Neuro Part 12

Front 1

Separation Anxiety =

Back 1

developmentally NORMAL fear in 1-2 y.o.

Front 2

Stranger Anxiety:

(2)

Back 2

1. nl rxn around 6 months

2. = being upset at being handled by s/o other than attachment figures

Front 3

Apgar = score to evaluate **neonate survival,**
assessing:

(5)

Back 3

1. appearance

2. pulse

3. grimace

4. activity

5. respiration

**scored out of 10. Assessed at 1 and 5 minutes of life**

Front 4

APGAR results:

(3)

Back 4

<4 = imminent survival threat

4-6 => assist

>7 = no threat

Front 5

Baby Blues =

Back 5

Very common period lasting up to several days postpartum of emotionality and tearfulness

Front 6

postpartum blues resolves within 10 days, while postpartum depression lasts:

Back 6

2 weeks to a year+

Front 7

Postpartum Psychosis =

Back 7

psychosis arising **within 1 month** of giving birth

- usually lasts 4-6 weeks

Front 8

Social Smile =

Back 8

smile in response to others' faces, appearing in first 1-2 months

Front 9

reactive attachment disorder =

Back 9

a constellation of disturbances and social relatedness of otherwise nl infants/children exposed to grossly pathological care

Front 10

Inhibited Type =

Back 10

subset of reactive attachment disorder - withdrawn and unresponsive

Front 11

Disinhibited Type = subset of reactive attachment disorder; ~~

Back 11

approaching people indiscriminately

Front 12

Rapprochement =

Back 12

developmentally *nl* period of alternating exploration and return to attachment figures

Front 13

Terrible Twos =

Back 13

developmentally nl period of

*self-assertion and independence-seeking*

Front 14

Parallel Play =

Back 14

playing side-by-side, but not interactively, as toddlers

Front 15

Autonomy =

(Erikson's model)

Back 15

the ability to spend time away from primary caregivers

Front 16

temperament =

Back 16

a set of behavioral characteristics that seem to be inborn and generally persist throughout life

Front 17

Mahler says:

Back 17

early development = a sequential process of separation of the child from the primary caregiver

Front 18

1. trust vs. mistrust

Back 18

between birth and 18 months

- "will my caregiver come to me if I cry?"

Front 19

4. industry versus inferiority:

(Erikson)

Back 19

~~ school-age child develops (or fails to develop) a sense of pride in his accomplishments

Front 20

6. intimacy versus isolation

(Erikson)

Back 20

~~ YA develops loving, emotional and sexual relationship with another person

Front 21

7. generativity versus stagnation

(Erikson)

Back 21

~~ MA adult develops **sense of contributing to the world**

Front 22

8. ego integrity versus despair

(Erikson)

Back 22

1. ~~old age

2. satisfaction and pride or feels he has wasted his life

Front 23

Paiget's terms:

(4)

Back 23

1. object permanence

2. concrete operations

3. concept of conservation

4. formal operations

Front 24

object permanence =

Back 24

the understanding that objects or people not in view continue to exist

***appears around 1 year***

Front 25

concrete operations =

Back 25

children ~7 years of age acquire the capacity for logical thought

Front 26

stimulant withdrawals RARELY cause:

Back 26

physical symps;

- opioid and sedative withdrawals ALWAYS cause physical symps

Front 27

concept of conservation =

Back 27

any substance remains the same regardless of the size of the container it is in

~~ age 7

Front 28

formal operations =

Back 28

**late adolescents** develop the ability for abstract hypothetical or formal reasoning

Front 29

Tanner Staging =

Back 29

classification scheme for evaluation of dev. of primary and secondary sex characteristics

Front 30

Fetal Alcohol Syndrome =

Back 30

pattern of *mental and physical defects* that can develop in a fetus in association with high levels of alcohol consumption during pregnancy

- m.c.c. of mental retardation

Front 31

Fragile X Syndrome =

3 features:

Back 31

c.c. of mental retardation

- CGG repeats expand within FMRP gene
- anticipation
- affects MALES more severely

Front 32

3 mental symps of FXS:

Back 32

1. delayed cognition

2. behavior problems like hyperactivity

3. hand-flapping

Front 33

4 physical abnormalities of FXS:

Back 33

1. hyperextensible joints

2. large ears

3. elongated face

3. postpuberty enlargement of testes

Front 34

4 mature defense mechanisms:

(SASH)

Back 34

1. sublimation

2. altruism

3. humor

4. suppression

Front 35

sublimation =

Back 35

rerouting an unacceptable drive (sexual, violent)

toward a socially-acceptable/noble direction

Front 36

suppression =

Back 36

**consciously** putting aside but not repressing unwanted feelings

- the ONLY defense mechanism that's conscious

Front 37

less mature defense mechanisms ~~ self-protection at:

Back 37

significant social cost

Front 38

less mature defense mechanisms:

(13)

Back 38

1. displacement

2. repression/denial

3. undoing

4. regression

5. acting out

6. identification

7. somatization

8. dissociation

9. projection

10. intellectualization

11. rationalization

12. reaction formation

13. splitting

Front 39

displacement =

Back 39

the transferring of emotions/attitudes from yourself to a faultless/neutral object

- e.g. mom yells at her son because husband yelled at her

Front 40

undoing =

Back 40

belief that you can reverse past bad behavior with current/future "good" behavior

Front 41

regression

Back 41

child-like behavior during stressful situations

Front 42

acting out =

Back 42

attention-seeking, socially inappropriate behavior

Front 43

identification =

Back 43

unconsciously patterning one's behavior after that of someone who is more powerful

- how abused become abusers themselves

Front 44

somatization =

Back 44

turning unacceptable impulse/feeling into a physical symps

Front 45

dissociation =

Back 45

temporary, drastic change in personality, memory, consciousness, or behavior, in order to avoid emotional stress

Front 46

projection =

Back 46

attributing one's own personally-unacceptable feelings onto others

Front 47

intellectualization =

Back 47

using the mind's higher functions to avoid experiencing uncomfortable emotions

Front 48

reaction formation =

Back 48

***adopting the opposite*** attitude/feelings that you actually have

Front 49

splitting =

Back 49

believing people or events are either all bad or all good

Front 50

transference =

Back 50

pt projects feelings about formative or other important person onto doctor

- e.g. is overly confident in his care b/c father was confident

Front 51

countertransference =

Back 51

**a provider project's his own feelings/attitudes** in rxn to situation of pt

e.g. pt reminds me of my younger brother, so I have an overly-concerned attitude

Front 52

habituation: repeated stimulation =>

Back 52

**DEC.** response

Front 53

sensitization: repeated stimulation =>

Back 53

INCREASED response

Front 54

in Classical Conditioning, a _______________________________________________ is elicited by ________________________________________________________

Back 54

***natural (unconditioned) response***

a learned (conditioned) stimulus
(a cue from an internal or external event)

Front 55

in Operant Conditioning, learning occurs because of the:

Back 55

**consequences** to the individual for performing a behavior

- these consequences either encourage or discourage repetition of that behavior

Front 56

Modeling =

Back 56

**observational learning**

where an individual observes others and imitates their behavior.

Front 57

Unconditioned Response =

Back 57

Reflexive, natural, or unlearned response to a stimulus

Front 58

Conditioned Response =

Back 58

behavior learned by association b/w a conditioned stimulus (bell) and an unconditioned stimulus (food)

Front 59

Unconditioned Stimulus =

Back 59

Stimulus that automatically produces a reflexive, natural, or unlearned response

(e.g. smell of food)

Front 60

Conditioned Stimulus =

Back 60

Neutral stimulus that produces a response following learning

(e.g. the bell)

("conditioned" refers to the response)

Front 61

Response Acquisition =

Back 61

*process* by which the conditioned response is acquired or learned

Front 62

Extinction =

Back 62

decrease and ultimate disappearance of the conditioned response **due to unpairing of conditioned and unconditioned stimuli**

Front 63

Spontaneous Recovery =

Back 63

*unexpected* recurrence of *conditioned response* following extinction

Front 64

Stimulus Generalization ~~

Back 64

new stimulus that *resembles a conditioned stimulus* CAUSES the conditioned response

Front 65

Learned Helplessness =

Back 65

when a person who has repeatedly tried and failed to control external events becomes hopeless, apathetic, and depressed when faced with a new life stressor.

Front 66

Imprinting =

Back 66

process where an animal makes an association with and then follows the first thing it sees after birth or hatching.

Front 67

Critical Periods =

Back 67

limited intervals during which a developing animal is more sensitive to certain stimuli than at other times in its development.

Front 68

Positive Reinforcement =

Back 68

the introduction of a stimulus that results in an increase in the rate of a behavior

Front 69

Primary Reinforcer =

Back 69

reinforcer that fulfills a biological need (i.e. food)

Front 70

Secondary Reinforcer =

Back 70

reinforcer that is not intrinsically rewarding, (i.e. money)

Front 71

Negative Reinforcement =

Back 71

increase in behavior by **REMOVAL** of a negative stimulus

Front 72

Aversive Stimulus =

Back 72

stimulus which a subject seeks to avoid (e.g. scolding)

Front 73

Continuous Reinforcement ~~

Back 73

presented *after every response*

Front 74

Fixed Ratio Reinforcement ~~

Back 74

presented *after* a designated *number* of responses

Front 75

Fixed Interval Reinforcement ~~

Back 75

presented after a designated amount of time

Front 76

Variable Ratio Reinforcement =

Back 76

presented after a random and unpredictable *number of responses*

Front 77

Variable Interval Reinforcement =

Back 77

presented after a random and unpredictable *amount of time*

Front 78

Resistance to Extinction =

Back 78

the force that prevents a behavior from disappearing when the *reward is withheld*

Front 79

shaping: person is rewarded or reinforced when he:

Back 79

*randomly (by trial and error)* shows something like the desired behavior

Closer and closer approximations of the wanted behavior are then reinforced until the correct behavior is achieved

(kinda like "warmer")

Front 80

triad of Wernicke encephalopathy:

Back 80

1. confusion

2. ataxia

3. ophthalmoplegia

Front 81

impulsive/aggressive behaviors ~~ decreased:

Back 81

SER function

Front 82

shaken baby syndrome ~~

(2)

Back 82

retinal hemorrhages,

subdural hematoma

Front 83

recurrent UTI in child ~~

Back 83

sexual abuse

- abuse can include burns

Front 84

Prednisone can cause ____________ OR _______________

Back 84

mania OR depression

Front 85

median raphe nucleus ~~

Back 85

SER

Front 86

locus ceruleus ~~

Back 86

NOR

Front 87

characteristics of abused child:

(6)

Back 87

1. prematurity or low birth weight

2. hyperactivity or mild physical disability

3. perceived as slow or different

4. “fussy” infant

5. <5 y.o.

6. spiral fractures

Front 88

characteristics of child abuser:

(4)

Back 88

1. substance abuse

2. poor/socially isolated

3. the closest family member (e.g., the mother) is most likely to abuse

4. personal history of victimization/being abused

Front 89

characteristics of abused elder:

(4)

Back 89

1. some degree of dementia

2. physical dependence on others

3. does not report the abuse; says that he fell

4. incontinence

Front 90

1-month developmental milestones:

(4)

Back 90

1. left head when prone

2. track with eyes

3. coo

4. recognize parents

Front 91

6-month developmental milestones:

(4)

Back 91

1. sit up

2. raking grasp (using one hand to get an object)

3. babble

4. stranger anxiety

Front 92

9-month developmental milestones:

(3)

Back 92

1. walk WITH ASSISTANCE

2. 3-finger grasp

3. wave bye/patacake

Front 93

1-year developmental milestones:

(4)

Back 93

1. walk alone

2. 2-finger pincer grasp

3. say mama/dada

4. imitate parent

(only walking may be variable)

Front 94

2-year milestones:

(4)

Back 94

1. climb stairs

2. 2-word phrases

3. follow 2-step commands

4. stack 6 blocks

Front 95

3-year developmental milestones:

(5)

Back 95

1. ride tricycle

2. 3-word sentences

3. brush teeth

4. draw circle

5. be understood by strangers

Front 96

4-year developmental milestones:

(3)

Back 96

1. hop

2. copy a cross

3. play with other kids

Front 97

pervasive developmental disorders ~~

Back 97

failure to acquire (or early loss of) reciprocal social interactions and communication skills, despite nl hearing

includes Autism, Asperger's, Rett's, and CDD

- NOT reversible

Front 98

Autism Spectrum Disorders =

Back 98

a class of pervasive (common) developmental disorders including autism and Asperger's

(genetic causes)

Front 99

4 features of Autistic Disorder:

Back 99

1. delayed social interaction

2. delayed language development

3. stereotyped movements

4. ~~order and routine

Front 100

2 features of Asperger's Disorder:

Back 100

1. delayed social interaction but

2. *NORMAL language development*

Front 101

treatment of autism/Asperger's =

Back 101

therapy

Front 102

5 features of Rett's Disorder:

Back 102

1. nearly exclusively in GIRLS

2. delay in social,

3. language, and

4. cognitive development

5. **all following a period of nl development**

Front 103

6 symps of Rett's disorder:

Back 103

1. hand-wringing

2. breathing problems

3. MR

4. ataxia

5. abnormal EEG

6. motor skills decline with age, but social skills improve

Front 104

Childhood Disintegrative Disorder =

Back 104

developmental disorder characterized by

***collapse in ALL developmental areas after years of normal development***

- exceedingly RARE

Front 105

disruptive behavior disorders =

Back 105

*behavior* disorders characterized by inappropriate behavior that causes *problems in social relationships and school performance*

Front 106

conduct disorder ~~

(5)

Back 106

1. behavior that violates social norms

2. poor sense of morality

3. torturing animals

4. stealing

5. setting fires, etc.

Front 107

oppositional defiant disorder ~~

(3)

Back 107

1. defiant, resentful, non-compliant behavior

2. does NOT violate basic social norms.

3. = pain in the neck

****conduct disorder is far worse****

Front 108

separation anxiety disorder =

Back 108

overwhelming fear of loss of a major attachment figure in a school age child (~~8 y.o.)

- treated with Benzo's

Front 109

the major manifestation of separation anxiety disorder =

Back 109

school phobia/school refusal

- treated with Benzo's

Front 110

selective mutism

Back 110

a rare disorder in which children speak in *some social situations but not in others*

Front 111

Attention Deficit/Hyperactivity Disorder (ADHD) ~~

Back 111

excessive activity and/or inattention

- symps must occur in both school AND home

Front 112

persistent ear infections in toddlers =>

Back 112

intermittent hearing loss

=> lack of language development

Front 113

features of Tourette's:

(7)

Back 113

1. relatively rare

2. motor AND vocal tics

3. begins before 18 y.o.

4. much more common in boys

5. often occurs along with OCD and/or ADHD

6. ~~ dysfunctional regulation of DOPA in the caudate nucleus

7. treated with typical (first-gen) antipsychotics such as Haloperidol and Pimozide as well as atypicals (second-gen) like Risperidone.

Front 114

3 subtypes of ADHD:

Back 114

1. predominantly inattentive type (at least 6 symps of inattention, but fewer than 6 of hyperactivity)

2. predominantly hyperactive type
(inverse)

3. combined type (at least 6 symps of BOTH hyperactivity and inattention)

Front 115

treatment of ADHD =

(3)

Back 115

1. psychosocial, educational interventions

2. CNS stimulants like methylphenidate or other amphetamines
(which inc. DOPA conc.)

3. NOR-increasing drugs like atomoxetine and guanfacine

Front 116

Classic conditioning:

(4)

Back 116

1. ~~ stimulus

2. the resulting behavior is *involuntary*

3. no reward

4. passive learner

Front 117

Operant conditioning:

(4)

Back 117

1. behavior is voluntary

2. => consequences

3. rewards

4. active learner

Front 118

difference between autism and MR:

Back 118

the differentiation is the relative involvement of the various spheres of function.

- global abnormalities = MR (intellectual disability)

- social/language abnormalities out of proportion to other cognitive functions = austism

Front 119

distinctive facial features of Fetal Alcohol Syndrome:

Back 119

1. small eyes

2. exceptionally thin upper lip

3. a short, upturned nose

4. smooth skin surface between the nose and upper lip