Human Growth & Development - Chapter 3

Front 1

Reflexes

Back 1

All humans are born with a set of pre-programmed behaviors, called reflexes, that allow us to survive until we develop voluntary control.

Reflexes that remain our entire lives: Eye blink, sneeze, & knee-jerk reflexes.
Reflexes only operative in the 1st few months of life & disappear when we develop voluntary control over bodily functions: Sucking, rooting, Moro reflexes. Babinski reflex & grasping reflex.

Front 2

Sucking Reflex

Back 2

Makes infants suck on any object placed in their mouths. This disappears at about 2 months of life, when sucking is under good control and the infant can be discriminating about what to suck on.

Disappear around 6 months. If they do not disappear when they should, this may be a sign of CNS damage or delay.

Front 3

Rooting Reflex

Back 3

Causes an infant to turn his/her head if the cheek is stroked.

Disappear around 6 months. If they do not disappear when they should, this may be a sign of CNS damage or delay.

Front 4

Moro Reflex

Back 4

Is the startle reflex that allow infants to open their limbs, then close down, as in grabbing onto something.

Disappear around 6 months. If they do not disappear when they should, this may be a sign of CNS damage or delay.

Front 5

Babinski Reflex

Back 5

Causes the infant's toes to fan out when the foot is stroked.

Disappear by around 6 months. If they do not disappear when they should, this may be a sign of CNS damage or delay.

Front 6

Grasping Reflex

Back 6

Causes the infant to hold on tightly to any object placed in the palm of the hand or the base of the foot.

Disappear around 6 months. If they do not disappear when they should, this may be a sign of CNS damage or delay.

Front 7

Sudden Infant Death Syndrome (SIDS)

Back 7

A serious complication of sleep in which an infant stops breathing during sleep, and often dies as a result.

(~13% of all infants deaths are due to SIDS and is the leading cause of death in infants age 10 days to 12 months). Cause Unknown.

Front 8

Cephalocaudal

Back 8

Infants grow according to 3 basic universal principles: 1. cephalocaudal, 2. Proximodistal, 3. Physical Development.

Cephalocaudal: Head to toe. At first, babies gain control over their heads, then their shoulders, trunks, and eventually, their legs & feet.

Front 9

Proximodistal

Back 9

Infants grow according to 3 basic universal principles: 1. Cephalocaudal, 2. Proximodistal, 3. Physical Development

Proximodistal: Midline to extremities. The infant gains control over head and shoulders and trunk before arms and legs, and arms & legs before hands & feet.

Front 10

Physical Development
(simple to complex)

Back 10

Infants grow according to 3 basic universal principles: 1. Cephalocaudal, 2. Proximodistal, 3. Physical Development

Physical Development: Proceeds from simple to complex. Infants learn to scoop up objects with the palms of their hands before they learn the more sophisticated thumb-index finger grasp.

Front 11

Jean Piaget

Back 11

He proposed that infants learn by using their senses (hearing, touch, taste, smell) and their motor skills (grasping, sucking, picking up or throwing objects, moving closer to look at something).

He proposed that knowledge is organized into mental schemas that first consist of reflex behaviors like sucking and later evolve to include voluntary actions. His stage of Sensorimotor Intelligence includes 6 substages that occur in a consistent sequence, but not necessarily at the same time for all babies.
1. Voluntary Control
2. Primary Circular Reactions
3. 2ndry circular Reactions
4. Coordination of Schemes
5. Experimentation of Schemes/modifications
6. Internalize schemes

Front 12

Voluntary Control

Back 12

First substage of Jean Piaget's Sensorimotor Intelligence.

The infant begins to learn about the world using these reflexes, and the reflexes gradually come under voluntary control.

ex. In the 1st month of life, babies automatically suck on anything placed in or near their mouths, but shortly after the first month, they decide which objects to suck on.

Front 13

Sensorimotor

Back 13

Jean Piaget- Sensorimotor

Infants learn by using their senses (hearing, touch, taste, smell) and their motor skills (grasping, sucking, picking up or throwing objects, moving closer to look at something)

He proposed that knowledge is organized into mental schemes that first consist of reflex behaviors like sucking and later evolve to include voluntary actions.

Front 14

Circular Reactions

Back 14

Actions that create some pleasurable sensation that will be repeated to recreate the experience.

Front 15

Primary Circular Reactions

Back 15

Second substage of Jean Piaget's Sensorimotor Intelligence

These are activities that center on the infant's own body and create some pleasurable sensation.

ex. If Maria accidentally puts her fist in her mouth and finds that she likes to suck on it, she will strive to repeat the experience.

Front 16

Secondary Circular Reactions

Back 16

Third substage of Jean Piaget's Sensorimotor Intelligence.

The activities can now extend outside of the infant's own body.

Ex. Maria may bring her fist to her mouth, forgetting that she is holding a rattle. The rattle may taste even better than the fist, so she repeats this action.

Front 17

Coordination of Schemes

Back 17

Fourth substage of Jean Piaget's Sensorimotor Intelligence.

The infant learns to coordinate several activities to achieve some goal.

ex. The infant might look at the rattle, reach for it, bring it closer to take a look, then suck on it. The baby shows intentionality, or setting a goal and accomplishing it.

Front 18

Experiment With Previous Schemes and Modifies Them

Back 18

Fifth substage of Jean Piaget's Sensorimotor Intelligence.

The infant experiments with previous schemes & modifies them.

ex. Now Maria not only shakes the rattle, but also bangs it against the crib and throws it from the highchair.

Front 19

Internalization Of Schemes

Back 19

Sixth substage of Jean Piaget's Sensorimotor Intelligence.

When the child learns to use symbols.

ex. The initiation of the first words is the most obvious example of this.

Front 20

Object Permanence

Back 20

Throughout the Sensorimotor period, infants are learning object permanence, the idea that events and objects continue to exist when they are not immediately seen, heard, or felt.

Front 21

Information Processing Psychologists

Back 21

Have looked at cognitive development in infants in a somewhat different way than Piaget, emphasizing the continuous nature of development rather than stages, and focusing on specific aspects of development rather than trying to find global, grand theory.

One method they often use to study development in the infant through habituation.

Front 22

Habituation

Back 22

One of the methods that Information Processing Psychologists often use to study development of the infant.

Habituation is a type of learning whereby a repeated or continuous exposure to a stimulus reduces the amount of attention paid to that stimulus.

Habituation can be measured via heart rate, sucking rate, eye movements, or brain activity.

Front 23

Dishabituation

Back 23

Information processing psychologists

Dishabituation refers to the response to a NEW STIMULUS.

Front 24

Immediate Imitation

Back 24

Infants can engage in immediate imitation a few days after birth, with simple facial expressions like tongue protrusion.

Front 25

Deferred Imitation

Back 25

One way to know if an infant has achieved object permanence (and recall memory) is when they can imitate some event that occurred at an earlier time.

Deferred Imitation usually appears between 9 and 18 months of age.

Front 26

Intermodal Perception

Back 26

Intermodal perception is the ability to integrate information from two or more sensory modalities.

Some theorists proposed that intermodal perception is innate, while others, such as Piaget, thought it was acquired through experience. Both are true. Infants have a very crude intermodal perception at birth (they can turn to the source of a sound & fling their arms in that direction). IP improves steadily as muscle control matures & as the infant has more experience in the world.

Front 27

Language

Back 27

Language is a system of symbols that allows us to communicate our thoughts, feelings, and desires to others.

Front 28

Rule Systems

Back 28

Several different aspects of language development (sometimes called Rule Systems).

They are:
- Phonology (36 phonemes)
- Morphology
- Syntax
- Semantics
- Pragmatics

Front 29

Phonology

Back 29

Phonology is the study of how people acquire the particular sounds that make up a particular language.

The English language has 36 Phonemes, which are the smallest meaningful units of sound.

Front 30

Phonemes

Back 30

Phonemes are the smallest meaningful units of sound.

English language has 36 phonemes.

Front 31

Morphology

Back 31

Morphology is the study of the way that meaningful strings of words are combined or altered.

We learn that you can add an "ed" to the end of some words to change the tense, but that we never add "ed" to the beginning or middle of the word.

Front 32

Syntax

Back 32

Syntax is the study of grammatical structures.

How do children learn to form questions and use irregular verbs? Why do some children say, "He sitted at the table", when they probably never heard anyone say such a thing? It indicates a knowledge of the rules of grammar, but lack of knowledge of the exceptions (the irregular verbs).

Front 33

Semantics

Back 33

Semantics is the study of the meanings of words and phrases. Children must learn that the word "dog" refers to all four-legged animals that bark, but not to four-legged animals that meow and not just the family pet.

Front 34

Pragmatics

Back 34

Pragmatics is the study of the use of socially appropriate conversation skills, such as taking turns when talking and sticking to a topic.

Front 35

Noam Chomsky

Back 35

Proposed that humans are born with a language acquisition devise that allows them to learn whatever language they are exposed to.

This was counter to behavioral explanations of language development that relied on imitation and reinforcement. It appears that language is much like other human functions, the infant is born with certain capabilities, which mature and expand with experience in the environment.

Front 36

Reinforcement

Back 36

It appears that language is much like other human functions; the infant is born with certain capabilities, which mature and expand with experience in the environment.

Some of the environmental influences include reinforcement.

When an infant says "da-da" she is often rewarded with a hug, a smile, or some other pleasurable event.

Front 37

Motherese

Back 37

"Motherese" is a form of speech used by adults when talking to babies. It is a high-pitched, highly repetitive, and composed of simple words and sentences.

Motherese appears to draw the infant's attention more than regular talk.

Adults use these strategies automatically in their natural conversations with children.

Front 38

Echoing

Back 38

Repeating what the child says.

Adults use these strategies automatically in their natural conversations with children.

Front 39

Expanding

Back 39

Restating what the child says in a more complex fashion.

Ex.: If the infant says, "Mommy car", the adult may say, "Yes, that is Mommy's car".

Adults use these strategies automatically in their natural conversations with children.

Front 40

Labeling

Back 40

Identifying the names of objects.

Adults use these strategies automatically in their natural conversations with children.

Front 41

Recasting

Back 41

Rephrasing the child's statement, often turning it into a question.

Ex.: "Mommy's car" might be restated as, "Is that Mommy's car?" or, "Do you want to ride in Mommy's car?"

Adults use these strategies automatically in their natural conversations with children.

Front 42

Holophrase

Back 42

The Holophrase period is the early phase of verbal language. It is the time when the first spoken words are spoken at 10 to 15 months, which often include people (ma-ma), familiar animals (kitty), food (cookie), body parts (ear), and greeting terms (hi, bye)

During the holophrase period, infants use single words to convey the meanings of whole sentences.

Front 43

Two-word Combination

Back 43

Between 18 and 24 months, the baby enters the two-word combination phase, combining the words with gestures, tone of voice, and immediate context.

Front 44

Telegraphic Speech

Back 44

Telegraphic speech...

- is two- and three-word
combinations that convey a
precise message.
- does not contain articles ("a",
"the"), auxiliary verbs
(derivatives of "to be"), or other
unnecessary words.
- A sentence such as "Jenny
wants to play with the blocks"
comes out as "Jenny play
blocks".

Front 45

Attachment

Back 45

Attachment is a close emotional bond between infant and caregiver.

Erik Erikson proposed that the first year of life was crucial for attachment to occur.

Front 46

Mary Ainsworth

Back 46

Mary Ainsworth developed a novel approach to studying atttachment. She put a mother & infant in a room with an observation window and watched how the infant responded to different situations such as being alone with the mother, having a stranger enter the room, the mother leaving & the mother returning. Using procedures like this one, researchers have found that most babies have secure attachments & use the mother/caregiver as a base from which to explore the new environment.

Front 47

Secure Attachment
(Type B)

Back 47

Most babies have secure attachment (also called Type B) and use the mother/caregiver as a base from which to explore the new environment.

Front 48

Insecure Attachment

Back 48

The Insecure Attachments might be triggered by the mother's behavior.

Two types:
- Anxious-avoidant (Type A),
whereby the baby avoids or
ignores the mother/caregiver.
- Anxious-resistant (Type C),
whereby the infant seems
ambivalent about the
mother/caregiver, such as
running up and grabbing her leg
when she returns, then biting
her.

Front 49

Anxious-Avoidant
(Type A)

Back 49

Anxious-avoidant (Type A), whereby the baby avoids or ignores the mother/caregiver.

These insecure attachments might be triggered by the mother's behavior. Some research finds mothers of infants engaging in Type A behavior to be more cold, irritable, and poor at reading their infant's cues.

Front 50

Anxious-Resistant
(Type C)

Back 50

Anxious-resistant (TypeC),whereby the infant seems ambivalent about the mother/caregiver, such as running up and grabbing her leg when she returns, then biting her.

This insecure attachment might be triggered by the mother's behavior. Some research finds mothers of Type C babies to be somewhat less rejecting & cold than Type A mothers, but are awkward in their interactions with their babies & insensitive to their cues.

Front 51

Reciprocal Socialization

Back 51

Is the idea that children socialize their parents as much as parents affect their children.

Socialization is a two-way street.

Front 52

Scaffolding

Back 52

Is the idea that caregivers provide a framework for child learning to occur.

Parents initiate games and rituals that allow the child to learn basic concepts, which they can eventually perform on their own.

Ex: The game of "Peek-a-boo"

Front 53

Temperament

Back 53

Refers to a person's usual way of responding to the environment and includes behaviors such as activity level, sociability, frustration tolerance, and regularity of sleep and wake cycles.

Front 54

3 Basic Types of Temperament
(Temperament Styles)

Back 54

An easy child has overall positive moods, has regular patterns, has high frustration tolerance, is outgoing, and adapts easily to change.

A difficult child is just the opposite of an easy child. This type of child has overall negative moods, irregular patterns, and a low tolerance for frustration.S/he is shy & does not adapt easily to change.

A slow-to-warm up child is one who initially reacts negatively to change, but gradually adapts and is easy going most of the time.

Front 55

Slow-To-Warm Up

Back 55

Slow-to-warm up is a temperament style where the child initially reacts negatively to change, but gradually adapts and is easy going most of the time.

Front 56

Child Maltreatment

Back 56

The term "child maltreatment" is being used today to stress the fact that while there is a continuum of abuse/neglect from physical injury to emotional neglect, or from severe to mild, any form of child maltreatment is harmful.

Front 57

Describe a typical sequence of language development from birth to age 2.

Back 57

Infants are born w/ the capacity to make sounds that help them to communicate, such as crying.

Cooing preceeds babbling.

Babbling introduces vowel sounds (Begins at 3-6 mos)

Receptive language. Infants begin to understand a few words, and the "name games" begin (6-9 mos)

12 mos: Most babies understand about 12 words.

24 mos: They have receptive vocab of over 300 words.

9-12 mos: Avg baby can follow simple instructions.

10-15 mos: First spoken words.

18-24 mos: Two-word combo phrase

Front 58

Typical sequence of emotional expression in infancy.

Back 58

Startle Response, Birth
disgust, distress
Social smile(Pleasure) 4-6 wks
Surprise, sadness, anger 3-4 mos
Fear 5-7 mos
Shyness 6-8 mos
Guilt 2 yrs