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75 Cards in this Set
- Front
- Back
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Eye blink reflex
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Protects infant from strong stimulation. Does not disappear
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Rooting reflex
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Helps infant find the nipple. Disappears after 3 weeks
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Sucking reflex
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Permits feeding. Replaced by voluntary sucking at 4 months.
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Moro reflex
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In evolutionary past, may have helped infant cling to its mother. Disappears at about 4-6 months.
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Palmar Grasp reflex
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Prepares infant for voluntary grasping. Disappears after 4-6 months
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Tonic Neck reflex
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May prepare infant for voluntary reaching. Disappears at 4 months
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Stepping reflex
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Prepares infant for voluntary walking. Disappears at 4 months
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Techniques for soothing a newborn and explanations
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• Lift the baby to the shoulder and rock or walk- this combination of physical contact, upright posture, and motion is an effective soothing technique, causing young infants to become quietly alert.
• Swaddle the baby- restricting movement and increasing warmth often soothe an infant • Offer a pacifier- sucking helps babies control own level of arousal • Talk softly, or play rhythmic sounds- continuous, monotonous, rhythmic sounds • Take the baby for a short car ride or a walk in a stroller; swing the baby in a cradle. – gentle, rhythmic motion of any kind helps lull the baby to sleep • Massage the baby’s body –stroking the baby’s torso and limbs with continuous, gentle motions relaxes the baby’s muscles. Combine several methods just listed –stimulating several of the baby’s senses at once is more often more effective than stimulating only one. If these methods do not work, let the baby cry for a short period- occasionally a baby responds well to just being put down and will, after a few minutes, fall asleep |
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Habituation
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Refers to a gradual reduction in the strength of a response due to repetitive stimulation.
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Recovery
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A change in the environment causes the habituated response to return to a high level
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Example in class of habituation
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Dr. Nelson provided a new stimulus by wearing a hideous plaid coat. If he continued wearing it each day, we would become habituated to it.
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Gross vs. fine motor skills
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GROSS are associated with allowing the infant to get around their environment and FINE have to do will smaller, more intricate movements
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Examples of gross motor skills
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Walking, running, jumping, hopping, throwing, catching, riding tricycle, skipping, and kicking.
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Examples of fine motor skills
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reaching, grasping, holding head steady, rolling from side to back, standing alone, building towers, scribbling,
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Cephalocaudal trend (head-to-tail sequence)
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Motor control of the head comes before control of the arms and trunk, which comes before control ofthe legs
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Proximodistal trend
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Motor control of center of the body outward: head, trunk, and arm control precedes coordination of the hands and fingers
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Development of pre-reaching, voluntary grasp, ulnar grasp, and pincer grasp
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Prereaching=newborn, voluntary=about 4 months,
ulnar grasp=3-4 months, pincer grasp=9 months |
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Ulnar grasp
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Clumsy motion in which the baby's fingers close against the palm
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Pincer grasp
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Use thumb and index finger in opposable and in a coordinated way. Ability to manipulate objects greatly expands and can pick up small objects.
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Visual cliff study
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Done by Eleanor Gibson and Richard Walk. Studied depth perception. It showed that babies react with fear of heights.
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Neonatal behavior assessment scale
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-evaluates the baby’s reflexes, state changes, responsiveness to physical stimuli, and other reactions
-this concludes if the baby is normal and healthy |
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Visual and perceptual abilities of a one month old child
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Visual acuity is 20/600
responds to motion, blinking defensively when an object moves toward the face Prefers large, bold, simple patterns |
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Skeletal Age
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Measurement of the development of the bones in the body.
Formed from cartilage Epiphyses form just before birth Cartilage thins through childhood and then disappears Girls are slightly ahead of boys |
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Epiphyses
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Growth centers on the ends of the bones
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Neurons
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Nerve cells that store and transmit information in the brain
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Neurotransmitters
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Chemicals that neurons release to send messages to one another by crossing the synapse
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Synapses
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Tiny gaps where fibers from neurons come together but do not touch. Rapid growth in the first two years.
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Glia Cells
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Causes dramatic increase in brain size during infancy and early childhood, responsible for myelination
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Benefits of breast feeding
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Provides correct balance of fat and protein, ensures nutritional completeness, helps ensure healthy physical growth, protects against many diseases, protects against faulty jaw development and tooth decay, ensures digestibility, smooths the transition to solid foods, nursing mother less likely to get pregnant
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Primary sex characteristics
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Involve the sex organs directly.
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Secondary Sex Characteristics
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Visible on the outside of the body and serve as additional signs of sexual maturity
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Puberty development ages
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12.5 for girls, 14 for boys
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Boys' reaction to puberty
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Supermarche (first ejaculation). React with mixed feelings, much less social support than girls for physical changes in puberty, more prepared and knowledgeable about the process than girls
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Adaption
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The process of building schemes through direct interaction with the environment.
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Accomodation
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A process of changing existing schemas to fit external experiences
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Assimilation
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A process of fitting new experience into existing schemas
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Cognitive Development Theory Stages
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1) Sensiormotor: birth-2 years
2) Preoperational: 2-7 years 3) Concrete Operational: 7-11 years 4) Formal Operational: 11 years and older |
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Sensorimotor stage
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Infants think and build schemes with their senses
Circular reaction Object permanence A and B search error |
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Sensorimotor egocentrism
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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.
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Preoperational Stage
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Rapid development of representation takes place. However, thought is not yet logical. Advances in language and thought.
They think others perceive, think, and feel as they do Believe inanimate objects have lifelike qualities |
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Concrete Operational Stage
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Can arrange quantitatively
Spatial reasoning Don't have capacity for abstract thought |
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Formal Operational State
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Hypothetico-deductive reasoning and propositional thought
Limitation = formal operational egocentrism |
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Hypothetico-deductive reasoning
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A formal operational problem-solving strategy in which adolescents begin with a general theory of all possible factors that could affect an outcome in a problem and deduce specific hypotheses, which they test in an orderly fashion
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Propositional thought
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A type of formal operational reasoning in which adolescents evaluate the logic of verbal statements without referring to real-world circumstances
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formal operational egocentrism
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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.)
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Personal fable
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Adolescents’ belief that they are special and unique. Leads them to conclude that others cannot possibly understand their thoughts and feelings. May promote a sense of invulnerability to danger
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Private speech
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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.
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Zone of proximal development
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A range of tasks that they child cannot yet handle alone but can do with the help of more skilled partners
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Scaffolding
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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.
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Make believe play
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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.
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Atkinson and Shiffrin’s store model
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Assumes that we store information in 3 parts of the mental system for processing
a. Sensory register: sights and sounds are represented directly and stored briefly b. Short-term (working) memory: we actively apply mental strategies as we “work” on a limited amount of info c. Long-term memory: our permanent knowledge base |
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Script:
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general description of what occurs and when it occurs in a particular situation
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Autobiographical memory:
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representations of one-time events that are long lasting because of personal meaning
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Episodic memory:
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memory for many personally experienced events
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Semantic memory:
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our vast, taxonomically organized and hierarchically structured general knowledge system
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Metacognition:
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awareness and understanding of thought
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Factor Analysis
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A complicated correlational procedure that identifies sets of test items that cluster together, meaning that test-takers who do well on one item in a cluster tend to do well on the others
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G
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• General intelligence. In Spearman's theory, a common underlying intelligence that represents abstract reasoning capacity and that influences, in varying degrees, performance on all types of test items.
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Sternberg's Triarchic theory of intelligence
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Analytical intelligence
Creative intelligence Practical intelligence |
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Analytical intelligence, or information-processing skills
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Applying strategies, acquiring task-relevant and metacognitive knowledge, and engaging in self-regulation
On mental tests processing skills are used in only a few of their potential ways, resulting in far too narrow a view of intelligent behavior |
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Creative intelligence
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The capacity to solve novel problems
While everyone has creativity, very few people excel at generating novel solutions |
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Practical intelligence,
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Application of intellectual skills in everyday situations
Intelligence is a practical, goal-oriented activity aimed at one or more of the following purposes: adapting to, shaping, or selecting environments Practical intelligence reminds us that intelligent behavior is never culture-free. |
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Intelligent behavior
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involves balancing all three intelligences to achieve success in life, according to one's personal goals and the requirements of one's cultural community.
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Linguistic-
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Sensitivity to the sounds, rhythms, and meaning Poet, Journalist of words and the functions of language
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Logico-
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Sensitivity to, and capacity to detect, logical or Mathematician mathematical numerical patterns; ability to handle long chains of logical reasoning
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Musical Ability-
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to produce and appreciate pitch, rhythm Instrumentalist, Composer (or melody), and aesthetic quality of the forms of musical expressiveness
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Spatial Ability-
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To perceive the visual-spatial world accurately and to re-create aspects of visual experience in the
absence of relevant stimuli |
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Bodily-
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Ability to use the body skillfully for expressive as Dancer, Athlete kinesthetic well as goal-directed purposes; ability to handle objets skillfully
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Naturalist-
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Ability to recognize and classify all varieties of Biologist animals, minerals, and plants
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Interpersonal-
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Ability to detect and respond appropriately to the Therapist, Salesperson
moods, temperaments, motications, and intentions of others |
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Intrapersonal-
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Ability to discriminate complex inner feelings and
use them to guide one's own behavior; knowledge of accurate self-knowledge one's own strengths, weaknesses, desires, and intelligences |
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Stanford-Binet Intelligence Scales
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o The modern descendant of Alfred Binet's first successful intelligence test
o For ages 2 to adulthood o Measures general intelligence and five intellectual factors: ß Fluid reasoning ß Quantitative reasoning ß Knowledge ß Visual-spatial processing ß Working memory |
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Wechsler Intelligence Scale for Children (WISC-IV)
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o Fourth edition of a widely used test for 6- through 16-year-olds
o Offered both a measure of general intelligence and a variety of factor scores long before the Stanford-Binet. As a result, many psychologists and educators came to prefer them. o Inclues four broad intellectual factors: ß Verbal reasoning ß Perceptual reasoning ß Working memory ß Processing speed o The first to use samples representing the total population of the United States, including ethnic minorities, to devise standards for interpreting test scores. |
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Bayley Scales of Infant and Toddler Development
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o Suitable for children between 1 month and 3 years
o Most recent version, Bayley-III, has three main subtests: ß Cognitive Scale, which includes such items as attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play ß Language Scale, which taps understanding and expression of language – for example, recognition of objects and people, following simple directions, and naming objects and pictures ß Motor Scale, which assesses fine and gross motor skills, such as grasping, sitting, stacking blocks, and climbing stairs |
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Head Start
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• Began in 1965 and currently includes more than 19,000 Head Start centers serving about 909,000 children
• Provides a child with a year or two of preschool, along with nutritional and health services • Parent involvement is central to the Head Start philosophy • Head Start worked best for children who's parents were involved heavily in their preschool • Children from poverty showed signs of being ahead in school, but it dissolved throughout middle school |
