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Psych 350: Exam 2
Motor
| Term | Definition |
|---|---|
| Reflexes present at birth | Rooting, Moro, Swimming, Grasp, Tonic |
| Rooting Reflex | Stroke cheek with finger --> baby will turn and try to put it in its mouth |
| Moro Reflex | Pretend you are going to drop the baby --> Baby will stretch its arms and legs out |
| Swimming Reflex | Atomic swimming motion and holding breathe when it water |
| Grasp Reflex | Stimulate palm --> baby grabs what is in palm (longest was 38 seconds) |
| Tonic reflex | Turning head to one side. Infant extends the arm and leg on that side and flexes the arm and leg on other side. |
| Primitive | Serves no obvious physical need and goes away in time (rooting) |
| Survival reflexes | Breathing, blinking, swallowing, sucking |
| Cultural Difference in sitting | Children on the ground and in adult furniture learn to sit (5 weeks earlier) and walk ( 3 weeks earlier) than infants who are in strollers and carriers. Africa VS US |
| Cultural Difference in Crawling (China) | Babies in china are restricted from crawling for hygienic purposes |
| Cultural Differences in Crawling (Paraguay) | Mothers hold their babies for first 3 years of life for safety concerns. |
| Motor Development in Africa | Mothers preform motor exercises to promote development |
| Affect of diapers | Slow motor development |
| Reaching Progression | Not born with it Develops by 7 months Anticipatory reaching by 10 months --> Better with feet |
| Does training and age increase reaching development? | Yes (Mitt experiment) |
| Locomotion Progression | Babies are able to move around on their own by 7/8 months. They can walk independently by 10 - 12 months |
| Dynamic systems theory | Development is a self-organizing process, new forms of behavior emerge through consistent interactions between a biological ,cultural and environmental contexts |
| Example of Dynamic Systems theory | Babies walking down a rigid piece of plywood learn to revert to crawling in order to get across. |
| Interpretation of Dynamic Systems theory | Actions such as crawling, walking , etc attribute to cognitive development. Ex. reaching helps babies categorize things better |
| Baby Chick study | Eye-hand coordination relies on muscle growth and exercise. Chicks learned to peck more controlled through trial and error after 4 days |
| Cat study | Eye-hand coordination needs to be paired with visual input for typical motor development to occur. Only the active cats responded to environmental stimuli |
| Active experiences | Free-will to move, increases progression of motor development |
| Passive Experiences | Restricted from movement. Lack of peripheral cues and delayed motor development |
| Flow fields | Provides valuable information about how we move . Used to help balance |
Created by:
lnamugenyi
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