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128 Cards in this Set
- Front
- Back
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cephalocaudal |
top to bottom |
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proximodistal |
centre to extremities |
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cephalocaudal |
greatest physical growth, head grows faster than lower parts of the body , even within the head the top grows faster |
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proximodistal |
middle parts develop early on |
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physical development in middle childhood |
body growth , slow steady growth , body fat decrease , muscle mass increases |
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early maturing boys perceive themselves |
more positively , more successful in relationships |
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late maturing girls are |
more happy with body proportions , fewer problems in behavuiurs |
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brain growth spurt |
last 3 months of prenatal development to first 2 years of life - 75 % of adult weight reached by 2 years of age |
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dendrites |
collectmessages from neighbouring nerons and send messages to the cll body |
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axon |
conductselectrical impulsues awayfrom the cell body to other neruons |
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mylithn sheath |
fattysubstance that acts as an insulator , acts like a coding that elts theelectrical |
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translates information |
generateelectraiciity and chemcinals tothe axon |
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neurons |
Cangenerate new neruons butits not the major way that things develop in the brain , were born with as manyneurons tht wewould need , the increase size of the brain is the formation of the glia |
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neutonal develpemnt |
250 000 neurons born each mintue during embryonic stage Whena neuron is “born”determines its eventual location and, in turn, its function |
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Neurons |
-Notall neruons areassigned a function , formed during embryonic stage , result from mitosis , -what makes them different is the position in the blastocyst Ecotderm becoes thenervous sytem and nerural tbewhich becomes the brain , after the nerual tubeseals there is a collection ofneruons that will become the brain |
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genes determine |
neuronal migration - migration/ location dictates function of neutron - over time they become specialied |
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myelinization |
provides insulation for neurons |
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myelinization |
increases rate of transmission of electraical impulses - continues throughout chidldhood |
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myelinization |
plays a role in more efficient moto control cognitive processing |
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neuronal pruning |
neutrons that fire together wire together , half of the neurones in the infants brain will die over the first few years of life |
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neutrons that fire together and send messages to others |
and the connections that are often used are strengthened and are wired together - connections that are not used die off |
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neuro plasticity |
ability of neutrons to change in structure and function - critical periods ex. learning a second language in childhood |
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cortext of the brain |
more higher functioning things, thinking , language |
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subcotrical regions are the |
first to develop |
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frontol cortext |
last |
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motor and sensory cortext |
first |
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motor cotext |
:right arrow sensory left Morot :directs involuntary movements , sensory : all about perception of touch etc :inborn reflexes disapear bythe age of 6 months |
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frontal lobe |
:isntfully developed until the age of early 20s , lack of devleopemnt in adolsenseshas importance for teenage behavioursbecause it has to do with decision making , thinking ahead etc. |
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cerebral lateralization : left |
Rightside of bodySpeech,Language ProcessingHearingVerbalmemoryPositiveemotions |
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cerebral lateralization : right |
Leftside of bodyVisual-spatialProcessingMusicTouchsensationsNegativeemotions |
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corpus callousum connects |
the 2 halves of the brain |
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on the first day of life |
nspeechstimulates more activity in left hemisphere than right |
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most newborns |
turn to the right placedon back; most reach for objects with right hand later in development |
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state ( alertness) is important because : |
-itaffects how the baby interacts with the environment -itaffects how adults respond to the baby -itis an indicator of nervous system integrity |
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rooting and sucking |
- disappears after 3 -4 months -turn head to a touch stimulus to the cheek -importants for eating |
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primitaive reflex |
- moro reflex -disapprears after 3 - 4 moths Leftovers from evolutionary history , used to be important -If osmeone thighappens suddenly they will react by showing being startled , they trow headback and fling arms and legs together as if to hold onto something -Arent veryuseeful intodays society |
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primitative reflex |
grapsing reflex - disappears after 3 -4 months |
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babinski reflex |
disappears after 9- 12 moths -stroak foot , it will fan out and foot twists in -if an adult shows its a sign of nervous system problems ex. greys |
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swimming reflex |
- disappears after 6 -7 moths -wont breath in water |
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stepping reflex |
disappears after 3 - 4moths - stepping movement |
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spinal galant reflex |
disapears after 3 - 6 moths -run finger along side one side of spine the baby will curve back toward that side - ( evolutionary process) facilitate birth process , squirm their way out |
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tonic neck reflex |
- disapperars after 2 months -put on back baby makes fist and turn face to the right side |
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why do reflexes disappear ? traditional view : |
Switchfrom subcortical control to cortical,voluntarycontrol |
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motor milestones: 1 month |
hold head up |
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motor milestones : 2 - 4 moths |
roll over |
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motor milestones 5 - 7 moths |
sit without support |
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motor milestones 8 - 12 mpths |
walk with support |
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gross motor skills : 11- 14 moths |
walk unassisted |
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fine motor skills ex reaching : occurs at about 1 month |
pre reaching |
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fine motor skills ex reacing : occurs at about 3 - 4 months |
directed reaching , |
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ulnar grasp |
occurs at about 4 - 5 moths |
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pincer grapsh |
occurs by about 9 moths |
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ulser grasph |
transfer once object from one hand to another , not use fingers more like a claw |
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pincer grapsh |
uses thumb and finger to pick up small objects , requires more skill |
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dynamic systems theory |
pBothbiology and experience are importantppInfantis an active participant in its own developmentnWantto be efficient, effective, have a good time |
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information processsing approach |
approach that focuses on the ways children process information about their world - how they manipulate information , monitor it , and create strategies to deal with it |
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encoding |
the mechanism by which information gets into memory |
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automaticity |
the ability to process information with little to no effort |
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strategy construction |
creation of new procedures for processing information |
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metacognitiion |
cognition about cognition , or knowning about knowing |
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attention |
concentrating and focusing material resources |
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selecive attention |
focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant |
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divided attention |
concentrating on more than one activity at the same time |
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sustained attention |
maintain attentino to a selected stimulus for a prolonged period of time. requires focused attention and vigilance |
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executive attention |
action , planning , allocating attention to goals , error detection , monitoring etc |
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joint attention |
focusng on the same object or event that someone else is looking at ; requires the ability to track another behaviour , one person directing another attention |
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short - term memory |
limimted capacity memory system which info is usually retained for up to 30 secs. using rehearsal individuals can keep the info in short term memory longer |
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long - term memory |
relatively permanent and unlimited type of memory |
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working memory |
mental workbench where individuals maniupulate and assemble info when making decisions , solving problems and comprehending written and spoken language |
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encoding |
getting information into memory |
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storage |
retaining info over time |
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retrieval |
taking informaitno out of storage |
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schema theory |
when people reconstruct information, they fit it into information that already exists in their minds |
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implicit memory |
memory without conscious recollection ; memory of skills and routine procedures that are performed automatically |
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explicit memory |
conscious memory of facts and experiences |
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theory of mind |
awareness of ones own mental processes and the mental processes of others |
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assimilation |
concept of incoportation of new information into existing knowledge |
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accommodation |
concept of adjusting schemes to fit new information and experiences |
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organization |
concept of grouping isolated behaviours into a higher order , more smoothly functioning cognitive system ; the grouping or arranging of items into categories |
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equlilbration |
how children shift from one stage to the next, trying to understand the world |
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object permanencce |
term for one of an infants most important accomplishments ; understanding that objects continue to exist even when they cannot directly be seen , heard or touched |
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core knowledge approach |
states that infants are born with domain specific innate knowledge systems , such as those involving space, object permanence etc. |
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operations |
internalized actions that allow children to do mentally what before they had done only physicality |
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egocentrism |
preoperational thoght , inability to distinguish betweens one own and someone elses perspective |
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symbolic function substage |
in prooporational thought - child gains the ability to represent mentally an object that is not present |
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animism |
preoperational - belief that inanimate object have lifelike qualities and are capable of action |
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intuitive thought substage |
preoperational -children begin to use primitive reasoning |
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centration |
focusing attention on one characteristic to the exclusion of all others |
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conservation |
idea that altering an objects or substances appearance does not change its basic properties |
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horizontal decalage |
simialiar abilities do not appear at the same time within a stage of development |
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types of conservation |
1: number 2: matter 3: length |
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seriation |
concete operation that involves ordering stimuli along a quantitative dimension ( length) |
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imaginary audience |
aspect of adolescent egocentrism that involves attention getting behaviour motivated by a desire to be noticed , visible and onstage |
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personal fable |
part of adolescent egocentrism that involves an adolescents sense of uniqueness and invincibility |
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zone of proximal development |
vygotskys term , tasks that are too difficult for children to master alone but can be mastered with assistance from adults or more skilled children |
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scaffolding |
practice of challenging the level of support provided over the course of a teaching sessions with more skilled person adjusting guidance for helping |
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social contructivist approach |
emphasis on the social contexts of learning and the construction of knowledge through social interaction |
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dynamic system theory |
seeks to explain how motor behaviours are assembled for perceiving and acting |
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gross motor skills |
actions that involve large muscle activities , such as arm movements and walking |
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fine motor skills |
actions that involve more finely tuned movements such as finger dexterity |
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sensation |
reaction that occurs when information contacts the sensory receptors |
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perception |
the interpretation of sensation |
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ecological view |
people directly perceive information in the world around them. perception brings people in contact with the environment in order to interact with it and adapt to it |
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affordances |
opportunities for interaction offered by objects that are necessary to perform activities |
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visual preference method |
determine if infants can distinguish one stimulu from another by measuring the length of time they attend to different stimuli |
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habitation |
decreased responsiveness to a stimulus after repreated presentations of the stimulus |
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dishabituation |
recovery of a habituated response after a change in simulation |
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size constancy |
recognition that an object remains the same even though the retinal image of the object changes |
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shape constancy |
recognition that an object remains the same even though its orientation to the viewer changes |
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infants cannot hear |
soft sounds as well as an adult |
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infants can |
recognize mothers voice before birth |
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infants can prefer |
higher pitched sounds over lower pitched sounds |
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infants can |
determine the general location a sound is coming from |
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intermodial perception |
ability to relate and integrate information about 2 or more sensory modalities , such as vision and hearing |
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andorgren |
main class of male sex hormones |
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estrogen |
main class of female sex hormone |
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estradiol |
estrogen that is a key hormone in girls pubertal development |
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menarche |
girls first menstruation |
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precosous puberty |
very early onset and rapid progression of puberty |
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frontal lobes |
involved in voluntary movement , thinking , personality , and intentionality or purpose |
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occipital lobe |
funciton in vision |
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temporal lobes |
have an active role in hearing , language processing and memory |
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parietal lobes |
important role in spatial location , attention and motor control |
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lateralizaiton |
specialization of function in one hemisphere of the cerebral cortex or the other |
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myelination |
process of encasing axons with a myelin sheath that increases the speed of processing informaiton |
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corpus callosum |
brain area where fibres connect the brains left and right hemisphere |
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prefontal cortex |
highest level of the frontal lobes that is involved in reasoning , decision making, and self control |
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amygdala |
seat of emotions in the brain |
