more likely to be poor than their agemates, high percentage of out-of-wedlock births are to low-income minority teens. Consequences: only 70% graduate high school, reduces the chances of marriage and increases likelihoood of divorce, many on welfare or have low-paying jobs earning too little to provide basic necessities, and estimated 50% commit illegal acts resulting in jail. Also increase in birth complications especially low birth weight and interact less effectively with babies, and more often engage in child abuse.

Front 51

teen fathers

Back 51

1/2 visit during first few years, tho contact usually diminishes, only 1/4 have regular paternal contact

Front 52

1. Why Piaget’s work was important

Back 52

a. Piaget focused on biological emphasis (he received his education in zoology) Piaget's stage sequence has three important characteristics;
1. stages provide a general theory of development, in which all aspects of cognition change in an integrated fashion, following a similar course.
2. stages are invariant; they always occur in a fixed order, and no stage can be skipped
3. stages are universal; they are assumed to characterize children everywhere

Front 53

i. Sensorimotor stage-

Back 53

infants build schemes through sensorimotor action patterns. Infants think by acting on the world with their eyes, ears and hands

Front 54

ii. Preoperational stage

Back 54

-rapid development of representation takes place, thought is not yet logical (2-7 years)

Front 55

iii. Concrete operational stage-

Back 55

7-11 years, thought is logical, flexible and organized in its application

Front 56

c. Seriation

Back 56

ability to arrange items along a quantitative dimension such as length or weight
i. Transitive inference-ability to seriate mentally

Front 57

i. Dual representation-

Back 57

viewing a symbolic object as both an object in its own right and a symbol

Front 58

1. Sensorimotor Egocentrism

Back 58

- A form of egocentrism present in infancy that involves a merging of the self with the surrounding world, an absence of the understanding that the self is an object in a world of objects.

Front 59

1. Preoperational Egocentrism -

Back 59

A form of egocentrism present during the Preoperational stage involving the inability to distinguish the symbolic viewpoints of others from one’s own. (Assume others perceive, think, and feel the same way they do.)

Front 60

2. Operations-

Back 60

mental representations of actions that obey logical rules

Front 61

4. Animistic thinking-

Back 61

belief that inanimate objects have lifelike qualities such as thoughts, wishes, feeling and intentions

Front 62

5. Lack of hierarchical classification-

Back 62

organization of objects into classes and subclasses on the basis of similarities and differences

Front 63

a. Conservation-

Back 63

certain physical characteristics of objects remain the same even when their outward appearance changes

Front 64

b. Centration-

Back 64

focus on one aspect of a situation to the neglect of other important features

Front 65

c. Reversibility-

Back 65

ability to mentally go through a series of steps and then return to the starting point

Front 66

concrete operational limitation

Back 66

1. Capacity for abstract thought not yet present

Front 67

1. Formal Operational Egocentrism –

Back 67

The inability to distinguish the abstract perspectives of self and others
(i.e., as teenagers imagine what others must be thinking, two distorted images of the relation between self and others appear.)

Front 68

2. Imaginary audience-

Back 68

adolescents' belief that they are the focus of everyone else's attention and concern
a. Everyone will laugh if I wear this shirt

Front 69

3. Personal fable-

Back 69

adolescents belief that they are special and unique, others can't understand that thoughts and feelings. May promote a sense of invulnerability to danger

Front 70

i. Circular reaction-

Back 70

means of building schemes in which infants try to repeat a chance event caused by their own motor activity

Front 71

ii. Schemes-

Back 71

specific structure or organized way of making sense of experiences

Front 72

iii. Adaptation-

Back 72

process of building schemes through direct interaction with the environment, made of assimilation and accommodation

Front 73

iv. Accommodation -

Back 73

that part of adaptation in which old schemes are adjusted and new ones created to produce a better fit with the environment – A process of changing existing schemas to fit external experiences. (p. 227)

Front 74

v. Assimilation -

Back 74

That part of adaptation in which the external world is interpreted in terms of current schemes – A process of fitting a new experience into existing schemas. (p. 227)

Front 75

vi. Equilibration -

Back 75

Back-and-forth movement between cognitive equilibrium and disequilibrium throughout development, which leads to more effective schemes. A balance between internal structures and information encountered in everyday worlds. (p. 227)

Front 76

a. Make believe Play-

Back 76

Children act out everyday and imaginary activities

Front 77

b. Socio dramatic Play-

Back 77

make-believe with others that is underway by age 2 and a half, it increases rapidly during the next few years- by age 4-5, children build on one another's play ideas, create and coordinate several roles, and have a sophisticated understanding of story lines. (with appearance of sociodramatic play, children not only represent their world, but also display an awareness that make-believe is a representational activity.)

Front 78

a. Serial position effect-

Back 78

in memory tasks involving lists of items, the tendency to remember ones at the beginning and end better than those in the middle

Front 79

b. Control processes-

Back 79

learned procedures that operate on and transform information, increasing the efficiency of thinking and the chances that information will be retained

Front 80

a. Private Speech:

Back 80

when children talk to themselves. Vygotsky saw it has a foundation for all high cognitive processes, and is replaced with internal verbal dialogues as child matures.

Front 81

b. Zone of Proximal Development:

Back 81

A range of tasks that they child cannot yet handle alone but can do with the help of more skilled partners (parents, peers, teachers, etc.)

Front 82

c. Scaffolding:

Back 82

A changing quality of support over a teaching session in which adults adjust the assistance they provide to fit the child’s current level of performance. Direct instruction is offered when a task is new; less help is provided as competence increases.

Front 83

d. Make-believe play-Vygotsky

Back 83

this is very influential in which children advance themselves as they try out a wide variety of challenging skills. It is the central source of development during the pre-school years. broadly influential zone of proximal development

Front 84

e. Education-Vygotsky

Back 84

assisted discovery, in which teachers guide learning and development according to each individual’s zone of proximal development.

Front 85

a. Sensory register

Back 85

: info enters here. Sights and sounds are represented directly and stored briefly.

Front 86

b. Short term memory:

Back 86

where we actively apply mental strategies as we work on a limited amount of info.

Front 87

c. Long term memory:

Back 87

our permanent knowledge base.

Front 88

c. Rehearsal-

Back 88

memory strategy of repeating information

Front 89

d. Organization (chunking)

Back 89

-memory strategy of grouping information into meaningful chunks

Front 90

e. Elaboration-

Back 90

creating a relation between two or more items that are not members of the same category
i. Most effective, take things from multiple groups, puts it in one slot

Front 91

a. Recognition-

Back 91

type of memory that involves noticing whether a stimulus is identical or similar to one previously experienced

Front 92

b. Recall-

Back 92

type of memory that involves generating a mental representation of an absent stimulus

Front 93

c. Reconstruction-

Back 93

memory process where information is recoded while it is in the system or being retrieved
i. Bring up something that wasn't in memory initially but is connected with it

Front 94

d. Fuzzy trace theory-

Back 94

theory that proposes 2 types of encoding, one that automatically reconstructs information into a fuzzy version called a gist which is especially useful for reasoning, and a second verbatim version that is adapted for answering questions about specifics

Front 95

e. Gist-

Back 95

a fuzzy representation of information that preserves essential content without details is less likely to be forgotten than a verbatim representation, requires less mental effort to use

Front 96

a. Semantic memory-

Back 96

vast taxonomically organized and hierarchically structured knowledge system in long term memory

Front 97

b. Episodic memory-

Back 97

memory for personally experienced events

Front 98

i. Autobiographical memory-

Back 98

part of episodic memory
representation of special one time events that are long lasting because they are imbued with personal meaning

Front 99

1. Infantile amnesia-

Back 99

inability of older children and adults to remember experiences that happened before age 3

Front 100

c. Scripts-

Back 100

general representations of what occurs and when it occurs in a particular situation. A basic means through which children organize and interpret familiar everyday experiences

Front 101

metacognition
a.

Back 101

Awareness and understanding of various aspects of thought

Front 102

a. Factor analysis-

Back 102

statistical procedure that combines scores from many separate test items into a few factors, which substitute for the separate scores. Used to identify mental abilities that contribute to performance on intelligence tests

Front 103

a. General intelligence,

Back 103

common factor representing abstract reasoning power that underlies a wide variety of test items

Front 104

b. Specific intelligence "s"-

Back 104

mental ability factor that is unique to a particular task
i. Performance on a particular task "s" shows how much "g" you have

Front 105

4. Gardner’s Theory of multiple intelligences

Back 105

a. Identifies eight independent intelligences on the basis of distinct sets of processing operations applied in culturally meaningful activities

Front 106

a. Stanford-Binet Intelligence Scale-

Back 106

2 to adulthood
i. First test based on mental ability
ii. Verbal and nonverbal items
iii. Associated items with chronological age, could assess whether kids are behind or below in development
iv. General intelligence and five intellectual factors

Front 107

b. Wechsler Intelligence Scale for Children (WISC-III)-

Back 107

6-16 year olds
i. General intelligence, variety of factor scores
ii. Verbal reasoning, perceptual reasoning, working memory, processing speed
iii. Designed to downplay crystallized culture-dependent intelligence, only in 1 factor
iv. Represented total population, culturally flair, ethnic minorities, standards for interpreting test scores

Front 108

c. Bayley Scales of Infant Development

Back 108

-1 month-3 years
i. Cognitive scale-attention to familiar and unfamiliar items, looking for a fallen item, pretend play
ii. Language scale-understanding, expression of language
iii. Motor scale-fine, gross motor skills

Front 109

d. Dynamic testing

Back 109

i. The adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support
ii. This test is an innovation consistent with Vygotsky's Zone of proximal development. 3 differences from traditional assessments:
1. focus on process involve in learning,
2. feedback
3. adult-child relationship based on teaching and help individualized for each child (vs. neutral relationship the same for all children)

Front 110

Head Start

Back 110

a. Children with a year or 2 of preschool
b. Nutritional and health services
c. Benefits of early intervention
i. Poverty striken children who went to program had higher IQs, achievement scores than those not in program, in beginning of elementary
ii. Remained ahead of those not in program
iii. Benefits in attitudes and motivation
iv. Had better life, stayed in high school, more marriage rates and family, less likely to end up in prison