Physical Development And Health

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Brain development

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Birth=25% Age 2=80% Age 16= Full adult weight
Growth due to increase in their size and their interconnections and to the formation of glial cells

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Cerebral Cortex

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Responsible for higher-level cognitive functions, language, spatial skills, and complex motor activities

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Cortical development

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Cephalocaudal (head to tail)
Proximodistal (Center to extremities

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Major reflexes of the newborn

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Babinski (toes fan out and upward when soles of the feet are tickled), rooting, Moro (startle), stepping (walking)

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Habituation versus dishabituation

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Habituation- when the infant's response to a stimulus decreases when the stimulus is repeatedly presented. Dehabituation- when the infant's responsivity increases following a change in a stimulus

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VIsion at birth

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Least well developed at birth. Newborns sees at 20 feet what normal adults see at about 200 to 400 feet. 6 months acuity is very close to that of a normal adult

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Piaget's stages of cognitive development

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Sensorimotor Stage (birth to 2 years)
Preoperational Stage (2 to 7 years)
Concrete Operational Stage (7 to 11 years)
Formal Operational Stage (11 + years)

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Six substages to Piaget's sensorimotor stage:

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1. Reflexive schemes (birth to 1 m) 2. Primary circular reactions (1-4m) 3. Secondary circular reactions (4-8m)
4. Coordinated secondary circular reaction (8-12m) 5. Tertiary circular reactions 12-18 6. Mental representation

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Major accomplishments in sensorimotor stage:

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Development of object permanence (substage 4: Coordinated secondary circular reaction 8-12m). Beginning to an understanding of causality and the emergence of deferred imitation and make-believe play

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Major accomplishments in preoperational stage:

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Symbolic (semiotic) function, which permits the child to learn through the use of language, mental images, and other symbols. Symbolic play and can solve problems mentally

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Preoperational stage is limited by which factors?

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Precausal (tranductive) reasoning- Magical Thinking
Egocentrism
Irreversibility

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Major accomplishments in Concrete Operational Stage:

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Capable of mental operations, which are logical rules for transforming and manipulating information. Horizontal decalage to describe the gradual acquisition of conservation abilities.

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Major accomplishments in Formal Operational Stage:

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Think abstractly and is capable of hypothetico-deductive reasoning. Adolescent egocentrism: personal fable and imaginary audience.

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Information Processing Theory

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Comparing the functioning of computer programs to the human mind. Describe cognitive development as involving increasing information processing capacity and efficiency

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Neo-Piagetian theory

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Combine the information processing and Piagetian approaches. Recognize the role of biological maturation and experience in cognitive development and propose that individuals actively construct own knowledge

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Vygotsky's Sociocultural Theory:

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Impact of biology on cognitive development but placed greater emphasis on the role of social and cultural factors. First interpersonal and then intrapersonal

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Metamemory:

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The aspect of metacognition that involves an ability to reflect on one's own memory processes

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Why does childhood (infantile) amnesia occur?

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Areas of the brain essential for the memory of events (especially the prefrontal lobes) are not sufficiently developed prior to age 4. Possibly due to absence of language abilities necessary to encode information

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Recency versus reminiscence bump

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Greater recall of very recent events is recency effect, while greater recall of events that occurred from age 10-30 is reminiscence bump (novel experiences during this time, encoding is most efficient at this time, identity)

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Synchrony effect:

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Optimal time for completing tasks is related to circadian arousal (varies with age). Older adults peak arousal in the morning. Younger adults have higher levels of both in the evening.

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Effects of age on memory

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Older adults greatest declines in recent long-term (secondary) memory followed by working memory of short-term memory. Remote long term memory, memory span, & sensory memory are unaffected

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Nativist approach to language development:

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attributes language acquisition to biological mechanisms and stresses universal patterns of language development

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Chomsky's theory to language development:

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Advocate for the nativist approach, proposed that an innate language acquisition device (LAD) makes it possible for a person to acquire language just by being exposed to it.

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Behavioralist approach to language development:

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Proposes that language is acquired like any other behavior through imitation and reinforcement.

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Interactionists approach to language development:

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Attributable to a combination of biological and environmental factors.

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Semantic bootstrapping:

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Refers to a child's use of his or her knowledge of the meaning of words to infer their syntactical (grammatical) category. Allows the child to understand syntactical rules and construct grammatically correct sentences

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Syntactic bootstrapping:

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Refers to a child's use of syntactical knowledge to learn the meaning of new words. Not how the child learns the precise word, but how they narrow the possible meanings of the word

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Prosodic bootstrapping:

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Refers to using the prosody (pitch, rhythem, etc.) of an utterance to make inferences about syntax

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Morphological bootstrapping:

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Refers to using knowledge about morphemes to deduce the syntax or meaning of a word- e.g., deducing that a word is an action word (verb) because it ends in "ing."

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Surface structure versus deep structure:

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Surface structure (grammatical sentence) refers to the organization of words, phrases, and sentences. Deep structure (meaning) refers to the underlying meaning of sentences

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Babbling:

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beginning at 6 to 8 weeks of age infants begin cooing. By 4 months they use babbling, which involves the repetition of simple consonant and vowel sounds (bi-bi-bi). 9-14months babies narrow to native language

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Echolalia:

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Beginning at 9 months, children imitate adult speech sounds and words without an understanding of their meaning

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First words:

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13 months infants understand 50 words. Speak first word by 10 to 15 months. 18 months, speak about 50 words. First words are often nominals, or labels for objects, people, or events. Usually mama or dada

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Holophrastic speech:

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Children use single words that express whole phrases and sentence. Often involves using gestures and intonation to turn a single word into a comment, question or command.

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Telegraphic Speech:

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18 to 24 months children will string 2 or more words together to make a sentence. Usually only noun and verb. By 27 months prepositions and pronouns are added. Vocabulary about 300 to 400 words

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Metalinguistic Awareness:

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During early school years, children are able to reflect on language as a communication tool and on themselves as language uses. Ages 6-7 children recognize that words are different from the concepts they represent.

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Underextension versus overextention

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Underextention occurs when a child applies a word too narrowly to objects or situations
Overextention occurs when a child applies a word to a wider collection of objects or events than is appropriate