Human Development Exam 2
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countryrd16 on October 9, 2011
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73 terms
Terms | Definitions |
|---|---|
 Reflexes | Inborn, automatic responses to stimulation, adaptive value, prepare for future motor skills, tell us about health of nervous system. |
| Moro reflex | reflex when baby is startled or playdropped, it puts out arms and then brings limbs to midline |
| Stepping reflex | Reflex that causes newborn babies to make little stepping motions if they are held upright with their feet just touching a surface |
| Palmar grasp | An infant reflex that occurs when something is placed in the infant's palm; the infant grasps the object. |
| Swimming reflex | 4-6 months/ infants tendency to paddle and kick in a sort of swimming motion when lying face down in a body of water |
| Rooting reflex | a baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search for the nipple |
| Tonic reflex | when infant is supine and head turns to one side, the same arm and leg are extended, and the same arm and leg are flexed. this disappears after 3-4 months, and then the head is maintained at midline |
| Babinski | extension upward of the toes when the sole of the foot is stroked firmly on the outer side from the heel to the front |
| Sucking reflex | Reflex that causes a newborn to make sucking motions when a finger or nipple if placed in the mouth |
| Eye Blink reflex | permanent reflex. infant quickly closes eyelids. protects infant from strong stimulation. |
| Sense of Touch | Helps stimulate early physical growth and emotional development, reflexive behaviors, sensitivity to pain |
| Sense of Smell and Taste | Can distinguish basic tastes, Amniotic fluid is rich in tastes and smells that vary with mother's diet, preferences development in utero, can identify mother at birth, prefer sweet tastes, learn to like new tastes quickly |
| Sense of Hearing | Can hear a wide variety of sounds and sensitivity improves greatly over the first few months, well developed at birth, hear variety of sounds and pitches, prefer complex sounds, learn patterns quickly, sensitivity to voices and seem prepared to learn language. |
| Sense of Vision | Least developed sense at birth, can't see far away or focus clearly, try to track objects, color improves over first 3 months, visual structures in the eye and brain are not fully formed, can only see a couple of feet. |
| Motor skills development | A combination of cognitive and physical development, whereby humans develop the ability to perform a wide range of tasks |
| Gross- Motor Development | control over actions that help infants get around in the environment., such as crawling, standing and walking. |
| Fine- Motor Development | smaller movements, such as reaching and grasping |
| Factors of Motor Skills | CNS development, body's movement capacity, child's goals, environmental supports |
| Body Growth | Gain 50% in height from birth to age 1, 75% by age 2, grow in spurts, gain baby fat until 9 months, then get slimmer, fat helps regulate temp, girls slightly shorter and lighter than boys, some ethnic differences |
| Growth Trends | Head grows first then body, arms grow before hands etc. Measure weight, height, head circumference through toddlerhood |
| Cephalocaudal | "head to tail" lower part of body grows later than the head |
| Proximodistal | "near to far" extremities grow later than head, chest and trunk |
| Influences on Early Growth | Heredity, nutrition, emotional well- being |
| Heredity | the biological process whereby genetic factors are transmitted from one generation to the next |
| Nutrition | Breast feeding v. bottle feeding, malnutrition |
| Emotional well- being | problems can cause failure to thrive |
| Benefits of Breast Feeding | Correct fat- protein balance, nutritionally complete, promotes healthy growth patterns, disease protection, better tooth and jaw development, ensures digestibility, easier transition to solid food, breast feed for 2 years |
| Types of Malnutrition | marasmus, kwashiorkor, iron-deficiency anemia, food insecurity |
| Marasmus | extreme malnutrition and emaciation (especially in children) |
| Kwashiorkor | a form of protein deficiency, most often seen in starving children, characterized by retarded growth and abdominal distention caused by liver enlargement |
| Iron- deficiency anemia | a form of anemia due to lack of iron in the diet or to iron loss as a result of chronic bleeding |
| Food insecurity | Typical in low income families, food might be provided but it is not nutritional or is not always available. |
| Consequences of Malnutrition | Physical symptoms, growth and weight problems, poor motor development, learning and attention problems, passive, irritable, and anxiety |
| Emotional well being | attention is a vital as food for healthy physical growth |
| Habituation | study of how babies get bored |
| Imitation | method of learning, more difficult to induce in babies 2 to 3 months old than right after birth, |
| Andrew Meltzoff | newborns imitate as much as older children and adults |
| Mirror Neurons | enable us to observe another person's behavior while stimulating that behavior in our own brain, crying when someone else is crying or feeling their sadness. |
| Piaget's Sensory Motor stage | spans the first 2 years of life, organized ways of making sense of experiences, called schemes, change with age most complex period of development |
| Building Schemes | Adaption, Assimilation, Accommodation |
| Adaption | building schemes |
| Assimilation | using current schemes to interpret external world |
| Accommodation | adjusting old schemes and creating new ones to better fit environment |
| Cognitive equilibrium | In Piagetian theory, a state in which children's schemas are in balance and are undisturbed by conflict, children are not changing much, prompts assimilation |
| Cognitive Disequilibrium | Piaget's term for when a new experience or idea does not fit a person's existing understanding (dog has 4 of the 5 features of a cat, but doesn't know what a dog is yet) prompts accommodation |
| Organization | new schemes are rearranged, linking them with other schemes to create a strongly interconnected cognitive system. |
| Circular reaction | repeating events become strengthened into a new scheme |
| Sensorimotor Substages | stages from birth to 2 years old |
| Reflexive Schemes | birth to 1 month, newborn reflexes |
| primary circular reaction | 1 to 4 moths, simple motor habits centered around own body |
| secondary circular reactions | 4 to 8 months, repeat interesting effects in soundings |
| coordination of secondary circular reaction | 8-12 months, intentional, goal directed behavior, object permanence |
| tertiary circular reactions | 12-18 months, explore properties of objects through novel actions |
| mental representations | 18 months- 2 years internal depictions of objects or events, deferred imitation |
| goal- directed | coordinating schemes deliberately to solve simple problems |
| object permanence | understanding that objects continue to exist when they are out of sight |
| deferred imitation | remember and copy the behavior of models who are not present |
| Vygotsky's Sociocultural Theory | social contexts contribute to cognitive development |
| Zone of Proximal Development | tasks a child cannot do alone but can learn to do with help, scaffolding |
| Three Theories of Language Development | B.F. Skinner (Behaviorist), Noam Chomsky (Nativist), Interactionist |
| Behaviorist | Language is learned through operant conditioning (reinforcement) and imitation |
| Nativist | inborn language acquisition (LAD) biologically prepares infants to learn rules of language |
| Interactionist | inner capacities and environment work together, social context is important |
| First speech sounds | cooing (vowel like noises) babbling (repeat consonant- vowel comb.) |
| Joint attention | child attends to the same object or event as the as the care giver |
| give and take | ex. pat-a-cake, peekaboo |
| preverbal gestures | direct adults' attention ex. pointing to cupboard to get a cookie |
| First words | underextension and overextension |
| underextension | apply words too narrowly ex. bear |
| overextension | applying a word to a wider collection of objects and events ex. using car for buses, trains, trucks, and fire engines |
| Two- word utterances | most children show a steady continuous increase in the rate of word learning through the preschool years. telegraphic speech |
| telegraphic speech | focus on high content words, omitting smaller, less important ones |
| lateralization | specialization of the left and right hemispheres of the brain |
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