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77 Cards in this Set
- Front
- Back
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3 aspects of motor behavior |
motor control (neurophys basis), motor development (change), motor learning (acquisition) |
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6 elements of developmental change |
qualitative, sequential, cumulative, directional, multi-factorial, individual |
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cephalocaudal |
development occurs form top to bottom |
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proximodistal |
development from body center to peripheral |
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differentiation |
transfromation from gross, immature movements to precise, well-controlled, intentional movements |
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integration |
systems function together to accomplish goal |
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6 periods of motor development |
reflexive, preadapted (increasingly voluntary exploration), fundamental motor (basecamp, basis for more complex tasks), context-specific (try out new skills), skillful, compensatory |
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Neuromaturational perspective |
focus on infant and young child skill acquisition, motor sequences are direct result of NS maturation |
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criticisms of neuromaturational perspective |
largely ignores the environment, neglects other subsystems |
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information processing theory |
focus on adult motor skill acquisition, store, retrieve, and lose information (motor programs), movements arise from plans and instructions commanded by an executive |
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criticisms of information processing theory |
who/what is executive? Difficulty explaining complex and adaptive movements |
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Dynamics Systems Perspective |
movement emerges out of the interaction of elements both intrinsic and extrinsic to the individual during a particular task
combination of person, task and environment
subsystems self-organize to produce efficient movement |
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criticisms of dynamic system perspective |
appears abstract, difficult to predict behavior |
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constraint |
factors or conditions that affect or restrict and its behavior: internal or external |
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phase transition |
shift from 1 stable behavior to another without stable intermediate state, preceded by heightened periods of variability |
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order parameter |
"collective variable", variable that characterizes the behavior of a system |
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control parameter |
any variable that when scaled up or down causes change in order parameter upon reaching a critical level |
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attractors |
preferred or stable behavior states, can be deep or shallow |
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assimilation |
children attempt to interpret new experiences based on their present interpretation (try to grab too large of a ball with one hand) |
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accommodation |
children attempt to adjust existing thought structure to account for new experience (learn to use two hands to hold ball) |
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Piaget's 4 Stages |
0-2 sensorimotor, 2-7 preoperational, 7-11 concrete operational, 11-12 formal operational |
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sensorimotor substages (6) |
movement is critical for cognition, exercise reflexes, primary circular reactions, secondary circular reactions, secondary schemata, tertiary circular reaction, invention of new means through mental combination |
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exercise of reflexes |
0-1 mo., infant reflexes hep explore and learn |
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primary circular reactions |
1-4 mo, repetition of increasingly voluntary movements, repeatative actions in response to stimuli |
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secondary circular reactions |
4-8 mo, continuation of previous substage but includes more enduring behavior |
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secondary schemata |
8-12 mo, apply previous movements to new situations, trial and error |
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tertiary circular reactions |
12-18 mo, significant active experimentation, reasoning develops |
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invention of new means through mental combinations |
18-24 mo, object permanance, understand physical properties of objecys |
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preoperational |
2-7 years, understand people have different perspectives, language, no conservation of objects
preconceptual (transductive reasoning, egocentric) and intuitive (reduction of egocentrism, increase in symbols) substages |
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concrete operational |
7-11 years, attained with object conservation, increased problem solving, seriation (arrange objects by relationship and characteristics), no hypothetical/abstract |
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formal operational |
11-12 and beyond, highest level, abstract thought, hypothetical thought, systematic problem solving
not every one achieves |
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issues with Piaget (7) |
lack of scientific control, potential bias, hidden competencies, doesn't distinguish between competency and performance, too broad, doesn't explain process of development, large part of lifespan neglected |
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postformal operations |
"5th piaget stage", development is lifelong, discover new questions, problems are complicated and solutions not absolute, cognitive development dependent on experiences |
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precocious exposure |
cognitive skill is acquired prior to locomotion |
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perception-action coupling |
perceptual information and motor information interact during movement |
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allocentric coding |
shift from egocentric to environmentally focused, associated with locomotion |
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rods |
responsible for night vision, black and white, periphery |
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cones |
responsible for visual acuity, color, concentrated on macula (has fovea) |
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accommodation eyes |
ciliary muscles change lens shape so that light gets properly converged on the retina |
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eye development |
motor control (neurophys basis), motor development (change), motor learning (acquisition) |
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Age-related eye diseases |
macular degenerationrmation of blood vessels)(loss of visual acuity, dry=cells degenerate, wet=fo
glaucoma: anterior chamber is plugged with fluid, peripheral vision affect first |
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macular degeneration |
loss of visual acuity, vision ranges from 20-50 to blindness, dry = cell degeneration, wet = blood vessels form behind retina |
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glaucoma |
anterior chamber plugged with fluid, peripheral vision affected first |
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cataracts |
clouding of eye lens, most common cause of visual acuity loss, associated with lifestyle factors |
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diabetic retinopathy |
discolors vitreous gel, blood vessels can hemorrhage and may cause retina to detatch |
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presbyopia |
can't accommodate near objects |
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average peripheral vision |
45 deg above, 60 deg below, each side is about 90 deg |
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eye dominance |
2/3 of people are right eye dominant and unilateral |
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vestibular apparatus structures |
semicircular canals (detects angular movements), utricle + saccule (otolith, detects linear movement) |
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BMI |
body weight/height^2 |
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endochondral bone formation |
epiphysis generates new cells so diaphysis lengthens |
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apositional bone formation |
thickening due to balance of osteoblast and osteoclast |
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reasons to assess (6) |
screening, program content, progress, program evaluation, classification, research |
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evaluative measures |
determine a child's performance against previous performance on the same measures
before and after |
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discriminative measures |
determine if a child's performance deviates from normal standard |
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predictive measure |
forecast future outcomes behaviors or prognosis |
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psychometrics |
field of study concerned with the theory and techniques involving the design, administration and interpretation of instruments in the area of psychology |
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content validity |
degree to which the instrument items measure the specific content of interest |
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construct validity |
degree to which the instrument measure the theoretical concepts its supposed to |
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criterion validity |
degree to which the instrument correlates with other criterion or indicators of the construct of interest |
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sensitivity |
ability to detect dysfunction or problem when its present |
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specificity |
ability to detect individuals without dysfunction or problem |
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arena assessment |
team members observe child at same time |
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standard deviation |
degree to which scores vary around the z-score |
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z-score |
the number of SDs above or below the mean, based on population mean and standard deviation |
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T-scores |
similar to z-scores but used when you don't know the population mean or standard deviation, use sample mean instead |
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standard error of measurement |
expected range of error for the test score (smaller = more reliable) |
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confidence intervals |
range of scores with specific boundaries or limits based on the sample mean and SD |
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Bayley Scales of Infnat and Toddler Development III |
identifies delays and information for intervention planning for infants and toddlers (1-42 mo), fine and gross motor, also cognitive, language, socio-emotional and adaptive |
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Test of Infant Motor Performance (TIMP) |
34 wks-4mo, observation and elicited items, identifies at-risk infants, postural control and motor behaviors |
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Bruininks-Oseretsky Test of Motor Proficiency 2 (BOTMP) |
measures gross and fine motor skills, 4-21 years |
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criterion-referenced |
qualitative evaluations where the child must achieve some level of skill competence, allows for single person to be compared to her/himself over time |
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process-oriented |
assess the components of the skill, give insight about what aspects of the skill need to be address |
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Peabody Developmental Motor Scales-2 (PDMS-2) |
quantitative and qualitative information about gross and fine motor skills, form birth -5 years, 6 subtests: reflexes, stationary balance, locomotion, object manipulation, grasping, visual-motor integration |
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Test of Gross Motor Development (TGMD-2) |
discriminative (identifies delays), and evaluative (determines change over time), assess gross motor skills, age 3-10, locomotor and object control |
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Fitnessgram/activitygram |
5-25, widely used, criterion-referenced, aerobic capacity, body composition, muscular strength and endurance, flexibility |
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Brockport Physical Fitness Test |
10-17 with diabilities, criterion-referenced for various disabilities |
