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CAP Ch. 7 and 6.4
| Question | Answer |
|---|---|
| of all organs of the body, the ___ grows most rapidly in early childhood | brain |
| DST - what are motor skill components of toilet training? | controlling sphincter muscles that manage urination and defecation and acquiring skill to pull their pants down and climb up on the potty chair safely |
| DST - cognitive aspects of toilet training? | child's understanding of how to use the toilet or potty chair, goal to become potty-trained, anticipate needing to visit the toilet and plan ahead to accomplish the task |
| DST - perceptual aspects of potty training? | child's recognition of bodily signals that they are about to urinate or defecate |
| DST - environmental components of potty training? | parents supplying a potty chair or modified toilet, how parent encourages and praises child, and ethnic and cultural attitudes towards toilet training |
| children might be ready for potty training if | remain dry for 2 or more hours per day, complaining about a wet diaper, stating they want to wear training pants or real underwear, and showing interest in sitting on the potty |
| The thinning of the cortex is thought to be due to | both synaptic pruning and compression of grey matter |
| Increases in brain volume are thought to be due to | increased folding |
| the biggest increases in the surface area of the cerebral cortex are ___ (governs executive functions) and ___ (underlies speech, language, and memory). | prefrontal cortex, temporal association areas |
| The biggest decreases in cortical thickness during early childhood occur in the ____ that govern executive functions, as well as ___ and ____ areas that process spatial and visual information. | prefrontal, parietal and occipital areas |
| Myelinated fibers cluster in bundles called ____ that connect one brain area to another. | white matter tracks |
| connects regions of left and right hemispheres and allows children to coordinate actions of left and right sides of body more effectively | corpus callosum |
| Lower family income and lower parental education are associated with ______ cortical grey matter, hippocampus and amygdala, ___ growth of white matter, ____ cortical surface area and ____ cortex | reduced, slower, smaller cortical surface area, thinner |
| environmental influences in the child's immediate surroundings (prenatal health, nutrition, toxin exposure, cognitive and linguistic stimulation, stress, and parenting behavior) | proximal influences |
| Low-income children with insensitive parents _____, while high-income children outperform low-income children | learn to attend to and remember social and emotional stimuli, on executive function and memory tasks with non-socioemotional stimuli |
| deliberate and conscious control of thoughts, actions, and emotions in order to achieve goals or solve problems | executive functions |
| three specific processes of executive functions | working memory, inhibition of responses and thoughts, shifting between mental states |
| measures executive function in which children perform a card-sorting task on the basis of color. Then, researchers shift the rule into sorting cards based on shape | Dimensional Change Card sort task |
| once children learn how to walk efficiently, they develop ___, the components that make up more complex motor skills, such as balancing one foot, bending the other leg backward, hopping, skipping, and throwing | fundamental movement skills |
| movements made by the arm when writing or drawing; holding crayon or pencil against palm | immature power grip |
| movements made mostly by the wrists and fingers; holding pencil or crayon with their thumb, index, and middle finger | advanced tripod grip |
| preference for one hand and greater skill in using one hand over the other determined by multiple genetic and environmental influences | handedness |
| factors influencing hand preferences | unidentified genes, prenatal experiences, extensive practice at motor skills, and cultural preferences |
| a working model of relationships stemming from ____ and _____ attachment might set infants up to avoid or be ambivalent about future social relationships | insecure, disorganized |
| A _____ attachment relationship has been hypothesized to reduce the incidence of externalizing and internalizing problems | secure |
| toddlers with ____ attachments have the greatest risk of developing externalizing problems, and those with ____ attachments the greatest risk of developing internalizing problems (small effect sizes) | disorganized, avoidant |
| Insecurely attached children who had highly sensitive mothers at 24 months had stronger developmental outcomes than securely attached children with insensitive mothers at 24 months, indicating that | the course of development depended more on changes in parenting behavior during the toddler years, rather than on the original attachment classification |
| proposed that the attachment figure would help infants learn to regulate their physiological and behavioral reactions to stress | Bowlby |
| cortisol diurnal rhythm and reactivity to stressors is affected by both | parental sensitivity and attachment quality |
| Children with insecure or disorganized attachments, or who have rejecting, inconsistent, or intrusive parents, tend to show | atypically low daily levels, as well as blunted responses to stressors |
| Insensitive parenting by the mother in the first 3 years was associated with ____ cortisol levels at age 15 | lower |
| adolescents with a history of parental depression and neglect or institutional rearing have been found to have an ____ amygdala | enlarged |
| one of the body's stress response systems that uses the cortisol hormone to help the body manage a response to psychological or physical stress | hypothalamic-pituitary-adrenocortical (HPA) axis |
| the process by which parents and other adults teach children what behaviors are appropriate or inappropriate in their family and culture | socialization |
| an orientation that occurs when a child's emotions and attempts to be independent are met with warmth and firmness by the parent | mutually responsive orientation |
| When parents establish rules and explain them patiently, | children are more likely to develop an understanding of what is acceptable and what is not. |
| Power-assertive techniques (stern commands, physical restraints, shaming techniques, and physical punishment), are associated with children who | tend to break rules when the parent is not present. |
| List three strategies to help toddlers be more cooperative: give child ___, let them ___, and follow _____ | secure agreements, choose to satisfy their child's desire for autonomy and build self-regulation skills, consistent routines |
| voluntary actions to help another stemming from need for people to cooperate in pursuit of group goals | prosocial behaviors |
| obligatory choices about right or wrong that concern issues of harm, personal welfare, and individual rights; thoughts, actions and emotions pertaining to behavior; universal, not subject to modification | moral rules |
| socially acceptable conduct in particular social contexts; less universal, more subject to modification | social conventional rules |
| children's understanding of moral and social conventional rule emerges out of social interactions with others; beginning in infancy | social interactionist, constructivist |
| 0-6 months - first step towards morality is to be concerned with or affected by another person's actions | caring |
| 6-18 months - in the second stage of moral development, children engage in their own helpful as well as harmful actions toward others, and strong reactions from their caregivers help children learn how their actions affect others | affecting |
| 18-30 months - third phase of moral development where toddlers are concerned with promoting and protecting others' welfare, as distinct from simply engaging in social interaction with them | promoting and protecting others' welfare |
| the ability to feel an emotion to one another person is experiencing | empathy |
| 30-48 months - fourth phase where children view moral infractions as always wrong, not matter who the morally bad actor is, whether or not the child knows or likes that person or character | judging |
| each child plays alone and separately in a sandbox or area of toys | solitary play |
| two children participate in the same activity without communicating with one another | parallel play |
| talking, exchanging toys, smiling, mutual imitation, and touching each other nonaggressively | simple social play |
| the study of atypical physical, cognitive, social, and emotional development | developmental psychopathology |
| a neurodevelopmental disorder involving impairments in social communication and a restrictive range of interests in activities and repetitive behaviors | autism spectrum disorder |
| although the precise cause of ASD is unknown, the consensus is that the disorder is | biologically based |
| what is the most common sleep-related problem for children aged 2 to 5? | stalling before bedtime |
| what are the benefits of setting a consistent bedtime routine for children (reading a story, listening to music, turning on a nightlight)? | children develop independence and self-regulation abilities, calming child down from busy day of activities, and adding another hour of sleep per night |
| a dream that disturbs or scares a child during REM sleep | nightmares |
| episodes of intense fear, screaming, and flailing during NREM sleep | night/sleep terrors |
| young children prefer foods that are high in | sugar, salt, protein, and fat |
| offering children small portions of the same food repeatedly indicated that children | develop a preference for the foods they eat most often |
| List three other techniques to encourage kids to eat healthy food | associating nutritionally sound foods with pleasant environmental consequences, "super-sizing" portions of vegetables and fruits, and building on children's intuitive theories of nutrition through storybooks |
| a condition where a child or family does not have a regular supply of nutritious | food insecurity |
| a respiratory condition that causes difficulty in breathing | asthma |
| children ages 2 to 5 slept an average of ____ hours per day | 9.5 |
| children with a combination of _____ and _______ were more likely to exhibit behavioral problems | negative emotionality, difficulty falling asleep |
| children who had more frequent nightmares tended to show signs of having an ____ or ____ temperament already at 17 months of age, but they also had more _____ during the day | anxious, fussy, more conflict with parents |
| Fatal injuries most commonly involve | motor vehicle accidents or drowning |
| Boys are more likely than girls to be injured or killed due to temperamental differences such as | boys being more active and impulsive, different rates of physical maturation and motor development, and societal and parental attitudes about boys exploring unsafe situations and taking risks |
| Young children are less able to resist partaking in risky behavior because | they are still developing their executive functions and have less knowledge of what is safe or unsafe and less ability to anticipate and asses the danger or risk involved in a situation before acting on it |
| Parental _____ and _____ in the home are important to reducing the rate of injuries and accidental death | instruction in safety rules, oversight |
| children grow ____ inches and gain ____ pounds per year | 2 to 3, 5 to 7 |
| attention, visual processing skills, communication between and specialization of hemispheres improve because of the thickening of | myelin |
| Executive functions improve as the ____ develops | prefrontal cortex |
| List Kellogg's Four Stages in Children's Drawings | scribbles, placement stage, shape stage, pictoral stage |
| Children draw tadpoles in the shape/design stages because children draw what they know rather than what they see | Piaget |
| Children draw tadpoles in the shape/design stages because tadpoles result from deficiency in recall, not deficient concepts | Freeman |
| Children draw tadpoles in the shape/design stages because of limited repertoire of geometric shapes | Golomb |
| Young children need __ and _, and their appetite _____ and becomes ______ | snacks, routine, decreases, erratic |
| Six tips for establishing healthy eating patterns | recognize that appetite varies, keep it pleasant, no short order chefs, limit choices, serve balanced meals, and do not bribe |
| Physical cons of media | couch potato effect: number of hours watching TV positively correlated with obesity |
| Cognitive cons of media | lower vocab, fast-paced shows lower executive functioning, exposure to commercials (difficulty discerning commercials from program content) |
| Social cons of media | negative modeling (aggression, stereotypes, mean behavior), second-hand TV viewing reduces verbal interactions with parents |
| Pros of media | some cognitive and social benefits for certain shows, entertaining, exposure to new ideas and culture, educational television for preschoolers |
Created by:
alumesi