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Unit 2 exam
Developmental psychology
| Question | Answer |
|---|---|
| cephalocaudal pattern | developmental sequence in which the earliest growth always occurs at the top- the head- with physical growth in size, weight, and feature differentiation gradually working from top to bottom |
| proximodistal pattern | developmental sequence in which growth starts at the center of the body and moves toward the extremities |
| the brain | the brain is still developing rapidly in infancy and do not mature uniformly |
| mapping the brain | the brain has two hemispheres, each with four lobes |
| frontal lobes | involved in voluntary movements, thinking, personality, and intentionality or purpose |
| occipital lobes | functions is vision |
| temporal lobes | have an active role in hearing, language processing, and memory |
| parietal lobes | play important roles in registering spatial location, attention, and motor control |
| myelination | the pace of which varies, increased connectivity among neurons creates new neural pathways |
| early experiences in the brain | the infants brain depends on experiences to determine how connections are made |
| neuroconstructivst view | biological processes and environmental condition influence the brains development |
| why do we sleep? | sleep replenishes and rebuilds the brain and the body, crucial for brain plasticity |
| infant sleep | typical newborn sleeps approx. 18 hours a day |
| REM sleep | the eyes flutter beneath closed lids, provides added self-stimulation and might promote the brains development in infancy |
| SIDS | condition that occurs when infants stop breathing and die without any apparent reason |
| breast vs bottle feeding | breast feeding is better for the child's health |
| outcomes for child breastfeeding | few gastrointestinal infections, fewer respiratory tract infections, protection against wheezing, fewer infections |
| outcomes for the mother | lower incidence of breast cancer and ovarian cancer, reduced rate of hospitalization |
| dynamic systems theory | the perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting |
| motor development | motor development is embodied, embedded, enculturated, and is enabling |
| reflexes | built-in reactions to stimuli that govern the newborn's movements |
| rooting reflexes | occurs when the infant's cheek is stroked or the side of the mouth is touched, the infant turns their head to find something to suck |
| sucking reflex | occurs when newborns automatically suck an object placed in their mouths |
| moro reflex | neonatal startle response that occurs in reaction to a sudden, intense noise or movement |
| grasping reflex | occurs when something touches the infant's palms, responds by grasping tightly |
| gross motor skills | involves large-muscle activities, such as walking |
| fine motor skills | involve more finely tuned movements, such as finger dexterity |
| palmer grasp | grasping with the whole hand |
| pincer grasp | grasping small objects with thumb and forefinger |
| visual acuity and human faces | newborns cannot see things that are far away |
| color vision | by 8 week infant can discriminate between some colors, by 4 months they have color preferences |
| depth perception | experiments indicate that infants can perceive depth |
| schemes | the actions or mental representations that organize knowledge |
| assimilation | occurs when using existing schemes to deal with new information or experiences |
| accommodation | occurs when children adjust schemes to fit new information and experiences |
| organization | grouping of isolated behaviors and thoughts into a higher-order system |
| sensorimotor stage | infants construct an understanding of the world by coordinating sensory experiences |
| simple reflexes | sensation and action are coordinated through reflexive behaviors such as rooting and sucking |
| primary circular reactions | schemes based on the attempt to reproduce events that initially occurred by chance |
| secondary circular reactions | actions are repeated because of their consequences |
| coordination of secondary circular reactions | infant must coordinate vision and touch, hand and eye, actions become outwardly directed, the infant readily combines and recombines previously learned schemes in a coordinated way |
| tertiary circular reactions | schemes in which an infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results |
| internalization of schemes | infant develops the ability to use primitive symbols |
| object permanence | an understanding that objects and events continue to exist when they cannot directly be seen, heard, or touched |
| conditioning | according to Skinner's theory of operant conditioning, the consequences of a behavior produce changes in the probability of the behavior's occurrence |
| attention | focusing of mental resources on select information |
| habituation | decreased responsiveness to a stimulus after repeated presentative |
| dishabituation | increase in responsiveness after a change in stimulation |
| joint attention | two or more individuals focus on the same object or event |
| memory | retention of information over time |
| language | a form of communication that can be spoken, written, or signed |
| crying | can signal distress; different types of cries signal different things |
| cooing | emerging at 2 to 4 months, is gurgling sounds that usually express pleasure |
| babbling | allows for social interaction |
| gestures | such as showing or pointing, emerge at about 7 to 15 months of age |
| receptive vocabulary | considerably exceeds spoken vocabulary |
| vocabulary spurt | begins at approx. 18 months |
| two-word utterances | to convey meaning, the child relies on gesture, tone, and context |
| interactionist view | children are biologically prepared to learn language but a child's experiences influence language acquisition |
| emotions | the feeling, or affect, that occurs when a person is in a state or interaction that is important to self and well being |
| biological, cognitive and environmental influences | cognitive processes influence infants' and children's emotional development, children learn cognitive strategies to control emotions and emotional arousal, relationships and culture provide diversity in emotional experiences |
| primary emotions | those present in humans and other animals, emerging early in life, such as joy, anger, sadness, fear, and disgust |
| self-conscious emotions | require self-awareness, especially consciousness and a sense of "me", such as jealousy, empathy, and embarrassment |
| basic cry | a rhythmic pattern usually consisting of a cry, a brief silence, a shorter whistle, then a rest before the next cry |
| anger cry | a variation of the basic cry, with more excess air forced through the vocal cords |
| pain cry | a sudden long, loud cry followed by a breath holding |
| reflexive smile | a smile that does not occur in response to external stimuli |
| social smile | smile in response to external stimuli |
| stranger anxiety | an infant's fear and wariness of strangers |
| separation protest | distressed crying of an infant when the caregiver leaves |
| temperament | individual differences in behavioral styles, emotions, and characteristics way of responding |
| easy child | Chess and Thomas' classification, generally in a positive mood, quickly establishes regular routines in infancy and adapts easily to new experiences |
| difficult child | Chess and Thomas' classification, reacts negatively and cries frequently, engages in irregular daily routines and is slow to accept change |
| slow to warm up child | Chess and Thomas' classification, has a low activity level and is somewhat negative and displays a low intensity of mood |
| Kagan's behavioral inhibition | focuses on differences between a shy, subdued, timid child and the sociable, extraverted, bold child |
| extraversion/surgency | Rothbart and Bates' classification, includes approach, pleasure, activity, smiling and laugher |
| negative affectivity | Rothbart and Bates' classification, includes fear, frustration, sadness and discomfort; these children are easily distressed |
| effortful control | Rothbart and Bates' classification, includes attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low intensity pleasure |
| goodness of fit | the match between a child's temperament and the environmental demands with which the child must cope |
| social referencing | "reading" emotional cues in others to help determine how to act in particular situation |
| attachment | close emotional bond between two people |
| Bowlby phase 1 of attachment | from birth to 2 months, infants direct their attachment to human figures |
| Bowlby phase 2 of attachment | from 2 to 7 months, attachment becomes focused on one figure |
| Bowlby phase 3 of attachment | from 7 to 27 months, specific attachments develop, with increased locomotion, babies actively seek contact with regular caregivers |
| Bowlby phase 4 of attachment | from 24 months on, children become aware of others' feelings and goals and account for them in their own actions |
| securely attached babies | use the caregiver as a secure base from which to explore the environment |
| insecure avoidant babies | show insecurity by avoiding the caregiver |
| insecure resistant babies | cling to the caregiver, then resist the caregiving by fighting against the closeness |
| insecure disorganized babies | appear disoriented, showing strong patterns of avoidance and resistance |
Created by:
taylor.post