Dominant Cerebral Hemisphere
Greater capacity of one side of the brain to carry out skilled motor action.
Structure that aids in balance and control of body movements.
Inner-brain structure that plays a vital role in memory and in images of space we use to help us find our way. (168)
Unergoes rapid synapse formation and myelination in the second half of the first year, when recall memory and independent movement emerge.
Large bundle of fibers connecting the two hemispheres of the cerebral cortex. Supports smooth coordination of movements on both sides of the body and integration of many aspects of thinking including perception, attention, memory, language and problem solving. (168)
Production of synapses and myelination of this area of the brain peak between 3 and 6 years, then continue more slowly through adolescence.
Gland located at the base of the brain that releases hormones that induce physical growth, such as GH and TSH. (168)
Hormone necessary for development f all body tissues except the CNS and the genitals.
Children who lack this hormone reach an average mature height of only 4ft 4in. without treatment.
Prompts the thyroid gland in the neck to release thyroxine, which is necessary for brain development and for GH to have its full impact on body size.
Infants born with a deficiency of this hormone must receive it at once, or they will be mentally retarded.
Oral Reydration Therapy
Mixture of glucose, salt and water. Used to treat diarrhea by quickly replacing fluids the body loses.
Piaget. Spans the years 2 to 7. The most obvious change is in an extraordinary increase in representational, or symbolic, activity.
He did not regard language as major ingredient in childhood cognitive change. Instead he believed that sensorimotor activity leads to internal images of experience, which children then label with words.
Make-believe play with others that is under way around age 2 and increases rapidly during the next few years. (174)
The ability to view a symbolic object as both an object in its own right and a symbol. (175)
Failure to distinguish the symbolic viewpoints of others from one's own. Assume that others perceive, think and feel the same way they do. (175)
The belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings and intentions.
Prevents preschoolers' from accommodating, or reflecting on and revising their faulty reasoning in response to their physical and social worlds.