Fmst 210 Midterm #2

Front 1

Define developmental psychology.

Back 1

The scientific study of age related changes in our bodies, behavior, thinking, emotions, social relationships and personalities.

Front 2

Identify the key ideas and the implied parental responsibilities of:
a) The Doctrine of Original Sin
b) Rousseau
c) Locke

Back 2

a) The doctrine of original sin (All humans are born selfish and sinful/intervene to correct)
(b) Rousseau (Innate goodness, with experience to help seek them grow/shape behaviors)
(c) Locke (Child is born with “the blank slate”, born good/nurture and protect)

Front 3

What concept did Darwin’s theory of evolution contribute to developmental psychology?

Back 3

Believed that they could understand the development of human species by studying child development. His concept of developmental stages comes from evolutionary theory.

Front 4

What concept did Hall contribute to developmental psychology? Define this concept.

Back 4

He thought that developmentalists should identify norms or average ages at which developmental milestones are reached.

Front 5

What concept did Gesell contribute to developmental psychology? Define this concept.

Back 5

Maturation, to describe a pattern of change, which is believed that it determines many important developmental changes such as when children learn to walk.

Front 6

Identify the THREE ways that contemporary developmental psychology has changed since the early days.

Back 6

• The term development now encompasses the entire human lifespan rather than just childhood and adolescence
• Inborn characteristics interact with environmental factors in complex ways
• Pioneers thought of change almost exclusively with norms, whereas today norms are only one way to measure or represent change

Front 7

Your textbook states that the lifespan perspective invites interdisciplinary investigations. What unique contributes do psychology, anthropology, and sociology typically make to the study of human development?

Back 7

• Psychologists learned that research in other sciences can greatly enhance their understanding of human development
• Anthropologists provide information about culture
• Sociologists explain the influence of race, socioeconomic status and other social factors on individual development

Front 8

Define the lifespan perspective.

Back 8

The current view of developmentalists that changes happen throughout the entire human lifespan and that changes must be interpreted in light of the culture and context in which they occur.

Front 9

What did one of the early leaders in the lifespan perspective (Paul Baltes) propose about plasticity?

Back 9

He proposed that the positive change in response to environmental demands is possible throughout the entire lifespan.

Front 10

Although there are multiple factors that influence human development, no single theory has been able to comprehensively incorporate these multiple factors. As a result, it is typically appropriate to think of each theory as limited or narrowly focused on one of the domains of development.
(a) Identify THREE domains of human development.

Back 10

• Cognitive Domain- Changes in thinking, memory, problem-solving and other intellectual skills
• Social Domain-Changes in variables that are associated with the relationship of an individual to others
• Physical Domain-Changes in the size, shape and characteristics of the body

Front 11

Define the nature-nurture controversy.

Back 11

The debate about the relative contributions of biological processes and experimental factors.

Front 12

Are ‘forces outside of individuals’ (or external factors) more consistent with ‘nature’ or ‘nurture’?

Back 12

Nature

Front 13

Define the interactionist model.

Back 13

The theory that development results from complex reciprocal interactions between multiple personal and environmental factors.

Front 14

Define the vulnerability and resiliency idea.

Back 14

Each child is born with certain vulnerabilities (such as a tendency toward emotional irritability or alcoholism, a physical abnormality or an allergy) that interact with the child’s environment so that the same environment can have quite different effects.

Front 15

Summarize the research findings that have emerged from using the vulnerability and resiliency notion of human development.

Back 15

Studies of Canadian children have shown that a combination of highly vulnerable child and a poor or unsupportive environment produces by far the most negative outcome, which can both be overcome.

Front 16

What is the continuity-discontinuity issue? (i.e., what do continuity and discontinuity mean?)

Back 16

Questions whether age-related change is primarily a matter of amount or degree or more commonly involves changes in type or kind.

Front 17

What is the difference between quantitative and qualitative change?

Back 17

Quantitative-A change in amount and
Qualitative-A change in type or kind.

Front 18

Would qualitative change be more consistent with continuous or discontinuous change?

Back 18

Discontinuous

Front 19

A stage theory of human development would necessarily assume change is _______ (qualitative or quantitative) and therefore change is ______ (continuous or discontinuous).

Back 19

QUANTITATIVE, CONTINUOUS

Front 20

Define;
(i) Universal change
(ii) Group-specific change
(iii) Individual differences

Back 20

(i) universal change Common to every individual in a species and are linked to specific ages
(ii) group-specific change Shared by individuals who grew up together in a particular group
(iii) individual differences Changes resulting from unique, unshared events

Front 21

Three assumptions about the nature of human development, define which are universal, individual or group change:
I. There is one singular and uniform path of development that all humans follow.
II. Each human’s development is primarily unique or unshared.
III. Human development is the product of the social, cultural and historical contexts within which it occurs.

Back 21

i. Universal
ii. Individual
iii. Group

Front 22

Although Hall focused on norms that result from our universally shared genetic material (nature), norms may also be the result of universally shared ‘external factors’ or nurture. Identify the term presented in your textbook that reflects the notion that norms may also be due to nurture or a universally shared environment?

Back 22

Social Clock

Front 23

Two factors that are believed to contribute to group-specific changes are culture and cohort. Define culture and cohort?

Back 23

Culture- Describes some system of meanings and customs including values, laws attitudes and beliefs.
Cohort- Describes a group of individuals who are born with some fairly narrow span of years and thus share the same historical experiences at the same time in their lives.

Front 24

Define the following terms: (a) chromosomes, (b) DNA, (c) genes, (d) genome

Back 24

a) Strings of genetic material in the nuclei of cells
b) A chemical material that makes up chromosomes and genes
c) A complex chemical units of a chromosome that control or influence inherited traits
d) All the DNA that an organism possesses

Front 25

Define the following terms: (a) epigenome, (b) gene expression, (c) gene silencing

Back 25

a) The sum total of inherited and acquired molecular modifications to the genome that leads to changes in gene regulation without changing the DNA sequence of the genome
b) When a gene sequence is activated (“turned on”) and ready to be translated into gene products, or proteins for the most part
c) When a gene sequence is made inactive (“turned off”) and is prevented from being translated into gene products, proteins for the most part

Front 26

What are Epigenetics and Epigenetic Factors?

Back 26

Epigenetics=The study of the gene regulation patterns that alter gene function (phenotype) without changing gene structure (genotype) and Epigenetic Factors=Inheritable and acquired gene regulation patterns that alter gene function (phenotype) without changing gene structure (genotype).

Front 27

What are the research findings on epigenetics and epigenetic factors?

Back 27

• Syzf and Meaney have found that epigenetic factors play a pivotal role in development across the lifespan (2007) that demonstrated that maternal care can physically alter molecular epigenetic structures in offspring (ex: rat pups that were groomed and fed increased her postnatal levels).
• This study also showed that early life epigenetic changes into adulthood could be reversed experimentally (Weaver, 2005)
• Some evidence shows that acquired epigenetic traits linked to chromosome structure alterations may be inherited in humans

Front 28

Describe the theoretical view of Nativism and identify the example provided.

Back 28

• Nativism is the view that humans possess unique genetic traits that will be manifested in all members of the species, regardless of differences in their environments
• Ex: all healthy children learn language early in life without any specific instruction from adults

Front 29

Describe the theoretical view of Ethology and identify the examples provided.

Back 29

• Ethology is a perspective on development that emphasizes genetically determined survival behaviors presumed to have evolved through natural selection
• Ex: when birds make nests as they are necessary for the survival of young birds or when most people feel irritated when a newborn is crying, ethologists say the baby is genetically programmed to cry in a certain way to get adults attention

Front 30

Describe the theoretical view of Behavior Genetics and identify the examples provided.

Back 30

• Behavior Genetics is the study of the role of heredity in individual differences
• Ex: traits or behaviors influenced by genes when those of related people such as children and their parents

Front 31

Describe the theoretical view of Sociobiology and identify the examples provided.

Back 31

• Sociobiology is the study of society using the methods and concepts of biological science. When used by developmentalists, it becomes an approach that emphasizes genes that aid group survival
• Ex: Every society has laws against murder. Sociobiologists believe that humans are genetically programmed to create rules based on respect for other peoples lives

Front 32

Discuss a summary of Disease Control in regards to Human Genomics and Multifactoral Diseases.

Back 32

• Advances in Human Genomics (the study of the human genome including the location of genes, their function and their role in disease processes) will likely play a vital role in predicting and preventing diseases in the 21st century
• Scientists predict that the greatest impact of advances in human genomics will likely be seen in the treatment of Multifactoral Diseases like heart disease and cancer
• Epigenetic changes alter gene expression which can increase the risk for developing both physical and psychological disorders
• Epigenetic research is rapidly contributing to our understanding of the inheritance factors involved in vulnerability and resilience and may lead to one day diagnosing and treating disorders in humans and be the proverbial “missing link” that helps us explain how nurture interacts with nature

Front 33

Discuss the summary of Early Intervention and Evolutionary Theory.

Back 33

• Evolutionary theory and research are making scientists more aware of the relative importance of early-life events in making accurate predictive-adaptive responses that match expected future environments
• Ex: to support good health and nutrition in females of reproductive age versus those instituted in later adult life
• This important element will prevent chronic disease in future generations across the globe

Front 34

Discuss the critics and claims against Evolutionary Theory.

Back 34

• Critics of evolutionary theories claim that they underestimate the impact of the environment and place too much emphasis on heredity
• Ex: is it true that all children learn languages in the same way? Or could environmental factors including characteristics of different languages affect the rate at which children learn languages?
• Society passes on rules through languages and generations, not genes, and that these theories are difficult to prove
• Even if there is a strong biological basis for specific cognitive strategies or social behaviors, they can be still modified through learning

Front 35

Summarize the key points presented in the introductory paragraph about the general nature of Humanistic Theories.

Back 35

• Aligned with Rousseau’s basic premise of “innate goodness” that begin with the optimistic assumption that the most important internal drive is each individual’s motivation to achieve his or her full potential
• Psychologists have proposed alternative theories that focus on the positive aspects of development while accepting that behavior is motivated by internal drives and emotions
• Maslow used the term Self-Actualization (the process of fulfilling one’s unique personal goal)

Front 36

Summarize (a) the key points that pertain to Maslow’s theory presented in this sub-section entitled “Motives” and (b) in Figure 2.4 (on p. 38) and Esteem Motives.

Back 36

• Motives are internal factors or conditions that tend to initiate, direct or sustain behavior
• Maslow’s greatest interest was in the development of motives or needs which he divided into 2 subsets: deficiency motives and being motives;
o Deficiency Motives involve drives to maintain physical or emotional homeostasis (inner balance, the drive to eat or have sex etc)
o Being Motives involve the desire to understand, to give to others and to grow to achieve self-actualization
• Figure 2.4 on page 38- Where needs operate from the bottom up in this hierarchy. Until physiological needs are met, no other need will be prominent and so on and so fourth
• Esteem Needs is the need for a person to have a sense of value and acceptance based in part on their experience of respect and admiration from others and on their perceived self confidence and self worth

Front 37

Summarize the idea of learning theories with Locke's idea through behaviorism and conditioning.

Back 37

• In general, learning theories assert that development results from an accumulation of experiences.
• Learning theories are aligned with Locke’s idea of “The Blank Slate” that children are born with neither good nor bad tendencies and their behavior is shaped by their environment.
• A central learning theory known as behaviorism views development in terms of behavior changes caused by environmental influences through a process called conditioning. There are 2 ways that conditioning changes our behavior.

Front 38

Describe aspects behind Pavlov’s classical Conditioning theory.

Back 38

• Classical conditioning is of interest in the study of development because of the role it plays in the acquisition of emotional responses.
• For example: Things or people that are present when you feel good will become conditioned stimuli for pleasant feelings, while those associated with uncomfortable feelings may become conditioned stimuli for a sense of unease (ex: when a child is with their mother or father)

Front 39

Identify the strengths and weakness of learning theories of Pavlov and Skinner.

Back 39

• Pavlov’s Classical Conditioning:
o Strengths: Useful in explaining how emotional responses, such as phobias are learned
o Weaknesses: Explanation of behavior change is too limited to serve as comprehensive theory of human development

• Skinner’s Operant Conditioning Theory:
o Strengths: Basis of many useful strategies for managing and changing human behavior
o Weaknesses: Humans are not as passive as Skinner explained, the theory ignores hereditary, emotional, cognitive and social factors in development

Front 40

Evaluate the implications behind the cognitive theories of Piaget, Bandura and Vygotsky.

Back 40

• Piaget’s inexact ages: He was inexact about some of the ages which children develop particular skills and probably incorrect about the generality of the stages themselves
• Piagetians claim that information processing theory emphasizes explanations of single cognitive tasks that human thinking is more complex than that of a computer.
• Vygotsky’s ideas dispute how social facilitation is important and how studies have shown that children in pairs and groups do produce more sophisticated ideas than children who work on problems alone
• Bandura’s variation on cognitive theory tells us how a child’s level of cognitive development affects his or her impressions and reactions to the environment, and critics say that these theories ignore the role of other important cognitive functions such as emotions, imagination and creativity in development

Front 41

Define holism.

Back 41

The view that the whole is greater than the sum of its parts

Front 42

According to a systems approach, what contributes to growth and holistic health (wellness)?

Back 42

When growth is the result of the reorganization of a system as it adjusts to change/when adjustment is adaptive.

Front 43

19. Define and identify the specific factors/examples related to each of the SIX contexts of development in Bronfenbrenner’s Bioecological Systems Theory: chronosystem, macrosystem, exosystem, mesosystem, mircosystem, and individual context.

Back 43

• Chronosystem: Temporal changes over the lifespan (ex: historical events)
• Macrosystem: The sociocultural context (customs, laws, governments, values)
• Exosystem: The socioeconomic context (mass media, neighbors, workplace, education systems, social services)
• Mesosystem: Interconnected microsystems
• Microsystems: The immediate context of persons, objects and symbols (daycare staff, parents, teachers, family members, close friends)
• Individual Context: Person (biophysical makeup, developmental stage)

Front 44

Your textbook states “perhaps the most important current trend in the field is eclecticism” (p. 52). Explain what this statement means.

Back 44

The use of multiple theoretical perspectives to explain and study human development (ie: drawing from previous theories of development).

Front 45

Identify the strengths and weakness of systems theories such as Bronfenbrenner’s Bioecological Systems Theory (p. 53).

Back 45

Theory that provides a way of thinking about development that captures the complexity of individual and contextual variables. However, it ignores physical environmental influences that leaves contradictions on child development for future study.

Front 46

Summarize the events and serious problems associated with the following stages of pregnancy: (i) First trimester 0-12 weeks, (ii) Second trimester 13-24 weeks, (iii) Third trimester 25-38 weeks.

Back 46

• 1st Trimester: From 1st day of last menstrual period to 12 weeks
o Events: Missed period, breast enlargement and abdominal thickening
o Serious problems: Ectopic pregnancy, abnormal urine or blood tests, increased blood pressure, malnutrition, bleeding and miscarriage
• 2nd Trimester: From 12 weeks-24 weeks after LMP
o Events: Weight gain, showing, fetal movements felt and increased appetite
o Serious Problems: Gestational diabetes, excessive weight gain, increased blood pressure, Rh incompatibility of mother and fetus, miscarriage and premature labor
• 3rd Trimester: 25 weeks after LMP to beginning of labor
o Events: Weight gain and breast discharge
o Serious problems: Increased blood pressure, bleeding, premature labor and bladder infection

Front 47

There are 2 patterns of physical growth in the developing fetus: cephalocaudal and proximodistal patterns. Define each of these patterns of physical development.

Back 47

Cephalocaudal Pattern-Growth that proceeds from the head downward.
Proximodistal Pattern-Growth that proceeds from the middle of the body outward.

Front 48

Describe what happens during pregnancy in the following stages: germinal stage; embryonic stage; fetal stage.

Back 48

• Germinal Stage- Day 1 (Conception) when sperm and ovum unite, forming a zygote containing genetic instructions for the development of a unique and new human being. Days 10-14 (Implantation) when the zygote burrows into the lining of the uterus. Specialized cells that will become the placenta, umbilical cord and embryo are already formed.
• Embryonic Stage- Weeks 3 to 8 (Organogenesis) when all the embryo’s organ systems form during the 6 week period following implantation.
• Fetal Stage- Weeks 9 to 38 (Growth and Organ Refinement) by week 12 most fetuses can be identified as female or male. Changes in the brain and lungs by week 24 and most neurons form by week 28 and the fetus can hear and smell, is sensitive to touch and responds to light. Learning is also possible.

Front 49

What is neuronal proliferation?

Back 49

When the pace of neural formation picks up dramatically between the 10th and 18th weeks.

Front 50

Neurons consist of cell bodies, axons and dendrites. Describe each of these three terms.

Back 50

• Cell Bodies: The part of a neuron that contains the cell body and is the site of vital cell functions
• Axons: Tail-like extensions of neurons
• Dendrites: Branch-like protrusions from the cell bodies of neurons

Front 51

What are synapses? Make sure you understand how axons and dendrites are essential to the process of synapse formation.

Back 51

Tiny spaces across which neural impulses flow from one neuron to the next, develop connections with axons and dendrites.

Front 52

How might physicians determine that a fetus is undergoing healthy brain development (synaptic formation)?

Back 52

When the fetus exhibits alternating periods of activity and rest and begins to yawn.

Front 53

What critical event occurs around 4-8 weeks after conception and why is this event critical in terms of prenatal sex differentiation?

Back 53

The male embryo begins to secrete the male hormone testosterone. If this ormone is not secreted or is secreted in inadequate amounts, the embryo will be “demasculinized” and will develop female genitalia.

Front 54

“Developmentalists aren’t sure why, but female fetuses appear to be more sensitive to external stimulation and to advance more rapidly in skeletal development". Elaborate on these two sex differences.

Back 54

Female infants are about 1 to 2 weeks head in bone development at birth, and female superiority in skeletal development persists through childhood and early development causing girls to acquire many coordinated movements and motor skills faster than boys.

Front 55

Define the term neonate.

Back 55

Baby between birth and one month of age.

Front 56

In Canadian hospitals, a neonate’s health is assessed by the Apgar Scale. Neonates are given a score out of 10 on the Apgar scale. Identify the five aspects of the Apgar scale and note trends in the scoring for each of the five scales.

Back 56

Heart rate, Respiratory rate, Muscle tone, Response to stimulation of feet and Color. A score below 5 after 5 minutes requires cause and concern for evaluation.

Front 57

Why don’t newborns typically receive 10/10 on the Apgar Scale?

Back 57

Because most infants are still somewhat blue in the fingers and toes at that stage.

Front 58

Many infants are born with low birth weight (LBW). Some LBW infants may be preterm and others may be small-for-date. Identify the differences between these two types of LBW infants. Note: It is also possible that an infant is preterm and small-for-date.

Back 58

• Pretern: When a baby is born before the 38 weeks of gestation
• Small for Date: When a baby suffers from retarded fetal growth and get poorer prognoses than pretern babies

Front 59

What is now being done to reduce the negative effects of the respiratory distress syndrome for neonates born more than six weeks early (week 32 or earlier)?

Back 59

Physicians began treating this problem by administering surfactant to pretern neonates, a therapy that has reduced the rate of death by 30%.

Front 60

Summarize the research findings on the effects of low-birth weight. Note that 1500 grams is equivalent to 3.3 pounds.

Back 60

Children remain smaller than normal, significantly higher rates of long-term health problems such as weakened immunity, lower intelligence test scores and more problems in school.

Front 61

True or False: The reproductive system fully formed at birth?

Back 61

True

Front 62

What 2 brain structures are the most developed at birth? Identify the functions of these structures.

Back 62

The midbrain and the medulla, both of which are connected to the spinal cord regulate vital functions such as heartbeat and respiration as well as attention, sleeping, walking, elimination and movement of the head.

Front 63

What part of the brain is the least developed at birth? Identify the functions of this structure.

Back 63

The cortex, the grey matter that wraps around the midbrain and is involved in perception, body movement, thinking and language.

Front 64

Define the term synaptogenesis, which occurs due to growth of both dendrites and axons.

Back 64

The process of synapse development, which occurs rapidly in the cortex during the first few years of birth.

Front 65

Define the term synaptic pruning, which occurs because each synaptic growth spurt generates many more synapses than we actually need.

Back 65

Process by which unused or unnecessary neural pathways and connections are eliminated.

Front 66

Overtime, the cycle of synaptogenesis followed by synaptic pruning leads to a more efficient brain. What is the cost or downside of increased efficiency of the brain?

Back 66

Because infants have more unused synapses than adults, they can bounce back from a host of insults to the brain much more easily than an adult.

Front 67

Define the term neuroplasticity.

Back 67

The ability of the brain to reorganize brain structures in response to the experience.

Front 68

(d) Your textbook states that one of the implications from the cyclical synaptogenesis-pruning feature of neurological development is that brain development follows the old dictum “Use it or lose it”. Why do we lose brain functions we don’t use?

Back 68

A child growing up in a rich or intellectually challenging environment will retain a more complex network of synapses than one growing up with fewer forms of simulation.

Front 69

Define the term myelinization.

Back 69

A process in neuronal development in which sheaths made of a substance called myelin gradually cover individual axons and electrically insulate them from one another to improve the conductivity of the nerve.

Front 70

What brain structure primarily regulates the skill of attention?

Back 70

Reticular Formation

Front 71

When does myelinization of the reticular formation begin and when is it complete?

Back 71

Begins in infancy and completes in a person’s mid-20’s.

Front 72

What adaptive reflex disappears in infancy or childhood?

Back 72

Automatic sucking

Front 73

What adaptive reflexes persist across the lifespan?

Back 73

Includes when a person withdrawals from a painful stimulus and the opening and closing of the pupil of the eye in variation to responses of light.

Front 74

Compare the purpose of adaptive reflexes to the purpose of primitive reflexes.

Back 74

Adaptive reflexes help newborns survive and some persist throughout life whereas primitive reflexes disappear during the first year of life.

Front 75

Identify Philip Zelazo’s research finding about encouraging infants to exercise their stepping reflex.

Back 75

Found that infants who were encouraged to exercise the stepping reflex were more likely to spontaneously display the stepping movements and begin walking at an earlier age.

Front 76

How does Bronfenbrenner’s Macrosystem Context influence the way North American and European parents respond to their infants’ sleep patterns/problems?

Back 76

North American parents typically see a newborn’s erratic sleep cycle as a behavior problem that requires fixing through parental intervention whereas European parents are more likely to regard newborns sleeping patterns as manifestations of normal development without parental intervention.

Front 77

You hear a mother give her daughter some parenting advice: “Don’t pick up your crying baby too quickly because it is good to let your baby cry a little first”. Does research support this mother’s parenting advice? Explain.

Back 77

No, because research has supported that prompt attention to crying during the first 3 months of infancy leads to less crying in later life.

Front 78

How do changes in infants’ bones contribute to advances in their motor and manipulative (grasping) skills?

Back 78

The process of bone hardening occurs steadily in a sequence that follows the typical proximodistal and cephalocaudal patterns.

Front 79

How do changes in infants’ muscles contribute to advances in their motor skills?

Back 79

The fat from muscles after they are 1 year old create the composition that leads to increases in strengths that enable them to walk, run etc.

Front 80

How do changes in infants’ lungs and hearts contribute to advances in their motor skills?

Back 80

They increase in strength of heart muscles and lungs that give a 2 year old greater stamina while engaging in fairly long periods of motor activity without rest.

Front 81

Define the three groups of motor skills: (1) locomotor skills, (2) nonlocomotor skills, and (3) manipulative skills.

Back 81

• Locomotor: Include abilities such as crawling that enable the infant to get around the environment
• Nonlocomotor: Such as controlling head movements improve babies’ ability to use their sense and motor skills to interact with the objects and people around them
• Manipulative: Involves use of the hands, such as when an infant stacks blocks on top of another

Front 82

James Galloway and Ester Thelen (2004) found an exception to the typical cephalocaudal and proximodistal pattern of physical development. What did they find?

Back 82

They found that babies often reach with their feet several weeks prior to reaching with their hands. These studies shows that in younger infants, the legs can be more effectively controlled than the arms which is opposite of cephalocaudal pattern.

Front 83

Descibe the sequencse of locomotor, nonlocomotor and manipulative development presented in Table 4.2. For instance, you need to know what skill comes first, then what, then what and so on (the sequence rather than exact ages). Also be prepared to consider what a typical infant would be able and unable to do at 6 months, 12 months, and 18 months.

Back 83

1-24 months in sequence;
• Locomotor: Stepping reflex, (6 months: rolls over), sits without support, crawls, 12 months: pulls self up and grasping furniture), (18 months: walks backward/sideway/runs) and walks up and down stairs
• Nonlocomotor: Lifts head slighty, follows slow moving objects w/eyes, lifts head up to 90 degrees, (6 months: holds head in sitting position), (12 months: squats), (18 months: rolls ball), claps, jumps
• Manipulative: Holds object if placed in hand, begins to swipe objects, (6 months: reaches and grabs objects), transfers from one hand to the other, (12 months: hand preference), (18 months: stacks 2 blocks and empties containers), uses spoon to feed self, stacks more blocks

Front 84

Sara has a 6-month old daughter named Lucy. Given motor norms for 6-month olds, which of the following would Lucy NOT be able to do yet?

a) Roll off the changing table if Sara left Lucy unattended
b) Hold her head up if Sara put her in a high chair to feed her
c) Sit on the floor (without any support) and play with her toys
d) Pull a long dangling earring out of Sara’s ear when Lucy was close enough to reach it

Back 84

C.

Front 85

Summarize the research on gender sex differences presented in this section.

Back 85

Girls continue to be ahead of boys in some aspects of physical maturity during infancy, and a slight advantage in the development of manipulative skills such as self-feeding. Boys however have shown in studies to be more physically active.

Front 86

The Canadian Pediatric Society recommends that breastfeeding should be the sole source of infant nutrition for at least _______ months of life.

Back 86

6.

Front 87

Identify the benefits of breast milk.

Back 87

Contributes to more rapid weight and size gain, less likely to suffer from problems such as diarrhea, bronchitis, ear infections and colic and less likely to die in infancy.

Front 88

In what situations should mothers give their infants breast milk AND formula? Why?

Back 88

Because breastmilk supports immunity greatly and if preterm infants have intestinal tracts that are not mature as those of full time infants. The combination gives the baby the proteins, fats, vitamins and minerals that it needs.

Front 89

What is the difference between macronutrient and micronutrient malnutrition?

Back 89

Macronutrient malnutrition results from a diet that contains too few calories and micronutrient malnutrition results from a lack of vitamins and or minerals (specifically Vitamin D).

Front 90

Why are Canadian infants at less risk than other industrialized nations for micronutrient malnutrition?

Back 90

Because micronutrients have been added to our food supply for 50 years, Vitamin D in fluid milk and iodine added to table salt, for example.

Front 91

On average, how many respiratory illnesses would an infant that goes to day-care have in ONE year?

Back 91

14, as the average baby has 7 illnesses in a year and a baby gets twice as many infections being enrolled in daycare.

Front 92

When do most preterm infants catch up to their peers?

Back 92

By age 2 or 3.

Front 93

Describe the intervention known as kangaroo care and the research findings about its effectiveness.

Back 93

An innovation in the care of preterm newborns in which parents are shown how to increase the amount of skin to skin contact infants engage in with them.

Front 94

At birth, infants’ visual acuity is in the range of 20/200 to 20/400. What implications would this have on infants’ sight at birth?

Back 94

Their vision is about 40 times worse than a normal adult as their vision improves at 6 months where it is only 8 times worse than the average adult.

Front 95

When do most children reach adult levels of visual acuity?

Back 95

7 years of age.

Front 96

When do infants’ visual tracking abilities become skilled (when does the shift occur)?

Back 96

Around 6-10 weeks.

Front 97

In what way is an infant’s auditory acuity less skilled than older children or adults?

Back 97

Only with high-pitched sounds is their auditory skills less than that of an adult.

Front 98

Can newborns judge the general direction from which a sound has come? Explain.

Back 98

They can judge the general direction as they can turn their head in roughly the right direction but not entirely well-developed.

Front 99

Can newborns tell the difference between sweet, sour and bitter?

Back 99

Yes, they can appear to respond differentially.