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114 Cards in this Set
- Front
- Back
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Normal physical growth and sensory and motordevelopment proceed according to what principles? |
cephalocaudal (topdown) and proximodistal (inner to outer) |
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Cephalocaudal principle |
sensory and motor development is also ‘top down'. Infants learn to use upper parts of body beforelower body parts. |
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Proximodistal principle |
during infancy and earlychildhood, limbs grow faster than hands and feet. in addition, babies learn touse parts of their bodies closest to the center of their body before they learnto use the outermost parts. |
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By what age does the brain reach nearly 90% of it's adult weight? |
By age 3 |
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Brain stem |
part of brain responsible for basic bodily functions. i.e: breathing, heart rate, etc. |
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Cerebellum |
part of brain responsible for balance. grows fastest during first year of life. |
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Cerebrum |
largest part of brain. left/right hemisphere (lateralization) |
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Corpus callosum |
joins hemispheres of the cerebrum together. is a tough band of tissue. enables them to share info coordinate commands grows dramatically during childhood, reaching adult size by about age 10 |
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Parietal lobe |
integrates sensory info from the body helps move our bodies through space helps us manipulate objects in our world |
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Temporal lobe |
smells and sounds involved in memory |
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Frontal Lobe |
newest region of the brain involved with a variety of higher-order processes goal setting, inhibition, reasoning, planning, and problem solving |
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Cerebral cortex |
grows rapidly during the first few months after birth and mature by 6 months vision, heading, sensory information |
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Frontal cortex |
abstract thought, mental associations, remembering, deliberate motor responses grow little during infancy and remain immature through adolescence |
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The brain is composed of |
neurons and glia |
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Neurons |
send/receive information |
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Glia |
nourish and protect neurons neuron's support system |
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250,000 immature neurons are produced every minute though mitosis during what month of gestation? |
2nd month |
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Mitosis |
cell division process by which immature neurons are produced every minute |
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Asneurons multiply, migrate, and develop connections they undergo processes like: |
integration and differentiation |
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Integration |
neurons coordinate activities of muscle groups. integration involves all members of a team learning to work together in coordinated fashion |
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Differentiation |
cells acquire specialized structure and function. Differentiation involves each team member taking on a different role |
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Cell death |
in brain development, normal elimination of excess cells to achieve more efficient functioning. early experiences shape the brain, the paths that are selected and the unused paths are eliminated. |
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Why are there an excess of neurons when we are born? |
to give the brain flexibility. since there are more paths available than will ever be needed, there are always potential paths for the growing brain. |
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Myelin |
coated by glia, improving efficiency of communication between cells (faster and smoother) , also called myelination. |
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Reflex behavior |
automatic, involuntary, innate response to stimulation controlled by lower brain |
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How many reflexes are human infants estimated to have? |
27 major reflexes |
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Primitive reflexes |
sucking, rooting, and the Moro reflex (a response to being startled or beginning to fall) are related to instinctive needs for survival and protection. |
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Postural reflexes |
reactions to changes in position or balance 2-4 months |
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locomotor reflexes
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such as walking reflexes, resemble voluntary movements that do not appear until months after these reflexes have disappeared. |
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Technical term for malleability or modifiability of the brain |
plasticity |
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Early human reflexes |
Moro Darwinian (grasping) Tonic neck Baboon Babinski Rooting Walkling Swimming |
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Moro |
baby is dropped or hears loud noise, baby extends arms, legs, and fingers. draws head back. appears during 7th month of gestation disappears during 3 months |
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Darwinian (grasping) |
palm of baby's hand is stroked, makes strong fist, can be raised to standing position if both fists are closed around a stick appears 7th month of gestation disappears at 4 month |
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Tonic neck |
baby is laid down on back, turns head to one side, assumes "fencer position", extends arms and legs on pref. side, flexes opposite limb. appears 7th month of gestation disappears at 5 months |
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Babkin |
both of baby's palms are stroked at once, moth opens, eyes close, neck flexes, head tilts forward. appears birth disappears 3 months |
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Babinski |
sole of baby's foot is stroked, toes fan out, foot twists in. appears birth disappears 4 months |
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Rooting |
baby's check/lower lip is stroked w/ finger or nipple, baby turns head, mouth opens, sucking movement begins appears birth disappears 9 months |
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Walking |
baby's held under arms with bare feet touching flat surface, makes steplike motions. appears 1 month disappears 4 months |
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Swimming |
baby is put into water face down, makes coordinated swimming movements, holds breath appears 1 month disappears 4 months |
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How can we can evaluate a baby’sneurological development? |
by seeing whether certain reflexes are present or absent. Reflexes that continue to serve protective functions (blinking, yawning, coughing, etc.) |
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Early sensory capacities |
touch taste/smell pain hearing sight |
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Touch |
Firstsense to develop Also the most developed – evidentby 32 weeks of gestation (i.e. rooting reflex) increases during first 5 days oflife |
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Pain |
newborns can and do feel pain and become more sensitive to it during their first few days |
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Smell and taste |
Pref.for pleasant odors present in utero. some 12-18 day old babies candistinguish their mothers on smell alone Taste pref (sweet tastes to others) seem to beinnateo due to survival |
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Hearing |
functional before birth are able to recognize their ownmother’s voices and identify new speech sounds from those they have heardbefore as early as 3 days of age |
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Sight |
least developed at birth retinal structures are incomplete and the optic nerve is underdeveloped. reaches 20/20 level by about 8 months of age |
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Binocular vision
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use of both eyes to focus, enabling perception of depth and distance usually not developed until 4-5 months |
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Grossmotor skills Fine motor skills |
- involve large muscles (rolling over, catching a ball) - small muscles and eye-hand coordination (grasping rattle, drawing w/ crayon) |
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When is head control gained? |
fully controllable at4 months |
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When is hand control gained? |
pick up small objects(peas) 7-11 months, using pincer grasp |
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When can baby roll over? Remain sitting? |
3-4 months, remainsitting w/o support 8 month |
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When does baby crawl/creep? |
6-10 months |
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What are the benefits that self-locomotion has cognitively andpsychosocially? |
Crawling helps babies to learn to: Become more sensitive to where objects are, how big, whether they can be moved, how they look Better judge of distances and perceive depth Learn to look to others for clues as to whether a situation is safe or frightening – known as social referencing |
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Social referencing |
Looking for social cues from those around you to assess if the situation is safe or not |
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Eleanor and JamesGibson |
Ecological Theory of Perception |
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Ecological Theory of Perception |
Eleanor and James Gibson proposedthat developing motor and perceptual abilities are interdependent parts of afunctional system that guides behavior in varying contexts "Learning to learn" |
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Thelen’sDynamic Systems Theory |
Behavior emerges in the moment fromthe self-organization of multiple components i.e.: Opportunities andconstraints presented by infants physical characteristics, motivation, energylevel, motor strength, and position in the environment at a particular momentin time – affect whether and how an infant achieves a goal such as crawling andwalking, at the particular moment in time. |
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Behaviorist approach |
Studies the basic mechanics of learning. observational/social learning, operationalcondition, classical conditioning |
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ClassicalConditioning |
associative learning i.e.: sees teacher and starts crying bc they know parent will leave, sees dog and cries, etc. extinction when behavior fades – no longer cries when sees teacher bc they like them |
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Operant Conditioning |
focuses on consequences of behaviors |
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Social learning |
Children learn from social context by observing and imitating models Experience modified by innate factors – individuals are reactive AND active |
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Psychodynamicapproach |
Seeks to measure the quantitative differences in cognitive abilities |
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HOME – Home Observation of Measureof the Environment |
an instrument used by LSW (social workers) for evaluating the effect of a child’s home environment on cognitive development |
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intelligent behavior |
behavior that is goal oriented and adaptive in that it helps an organism adjust to the varying circumstances of life |
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What is the greatest influence onchild’s cognitive development |
Parental Responsiveness - at 6 months hasbeen positively correlated to IQ, achievement test scores, and classroombehavior at 13 years of age |
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Piagetian approach |
Looks at changes or stages in the quality of cognitive functioning Itis concerned w/ how the mind structures its activities and adapts to theenvironment |
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Six Substages of Piaget's Sensorimotor Stage of Cognitive and Development |
1. use of reflexes (0-1m) 2. primary circular reactions (1-4m) 3. secondary circular reactions (4-8m) 4. coordination of secondary schemes (8-12m) 5. tertiary circular reactions (12-18m) 6. mental combos (18-24m) |
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Sensorimotor stage |
first theory in cognitive development which infants learn through senses and motor activity, according to Piaget. stage lasts from 0-2 years |
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use of reflexes |
dory begins sucking when her mother's breast is in her mouth |
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primary circular reactions |
when given a bottle, dylan, who is usually breast-fed, is able to adjust his sucking to the rubber nipple infants repeat behavior if pleasurable behaviors first occurs by CHANCE. |
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secondary circular reactions |
become more interested in the environment and repeat actions that bring interesting results alejandro pushes pieces of dry cereal over the edge one at a time and watches it fall |
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coordination of secondary schemes |
behavior is more deliberate and purposeful as they coordinate previously learned schemes and use previously learned behavior to attain goals Danica pushes the button on the nursery rhyme book and a song plays. she pushes this button over and over, instead of choosing another button that would play a different one |
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tertiary circular reactions |
curiosity and experimentation; purposefully vary their actions to see results when born's big sister holds his fav. board book up to his crib bars, he reaches for it. his first efforts to bring the book into the crib failed because it was too wide. soon, he turns the book sideways and hugs it, delighted with success. |
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mental combinations |
symbolic thought that enables toddlers to begin to think about events and anticipate their consequences without always resorting to action. jenny plays with her shape box, searching carefully for the right hole for each shape before trying and succeeding. |
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Kinds of imitation |
visible - parts of the body babies can see invisible - body parts babies cannot see differed - actions babies no longer see in front ofthem elicited - a specific series of actions they have seen butnot necessarily done before |
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Object permanence |
realization that anobject or person continues to exist even when out of sight developsgradually between 3rd and 6th substages of thesensorimotor stage - piaget |
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Infantsas young as __________ may know an object exists even if theydo not search for it. |
3 1/2 month old |
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Information-Processing Approach |
Focuses onquantitative change in terms of perception, learning, memory, and problemsolving Measuresand draws inferences from what infants pay attention to and for how long |
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Habituation |
type of learning in which familiarity with astimulus reduces, slows, or stops a response |
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cross-modal transference |
A child is asked to reach into a box while blindfoldedand hold a small rubber duck Later,is shown several pictures of diff. toys including the duck, and is asked tochoose the one they handled earlier Ifduck is chosen, this action suggests that there is a cross-modal transf. |
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Three-stage model of memory |
short-term, long-term (explicit and implicit), sensory |
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What is explicit and implicit? |
Declarative memory (factual info). Semantic memory or episodic memory Implicit– procedural memory (skills and habits) |
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Sequence of Early Language Development |
Prelinguistic period, first word, holophrase, simplification, overextension of word meanings, over regularizing ofrules. |
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Hunger cry |
Rhythmic cry not always associated with hunger |
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Angry cry |
variation of rhythmic cry excess air is forced through the vocal chords |
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Pain cry |
sudden onset loud crying w/o preliminary moaning sometimes followed by holding breath |
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Frustration cry |
2-3 drawn out cries, with no prolonged breath holding |
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Smiling |
Aids bonding social smiles - 2m laughter - between 4-12m |
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Primary / basic emotions |
Soonafter birth, infants will show: contentment (joy) interest (surprise) anddistress (sadness, disgust) Angerand fear will be displayed later, towards 6m of age. |
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What does empathy depend on? |
Social cognition. Cognitive ability tounderstand that others have mental states and to gauge their feelings andintentions |
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Most kids of what age show clear evidence ofself-recognition/awareness? |
18-24 m |
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4 shifts related to emotional development First shift – first 3 months |
cerebral cortex becomes functional, bringing cognitive perceptions into play. differentiation of basicemotions begin |
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4 shifts related to emotional development Second shift – 9-10 months |
connections between the frontalcortex and limbic system may facilitate the relationship between cognition andemotion. frontal lobes interact w/ limbic system – center of emotionalreactions |
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4 shifts related to emotional development Third shift – 2nd year ofdevelopment |
Self-awareness, self-conscious emotions and greater capacity for self-regulation of their emotions and activities Due to myelination of the frontal lobes, accompanied by greater physical mobility and exploratory behavior, infants develop these awareness’s. |
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4 shifts related to emotional development Fourth shift – 3rd year |
Hormonal changes in the autonomic (involuntary)nervous system coincide with the emergence of evaluative emotions (i.e. shame)due to a shift away fromdominance of sympathetic system and maturation of parasympatheticsystem |
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Sympathetic system Parasympathetic system |
sympathetic– part of autonomic system that prepares the body for action parasympatheticsystem – part of autonomic system that is involved in excretion and sexualexcitation |
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Temperament |
Inborncharacteristic, disposition, or style of approaching and reacting tosituations. Easy, difficult, slow-to-warmup. |
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Easy temperament |
usually positive, responds well to change, takes new foods easily, smiles, adapts easily, accepts frustrations with little fuss, adapts quickly to new routines and games |
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Slow-to-warm up temperament |
mildly intense reactions, both positive and negative, responds slowly to change, sleeps and eats more regularly than the difficult child, but less than easy child, shows mildly negative initial response to new stimuli, gradually develops liking for new stimuli after repeated and unpressured exposures. |
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Difficult temperament |
intense and often negative moods, cries often and loudly, responds poorly to change, sleeps/eats irregular, suspicious of strangers, accepts new food slowly, reacts to frustration with tantrums, adjusts slowly to new routines. |
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Goodness of fit |
a match between a child’s temperament and the environmental demands temperamentcan change in response to parental treatment. |
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Mutual regulation |
Process by which infant and caregiver communicate emotional states to each other and respond appropriately.It is necessary for Social referencing |
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Social referencing |
Understanding an ambiguous situation by seeking out another person’s perception of it. |
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How was mutual regulation measured? |
Still-face experiments ( |
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Infants as young as 3 months of age take an active part in ___________ their emotional issues. |
Regulating |
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Infants feel emotional distress when... |
Mothers do not use facial expression to respond to them. |
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Toddlerhood |
physical and cognitive skills, such as walking and talking, but also in the ways children express their personalities and interact with others. |
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Erik son's stage 1 - trust vs mistrust |
Infant establishes trust or mistrust with caregiver depending on if they're meeting their proper needs or not, and if they're continuous and baby can count on them to relieving whatever it is. |
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Autonomy vs shame and doubt |
(18-3yrs) Predomination of autonomy: children are driven to try out their own ideas, exercise their own preferences, and make their own decisions. Children achieve a balance between self-determination and control by others, a shift from external to self- control. An important step toward autonomy is language as is helps children to make their wishes understood. |
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Negativism |
Tendency to shout “no” just for the sake of resisting authority – is a characteristic of “terrible twos” which is a normal sign of the drive for autonomy |
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To minimize conflict and increase a 2-year-old's sense of competence, parents should |
Give the child choices, even a limited one, to give a child some control (e.g., “Would you please to have your bath now or after we read a book?”) In a nonpunitive way, remove a child or themselves from a problematic situation until the conflict has been resolved Don’t interrupt the child's activities unless absolutely necessary. Try to wait until the child’s attention has shifted Avoid physical punishment. It is often ineffective and may even lead a toddler to do more damage Be flexible! Learn the child’s natural rhythms and special likes and dislikes |
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Visual-recognition memory |
ability that depends on the capacity to form and refer to mental representation. |
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Dual representation hypothesis |
proposal that children under 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at a time. |
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Key Developments of the sensorimotor stage
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imitation - 9m begins after development of mental rep on the 6th stage. (18-24m) obj. permanence - gradually develops between 3rd-6th substage. infants in 4th stage make A-not-B error Symbolic development - depends on representational thinking. Develops in 6th stage (18-24m) Categorization - depends on representational thinking, develops during 6th stage (18-24 m) Causality - develops slowly between 4-6m and 1year, based on infant's discovery, first effects of own actions and then effects of outside forces Number - depends on use of symbols, begins at 6th stage (18-24m) |
