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Week 2 LifeSpan GPsy
Physical, cognitive, social development
| Term | Definition |
|---|---|
| Apgar score | To help assess a newborns health, used to measure five vital signs: breathing, heart rate, muscle tone, presence of reflexes, and skin tone. |
| reflexes | unlearned responses triggered by specific stimulation |
| alert inactivity | the state in which a baby is calm, with eyes open and attentive, and seems to be deliberately inspecting its environment. |
| NBAS or Neonatal Behavioral Assessment Scale | is used with newborns to 24 month olds to provide a detailed portrait of the baby's behavior. Used to evaluate the functioning of four systems: Automomic, Motor, State, and Social. |
| waking activity | the state in which a baby's eyes are open but seem unfocused while the arms or legs move in bursts of uncoordinated motion |
| crying | the state in which a baby cries vigorously, usually accompanied by agitated by uncoordinated movement |
| sleeping | the state in which a baby alternates from being still and breathing regularly to moving gently and breathing irregularly, with the eyes closed throughout. |
| basic cry | a cry that starts softly, gradually becomes more intense, and is often heard when babies are hungry or tired. |
| mad cry | a more intense version of a basic cry |
| pain cry | a cry that begins with a sudden long burst, followed by a long pause and gasping |
| irregular or rapid eye movement (REM) sleep | sleep in which an infant's eyes dart rapidly beneath the eyelids while the body is quite active |
| regular (non rem) sleep | sleep in which heart rate, breathing, and brain activity are steady |
| sudden infant death syndrome (SIDS) | when a healthy baby dies suddenly for no apparent reason |
| temperament | a consistent style or pattern of behavior |
| Some reflexes help infants get necessary nutrients, other reflexes protect infants from danger, and still other reflexes ____. | serve as the basis for later motor behaviors |
| The ____ is based on five vital functions and indicates a newborn's physical health. | APGAR score |
| A baby lying calmly with its eyes open and focused is in a state of | alert inactivity |
| Newborns spend more time asleep than awake, and about half this sleep time is spent in. ____, a time thought to foster growth in the central nervous system. | REM sleep |
| The campaign to reduce SIDS emphasizes that infants should | sleep on their backs |
| Research on sources of temperament indicate that ____ both play a role | heredity and environment |
| malnourished | being small for age because of inadequate nutrition |
| neuron | a basic cellular unit of the brain and nervous system that specializes in receiving and transmitting information |
| cell body | the center of the neuron that contains biological machinery to keep the cell alive. |
| dendrite | the end of the neuron that receives information from other neurons |
| axon | a tubelike structure that emerges from the cell body and transmits information to other neurons |
| terminal buttons | small knobs at the end of the axon that release neurotransmitters |
| neurotransmitters | chemicals released by terminal buttons that allow neurons to communicate with one another |
| cerebral cortex | the wrinkled surface of the brain that regulates many functions that are distinctly human |
| hemispheres | right and left halves of the cortex |
| corpus callosum | a think bundle of neurons that connects the brains two hemispheres |
| frontal cortex | the brain region that regulates personality and goal-directed behavior |
| neural plate | a flat group of cells present in prenatal development that become the brain and spinal cord |
| myelin | a fatty sheath that wraps around neurons and enables them to transmit information more rapidly |
| synaptic pruning | a gradual reduction in the number of synapses, beginnings in infancy and continuing until early adolescence |
| experience-expectant growth | the process by which the wiring of the brain is organized by experiences that are common to most humans |
| motor skills | coordinated movements of the muscles and limbs |
| locomotion | the ability to move around in the world |
| fine motor skills | body movements associated with grasping, holding, and manipulating objects |
| dynamic systems theory | the theory that views motor development as involving many distinct skills that are organized and reorganized over time to meet specific needs |
| differentiation | distinguishing and mastering individual motions |
| integration | linking individual motions into a coherent, coordinated whole |
| perception | processes by which the brain receives, selects, modifies, and organizes incoming nerve impulses that are the result of physical stimulation |
| visual cliff | a glass covered platform that appears to have a hollow side and a deep side and is used to study infants depth perception |
| visual expansion | a kinetic cue to depth perception that is based on an object filling an ever greater proportion of the retina as it moves closer |
| motion parallax | a kinetic cue to depth perception based on nearby objects moving across our visual field faster than distant moving objects |
| retinal disparity | a way of inferring depth based on differences in the retinal images in the left and right eyes |
| pictorial cues | cues to depth perception that are used to convey depth in drawing s and paintings |
| linear perspective | a cue to depth perception based on parallel lines coming together at a single point in the distance |
| texture gradiant | a perceptual cue to depth based on the texture of objects changing from coarse and distinct for nearby objects to finer and less distinct for distant objects. |
| intersensory redundancy | being attuned to information presented simultaneously to different sensory modes |
| theory of mind | ideas about connections between thought, beliefs, intentions, and behavior that create an intuitive understanding of the link between mind and behavior |
| schemes | according to Piaget, mental structures that organize informations and regulate behavior (psychological structures that organize experience |
| assimilation | according to Piaget, taking in information that is compatible with what is already known |
| accommodation | according to Piaget, changing existing knowledge based on new knowledge |
| equilibration | according to Piaget, a process by which when disequilibrium occurs, children reorganize their schemes to return to a state of equilibrium. |
| sensorimotor | infancy - birth to 2 years |
| Preoperational | more complex thinking, egocentric (preschool and early elementary school years- 2 to 6) |
| egocentrism | the child believes that all people see the world as they see it |
| centration | the child focuses on one aspect of the problem or situations but ignores other relevant aspects |
| appearance as reality | the child assumes that an object really is what it appears to be |
| concrete operational | middle and late elementary school years _ 7 to 11 |
| formal operational | adolescence and adulthood - 11 years and up |
| core knowledge hypothesis | the theory that infants are born with rudimentary knowledge of the world, which is elaborated based on experiences |
| mental hardware | mental and neural structures that are built in and that allow the mind to operate |
| mental software | mental programs that are the basis for performing particular tasks |
| attention | processes that determine which information is processed further by an individual |
| orienting response | an individual views a strong or unfamiliar stimulus, and changes in heart rate and brain wave activity occur |
| habituation | becoming unresponsive to a stimulus that is presented repeatedly. |
| classical conditioning | a form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus |
| operant conditioning | a form of learning in which reward and punishment determine the likelihood that a behavior will recur |
| imitation | babies will imitate the actions of other people |
| autobiographical memory | memories of the significant events and experiences of someone's own life |
| one to one principle | a counting principle that states that there must be one and only one number name for each object counted |
| stable order principle | a counting principle that states that number names must always be counted in the same order |
| cardinality principle | a counting principle in which the last number name denotes the number of objects being counted |
| zone of proximal development | the difference between what children can do with assistance and what they can do alone |
| scaffolding | a style in which teachers gauge the amount of assistance they offer to match the learners needs |
| private speech | a childs comments that are not intended for others but are designed instead to help regulate the childs behavior |
| phonemes | unique sounds used to create words, making them the basic building blocks of language |
| infant directed speech | speech that adults use with infants that is slow, has exaggerated changes in pitch and volume, and is thought to aid language acquisition |
| cooing | early vowel like sounds that babies produce |
| babbling | speech like sounds that consist of vowel consonant combinations and are common at about 6 months |
| fast mapping | a child connections between words and referents that are made so quickly that he or she cannot consider all possible meanings of the word. |
| underextension | when children define words more narrowly than adults do |
| overextension | when children define words more broadly than adults do |
| referential style | a language learning style of children whose vocabularies are dominated by names of objects, people, or actions |
| expressive style | a language learning style of children whose vocabularies include many social phrases that are used like one word. |
| telegraphic speech | speech used by young children that contains only words necessary to convey a message |
| grammatical morphemes | words or endings of words that make a sentence grammatical |
| overregularizations | grammatical usage that results from applying rules to words that are exceptions to the rule |
| hope | according to Erikson, an openness to new experience tempered by wariness that occurs when trust and mistrust are in balance |
| will | according to Erikson, a young child's understanding that he or she can act on the world intentionally, which occurs when autonomy, shame, and doubt are in balance |
| purpose | according to Erikson, a balance between individual initiative and willingness to cooperate with others |
| attachment | enduring socioemotional relationships between infants and their caregivers |
| secure attachment | a relationship in which infants have come to trust and depend on their mothers |
| avoidant attachment | a relationship in which infants turn from their mothers when they are reunited following a brief separation. |
| resistant attachment | a relationship in which, after a brief separation, infants want to be held but are difficult to console |
| disorganized (disoriented) attachment | a relationship in which infants don't seem to understand what's happening when they are separated and later reunited with their mothers |
| internal working model | an infants understanding of how responsive and dependable the mother is, which is thought to influence close relationships throughout the childs life |
| basic emotions | emotions experienced by humankind and that consist of three elements; a subjective feeling, a physiological change, and an overt behavior |
| social smiles | smiles that infants produce when they see a human face |
| stanger wariness | the first distinct signs of fear that emerge around 6 months of age when infants become wary in the presence of unfamiliar adults |
| social referencing | behavior in which infants in unfamiliar or ambiguous environments look at an adult for cues to help them interpret the situation |
| parallel play | when children play alone but are aware of and interested in what another child is doing |
| simple social play | play that begins at about 15-18 months and continues into toddlerhood, when talking and smiling at each other also occur |
| cooperative play | play that is organized around a theme, with each child taking on a different role, and that begins at about 2 years of age |
| enabling actions | individuals actions and remarks that tend to support others and sustain the interaction |
| constristing actions | interactions in which one partner tries to emerge as the victor by threatening or contradicting the other |
| prosocial behavior | any behavior that benefits another person |
| altruism | prosocial behavior such as helping and sharing in which the individual does not benefit directly from the behavior |
| empathy | experiencing another persons feelings |
| social role | a set of cultural guidelines about how one should behave, especially with other people |
| gender stereotypes | beliefs and images about males and females that are not necessarily true |
| relational aggression | aggression used to hurt others by undermining their social relationships |
| gender identity | a sense of oneself as male or female |
| gender-schema theory | a theory that states that children want to learn more about an activity only after first deciding whether it is masculine or feminine |
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mcr71852
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