Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
59 Cards in this Set
- Front
- Back
Infancy sleep
|
16 hours average, 1.5 hours at a time
|
|
Regular sleep
|
baby's eyes are closed, cannot be aroused by mild stimuli
|
|
Irregular sleep
|
eyes are closed, physical twitchiness, irregular breathing
|
|
State of drowsiness
|
not fully asleep, irregular breathing, sensitive and irritated by stimuli
|
|
Alert inactivity
|
Awake but not physically moving much, gazing and absorbing environment
|
|
Waking activity
|
motor action, legs in motion
|
|
Why do newborns show such high levels of REM sleep?
|
newborns: 50% in REM
2-3 years: 25% in REM Babies are more limited in the stimulation tey receive so the brain works to stimulate itself (autostimulation theory) |
|
Conrad Lorenz
|
Gazing behaviors: babies have less far sight, enjoy visualizing faces
|
|
Do newborns smile?
|
at 6weeks, yes. possibly random before this ex. @4 weeks smile at externl things such as audio stimuli
|
|
Infant crying
|
Causes: reaction to our heart rate and blood pressure increase; gastrointestinal
Response causes less future crying |
|
Infant vocalizing
|
cooing and gurgling; during and after eating; babbling at 4 months in response to sense of mouth vibrations
|
|
infant directed speech
|
"motherese": exaggerations of pitch and simpler words
|
|
Infant gestures
|
Child and parents make faces
|
|
What is temperament?
|
individual modes of response to environment consistent across situations and time
|
|
Thomas &Chess
|
American vs. Puerto Rican
Activity level, approach avoidance, intensity of reaction, quality of mood, distractibility, rhythmicity, attention span, threshold of responsiveness, adaptability |
|
Easy Babies
|
playful, regular biological functions, adapt to new circumstances, moderate activity level, high quality of mood, medium to high attention span
|
|
Difficult babies
|
sensitive, irregular biological functions, irritable, respond intensely and negatively/withdraw from new situations
|
|
Slow to warm up-babies
|
similar to easy abby in familiar situation, but act like difficult baby in new settings, low in activity level and mild responses, withdraw from new settings
|
|
Lewin(teacher leadership)
|
studied teacher leadership styles i.e. authoritarian, democratic, and laissez faire
|
|
Authoritarian Teachers
|
teacher is strict, harsh, concepts are structured around teacher's ideas, lack of collaboration
(students learned the most, disliked school) |
|
Democratic teachers
|
collaboration, discussion, student opinions valued (students learned moderate amount but enjoyed it the most)
|
|
laissez faire teachers
|
teacher doesnt actively engage students
(students learned the least) |
|
Kounin (prevention vs reaction management style)
|
teacher's aware of classroom dynamic at all times, able to multitask, enthusiasm for topic, prevent problems
|
|
Teacher centered classroom
|
authority relationship, individual work, competition, limits social/interpersonal interaction in room
|
|
child centered classroom
|
cooperative, children in ethnically diverse schools thrive better here
|
|
Motivated students
|
can do well in teacher centered classroom as competition benefits them. they can self motivate without collaboration
|
|
Low achieving students
|
not responsible about personal work or invested in school. do better in child-centered classes because there is less competition and they can learn from peers
|
|
autonomous students
|
motivation is dependent on subject they are learning; allowing creativity and expression leads to motivation
|
|
Western European cultural education model
|
reward and encourage students to be independent, autonomous and assertive
|
|
Coleman Report
|
Did desegregation benefit students? SES trumps ethnicity!
survey of 6000 schools across the country looking at students of culture in the 60s and 70s students whose families had say in where they went did better academically |
|
Clark and Clark Doll Study
|
girls of color chose white dolls. not just about resources, but psychological damage of being separated
|
|
Sexton Study
|
lower SES=far inferior schools
3x as many subs, no science classrooms |
|
Rosenthal Study
|
standardized tests results were reported falsely to teachers. told poor test takers were late bloomers so teachers worked harder to teach and succeeded
|
|
Bilingual education
|
meant to be short term-at most 6 months, only used as bridge for majority language
|
|
Freud's theory of attachment
|
Secondary drive-primary drive is hunger with parent fulfilling this DISAPPROVED by harlow and harlow
|
|
Harlow and Harlow
|
2 fake monkeys made- 1 soft, one just chicken wire with food. monkey gave up food for comfort
|
|
Bowlby Theory
|
object relations: early caregiving experiences influence internal working model (schemas)
evolutionary: attachment develops to keep babies near caregivers set goal of ideal proximity and distance feedback mechanism which kicks in when things are out of whack |
|
Sroufe
|
set goal is in emotional terms in parent child relationship
|
|
Mary Ainsworth
|
Strange Situation
6-9 month babies A: avoidance attachment B: Secure attachment C: resistant attachment/ambivalent resistance D: disorganized |
|
Avoidant attachment
|
dismissive of returning caregiver no distress or reunion
|
|
secure attachment
|
stays close to parent, avoids stranger, upset with parent absence and easily comforted when they return
|
|
resistant attachment/ambivalent resistance
|
extreme clinginess, scared of stranger, and upset with parent when they return
|
|
Disorganized
|
cant categorize behaviors
|
|
Japanese attachment
|
resistant. collective culture. children stay close to caregivers
|
|
German attachment
|
avoidant attachment: less emotional expression
|
|
Uganda attachment
|
secure attachment due to more parent-child contact
|
|
Israel attachment
|
secure attachment. communal environment and multiple caregivers
|
|
Belsky
|
critical of daycare
|
|
Skeels attachment study
|
can you reverse effects of poor/negative attachment histories?
orphanage vs mentally retarded caregivers. orphanage led to lower iq and failure to thrive |
|
Sroufe
|
long term nursery school study
secure attached more liked by peers, leaders, nicer to peers, and more usccessful n school resistant were emotionally unregulated, disliked by peers, too clingy avoidant: vulnerable but did well when they had a friend |
|
Michael lewis
|
chld psychopathology
boys with avoidant attachment more vulnerable to schizophrenia boys with resistant more vulnerable to depression |
|
critiques of attachment theories
|
attachment unstable
kagan says no such thing as attachment! |
|
Mary Main
|
adult attachment and relationships
|
|
adults with secure attachment
|
long term relationships with people with secure attachments
|
|
adults with avoidant attachments
|
relationships with resistant attachment
|
|
Stigler and Stevenson (Asian vs american classrooms)
|
Asian: no tracking, teachers explain WHY
American: kids work independently, teachers overworked |
|
Werker
|
infants respond to syllables, can pick up language at an early age
|
|
Campos et al
|
fear of heights learned. weariness in crawling and in parent reactions
|
|
Hewlett et al
|
2 tribes
aka-nomadic, more immediate contact, fuss less ngandu- permanent. babies alone more and fuss more |