Term
| By 2 years, height has increased by ___% and weight has: |
|
Definition
| height has increased by 75% and weight has quadrupled. |
|
|
Term
| At birth, which physical structure is nearest to its adult size? |
|
Definition
|
|
Term
| "use it or lose it" describes which process? |
|
Definition
| synaptogenesis and pruning. describes used connections strengthen and survive, unused ones are "pruned". |
|
|
Term
| What was the relationship between age at adoption and mental test scores? |
|
Definition
| if adopted before 6 months they had average scores, if adopted after 6 months had lower scores. |
|
|
Term
| is cosleeping more common in the U.S. or the rest of the world? |
|
Definition
|
|
Term
| what are the risks of cosleeping? |
|
Definition
| parents using alcohol or drugs, or the bedding being too soft. |
|
|
Term
| what are the benefits of cosleeping? |
|
Definition
| it helps infants sleep, makes breast feeding more convenient, and provides valuable bonding time. it may help safeguard infants at risk for SIDS. |
|
|
Term
| what percent of U.S. moms breastfeed initially? |
|
Definition
|
|
Term
| what percent of moms breastfeed after one year? |
|
Definition
|
|
Term
| what is the age that you should breastfeed until? |
|
Definition
|
|
Term
| what is the average age and age range in which children crawl? |
|
Definition
| 7 months; 5-11 month age range. |
|
|
Term
| what is the average age and age range in which children walk alone? |
|
Definition
| 11 months, 3 weeks (average 12 months); 9-17 months age range. |
|
|
Term
| why did the Iranian orphans begin walking late? |
|
Definition
| as infants they spent days on their backs in cribs, and didn't move on their own until age 2 (scooting on butts instead of crawling.) only 15% walked by 3-4 years of age. |
|
|
Term
| which motor skill is believed to play the greatest role in infant cognitive development? |
|
Definition
|
|
Term
| what are the findings on make-believe play? |
|
Definition
| first learned under guidance of experts, based both on child readiness and social experiences that encourages it. it's a major means in which they extend their cognitive and social skills. |
|
|
Term
| what is the average IQ score? |
|
Definition
|
|
Term
| what is the standard deviation? |
|
Definition
|
|
Term
| the average IQ range is from __ to__? |
|
Definition
|
|
Term
| someone who scores 130 on an IQ test scored better than __% of agemates? |
|
Definition
|
|
Term
| someone who scores 70 on an IQ test, scored worse than __% of agemates |
|
Definition
|
|
Term
| how does children talking to parents relate to IQ? |
|
Definition
| really important, how much you talk to your child contributes to academic achievement. |
|
|
Term
| how does poverty relate to IQ? |
|
Definition
| gradual decline in IQ associated with poverty. |
|
|
Term
| what is the Carolina Abecedarian Project and what were the outcomes? |
|
Definition
| intervention where there was a control group and a treatment group. the treatment group was getting full time childcare around preschool group, while control didn't. the treatment group had better ranking scores, lower rates of drug use, higher rate of attending more years in school, etc. |
|
|
Term
| children speak their first word around what age? |
|
Definition
|
|
Term
| by age 6, children have a vocabulary of how many words? |
|
Definition
|
|
Term
| what is the relationship between age and second-language competence? |
|
Definition
| it gets worse. ability to learn a language decreases continuously with age. |
|
|
Term
| what do children learn from games such as pat-a-cake and peekaboo? |
|
Definition
| taking turns, and related to language: turn taking pattern like in human conversations. |
|
|
Term
| what kinds of words are typically among a child's first? |
|
Definition
| People: mom, dad. objects that move: ball. foods, animals (especially if they have pets), familiar/outcomes of actions, and social terms (hi, bye.) |
|
|
Term
| what are the findings on parent-child interaction with deaf children? |
|
Definition
| 90% have hearing parents that are not fluent in sign language. they are often delayed in language and make-believe play, and then later on deficient in social skills and impulse control. if you can't communicate easily then you can't express impulses. the problem isn't deaf but the fact that they can't communicate efficiently because of the language barrier. deaf kids with deaf parents are fine. |
|
|
Term
| What are Thomas and Chess' 3 types of temperament? |
|
Definition
| easy child, difficult child, slow to warm up child. |
|
|
Term
| define easy child (Thomas and Chess) |
|
Definition
| cheerful and adapts easily to new experiences |
|
|
Term
| define difficult child (Thomas and Chess) |
|
Definition
| irregular in routines, slow to accept new experiences, tends to react negatively and intensely |
|
|
Term
| define slow to warm up child (Thomas and Chess) |
|
Definition
| mild reactions, negative mood, adjusts slowly to new experiences. |
|
|
Term
| what % could not be categorized (in Thomas and Chess types of temperament)? |
|
Definition
35%
"show a blend of multiple styles" |
|
|
Term
| long term prediction from early temperament is best achieved after age ___ |
|
Definition
|
|
Term
| What is the rhesus monkey study and what did it show? |
|
Definition
| had a cloth "mother" and a wire with food "mother". monkeys preferred cloth, which shows that it's about more than just food. has to do with security and comfort for mothers. |
|
|
Term
| what are the 4 types of attachment? |
|
Definition
| secure, anxious/avoidant, anxious/ambivalent (resistant), disorganized. |
|
|
Term
| define secure attachment in terms of the strange situation |
|
Definition
| attachment pattern characterizing infants who use the parent as a secure base from which to explore and may be distressed by parental separation but actively seek contact and are easily comforted by the parent when she returns. |
|
|
Term
| define avoidant attachment in terms of the strange situation. |
|
Definition
| the attachment pattern characterizing infants who seem unresponsive to the parent when she is present, are usually not distressed by parental separation, and avoid or are slow to greet the parent when she returns. |
|
|
Term
| define resistant attachment in terms of the strange situation. |
|
Definition
| the attachment pattern characterizing infants who seek closeness to the parent before her departure, are usually distressed when she leaves, and combine clinginess with angry, resistive behavior when she returns. |
|
|
Term
| define disorganized attachment in terms of the strange situation |
|
Definition
| the attachment pattern reflecting the greatest insecurity, characterizing infants who show confused, contradictory behaviors when reunited with the parent after a separation. |
|
|
Term
| what type of caregiving is associated with secure attachment? |
|
Definition
| sensitive caregiving: responds to infant promptly and sensitively. |
|
|
Term
| what type of caregiving is associated with avoidant attachment? |
|
Definition
| intrusive caregiving: unavailable and/or rejecting. |
|
|
Term
| what type of caregiving is associated with resistant attachment? |
|
Definition
| inconsistent caregiving: inconsistent. |
|
|
Term
| what type of caregiving is associated with disorganized attachment? |
|
Definition
| abusive, neglecting, deficient parenting. |
|
|
Term
| what did the study of "late adoptees" teach us about the age when children can form attachments? |
|
Definition
| There were many children in the orphanage, and their environment was okay. the problem was the high turnover rate in staff, there wasn't someone for them to specifically attach to, and most get adopted after age 4. first attachment can develop around 4-6 years of age, but also saw more attachment difficulties like being too friendly with strangers. |
|
|
Term
| role of fathers: they devote more time to _____? |
|
Definition
|
|
Term
| role of mothers: they devote more time to ______? |
|
Definition
| physical care (changing diapers), and expressing affection. |
|
|
Term
| what do we know about continuity of caregiving and later development? |
|
Definition
| bad situation at 6 years old doesn't mean that it will stay bad for your whole life. does it get better or worse and THAT'S the impact on the child. |
|
|
Term
| strong rooting reflex to adult's finger than own hand demonstrates _______? |
|
Definition
the beginning of self-awareness.
touch side of baby's cheek, the baby will turn. if baby's own hand touches cheek, they don't respond. |
|
|
Term
| at what age do children typically pass the "rouge test" or "mirror test"? |
|
Definition
|
|
Term
| around what age do children develop empathy? |
|
Definition
|
|
Term
| how do children show empathy? |
|
Definition
| understand other person is upset, but they want to help them by giving them what THEY would want if they were upset as opposed to what the OTHER would want. |
|
|
Term
| show a correct way for APA formatting. |
|
Definition
Butterworth, M.R. (2013) Title of the journal.
Infants and children.
TITLE IS ITALICIZED, SECOND LINE IS INDENTED, LAST NAME FIRST, NO FIRST NAME JUST INITIALS. |
|
|
Term
| define cephalocaudal trend. |
|
Definition
| organized pattern of physical growth in which the head develops more rapidly than the lower part of the body: "head to tail". |
|
|
Term
| define proximodistal trend: |
|
Definition
an organized pattern of physical growth that proceeds from the center of the body outward. "near to far".
extremities grow later than the head, chest, and trunk. |
|
|
Term
|
Definition
loss of synapses by seldom-stimulated neurons, a process that returns them to an uncommitted state so they can support future development.
"use it or lose it" process: used connections strengthen and survive, and unused ones are "pruned". |
|
|
Term
|
Definition
| the coating of neural fibers with myelin, an insulating fatty sheath that improves the efficiency of message transfer. |
|
|
Term
|
Definition
| the capacity of various parts of the cerebral cortex to take over functions of damaged regions. declines as hemispheres of the cerebral cortex lateralize. |
|
|
Term
| define experience-expectant growth |
|
Definition
| the young brain's rapidly developing organization, which depends on ordinary experiences: opportunities to see and touch objects, to hear language and other sounds, and to move about and explore the environment. |
|
|
Term
| define experience-dependent growth |
|
Definition
| growth and refinement of established brain structures as a result of specific learning experiences that vary widely across individuals and cultures. |
|
|
Term
|
Definition
| a disease caused by a diet low in all essential nutrients that usually appears in the first year of life and leads to a wasted condition of the body. |
|
|
Term
|
Definition
| a disease caused by an unbalanced diet very low in protein, which usually appears after weaning, between 1 and 3 years of age. symptoms include an enlarged belly, swollen feet, hair loss, skin rash, and irritable, listless behavior. |
|
|
Term
|
Definition
| uncertain access to enough food for a healthy, active life. high among single-parent families (35%) and low-income ethnic minority families (26%). |
|
|
Term
|
Definition
| failure of an infant to grow normally, characterized by weight, height, and head circumference substantially below age-related norms and by withdrawn, apathetic behavior, with a disturbed parent-infant relationship often a contributing factor. |
|
|
Term
| define classical conditioning |
|
Definition
| form of learning that involves associating a neutral stimulus with a stimulus that leads to a reflexive response. once the nervous system makes the connection between the two stimuli, the neutral stimulus alone will produce the response. |
|
|
Term
| give an example of classical conditioning |
|
Definition
| unconditioned stimulus (breast milk) → unconditioned response (sucking). Neutral stimulus (forehead stroking), UCS, UCR. Conditioned stimulus (forehead stroking) → conditioned response (sucking) |
|
|
Term
| define operant conditioning |
|
Definition
| a form of learning in which a spontaneous behavior is followed by a stimulus that influences the probability that the behavior will occur again. |
|
|
Term
| give an example of operant conditioning |
|
Definition
Reinforcement: increases probability of behavior occurring again; presenting desirable stimulus and removing unpleasant stimulus.
Punishment: reduces probability of behavior occurring again; presenting unpleasant stimulus and removing desirable stimulus. |
|
|
Term
| define gross-motor-skills |
|
Definition
| refers to control over actions that help infants get around in the environment, such as crawling, standing, and walking. |
|
|
Term
|
Definition
| has to do with smaller movements, such as reaching and grasping. |
|
|
Term
|
Definition
| the action possibilities that a situation offers an organism with certain motor capabilities. discovering affordances plays a major role in perceptual differentiation. |
|
|
Term
| what is the best estimate of a child's physical maturity? |
|
Definition
| skeletal age, a measure of development of the bones of the body. |
|
|
Term
| define sensorimotor stage |
|
Definition
| Piaget's first stage, spanning the first two years of life, during which infants and toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment. |
|
|
Term
|
Definition
| that part of adaptation in which the external world is interpreted in terms of current schemes. |
|
|
Term
| give an example of assimilation |
|
Definition
| a two year old child sees a man who is bald on the top of his head and has long frizzy hair on the sides and shouts “clown, clown”. |
|
|
Term
|
Definition
| adjusting old schemes and creating new ones to better fit the environment |
|
|
Term
| give an example of accommodation |
|
Definition
| boy’s father explains that he’s not a clown, even though his hair looks like a clown’s. with this new knowledge the boy changed his scheme of “clown” and make this idea fit better to a standard concept of “clown”. |
|
|
Term
|
Definition
| the understanding that objects continue to exist when they are out of sight. |
|
|
Term
|
Definition
| the conscious part of the working memory that directs the flow of information through the mental system by deciding what to attend to, coordinating incoming information with information already in the system, and selecting, applying, and monitoring strategies. |
|
|
Term
|
Definition
| the part of the mental system in which sights and sounds are represented directly and stored briefly before they either decay or are transferred to working memory. |
|
|
Term
|
Definition
| (short term memory). the part of the mental system where we actively "work" on a limited amount of information, actively applying mental strategies so the information will be retained and used effectively. |
|
|
Term
|
Definition
| the largest storage area in the mental system containing our permanent knowledge base. |
|
|
Term
| define Zone of Proximal Development |
|
Definition
| in Vyotsky's theory, a range of tasks too difficult for a child to do alone but possible with the help of more skilled partners. |
|
|
Term
|
Definition
| adjusting the support offered during a teaching session to fit the child's current level of performance. as competence increases, the adult gradually and sensitively withdraws support, turning responsibility over to the child. |
|
|
Term
| define language acquisition device |
|
Definition
| in Chomsky's theory, an innate system containing a universal grammar, or set of rules common to all languages, that enables children, no matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they have learned enough words. |
|
|
Term
|
Definition
| making pleasant vowel sounds |
|
|
Term
|
Definition
| adding consonants to their cooing sounds and repeating syllables |
|
|
Term
|
Definition
| a state in which the child and caregiver attend to the same object or event and the caregiver labels what the child sees. supports language development. |
|
|
Term
|
Definition
| an early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate. |
|
|
Term
|
Definition
| an early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate. |
|
|
Term
| define telegraphic speech |
|
Definition
| toddlers' two-word utterances that, like a telegram, focus on high-content words while omitting smaller, less important ones. |
|
|
Term
| define child-directed speech |
|
Definition
| form of language adults use to speak to infants and toddlers, consisting of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts. |
|
|
Term
| define basic trust vs mistrust |
|
Definition
| in Erikson's theory, the psychological conflict of infancy, which is resolved positively when the balance of care is sympathetic and loving. |
|
|
Term
| in terms of the child and their thoughts, define trust |
|
Definition
| thinks the world is a safe place and will be good to him/her |
|
|
Term
| in terms of the child and their thoughts, define mistrust |
|
Definition
| protects him/herself by withdrawing from the world because kindness from others cannot be expected. |
|
|
Term
| define autonomy vs shame and doubt |
|
Definition
| in Erikson's theory, the psychological conflict of toddlerhood, which is resolved favorably when parents provide young children with suitable guidance and reasonable choices. |
|
|
Term
| in terms of the child and their thoughts, define autonomy |
|
Definition
| confidence to act on his/her own |
|
|
Term
| in terms of the child and their thoughts, define shame and doubt |
|
Definition
| lacking a healthy sense of individuality |
|
|
Term
|
Definition
| emotions such as happiness, interest, surprise, fear, anger, sadness, and disgust that are universal in humans and other primates and have a long evolutionary history of promoting survival. |
|
|
Term
| define self-conscious emotions |
|
Definition
| emotions involving injury to or enhancement of the sense of self, such as guilt, shame, embarrassment, envy, and pride. |
|
|
Term
|
Definition
| role of the familiar caregiver as a point from which the infant explores, venturing into the environment and then returning for emotional support. |
|
|
Term
| define social referencing |
|
Definition
| actively seeking emotional information from a trusted person in an uncertain situation. |
|
|
Term
| define emotional self-regulation |
|
Definition
| strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. |
|
|
Term
| what does emotional self-regulation require? |
|
Definition
| young infants rely on caregivers to sooth them and to contribute to their self-regulation style. |
|
|
Term
|
Definition
| early-appearing, stable individual differences in reactivity (quickness and intensity of emotional arousal, attention, and motor activity) and self-regulation (strategies that modify reactivity.) |
|
|
Term
|
Definition
| establishment of regular routines in infancy, general cheerfulness, and easy adaptation to new experiences. |
|
|
Term
|
Definition
| irregular daily routines, slow acceptance of new experiences, and a tendency to react negatively and intensely. |
|
|
Term
| define slow-to-warm-up child |
|
Definition
| is inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences. |
|
|
Term
| define goodness-of-fit model |
|
Definition
| a model that describes how favorable adjustment depends on an effective match, or good fit, between a child's temperament and the child-rearing environment. |
|
|
Term
|
Definition
| the strong affectionate tie that humans have with special people in their lives, which leads them to feel pleasure when interacting with those people and to be comforted by their nearness in times of stress. |
|
|
Term
| define ethological theory of attachment |
|
Definition
| views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, customs, and resources. |
|
|
Term
| define separation anxiety |
|
Definition
| an infants distressed reaction to the departure of the familiar caregiver. |
|
|
Term
| define internal working model |
|
Definition
| a set of expectations about social interactions, constructed without conscious control or reflection, through interactions with the caregiver. |
|
|
Term
|
Definition
| measures quality of attachment around 12 months of age. Involves caregivers (usually mom) and at different points, a stranger comes in, mom leaves baby alone, and then comes back. They watch the babies and see how they react when MOM COMES BACK. (Most important part.) |
|
|
Term
|
Definition
| Between 18-30 months children can categorize themselves and others based on age (baby, girl or woman), sex (boy or girl), physical characteristics (big), goodness (I good or Lisa mean). |
|
|
Term
| define delay of gratification |
|
Definition
| Waiting for an appropriate time and place to engage in a tempting act. Some toddlers use verbal and other attention-diverting techniques to avoid engaging in the tempting act, increases from age 1.5 to 3. |
|
|
Term
| what is the marshmallow study? |
|
Definition
The original 4 year olds were followed over time and their ability to wait for the second marshmallow was associated with better SAT scores, grades, and a number of other outcomes at age 18 and beyond.
Same study with a twist: right before giving the kid a marshmallow, he/she would encounter an adult who was either unreliable (he would promise a bunch of fun art supplies that would never appear) or reliable (delivered supplies). That earlier encounter had a huge influence on kids’ willingness to wait for a second marshmallow. Only 1 of 14 in the unreliable condition waited 15 min. they may have assumed the second marshmallow, just like the art supplies, was a big lie. More than half the kids who had met a reliable adult waited. |
|
|
Term
| how does childcare relate to IQ? |
|
Definition
| longitudinal research reveals that the majority of children show substantial fluctuations in IQ between toddlerhood and adolescence |
|
|
