Childhood and Adolesense Ch 5-10 Test

Cephalocaudal

Head to tail

Proximodistal

Center-out (arms before head+fingers)

Infancy Body Size

Doubles, not steady, weight triples by a year

Muscle growth

Fat until muscle comes in adolesence

When is brain growing at fast rate

0-5 years

What percentage is brain at age 2

75%

Cerebral cortex

Upper layer of brain

Brain plasticity

Flexibility, so other parts of the brain can take over

Neurons

Part of nerve

Axons

Carry infor from neuron

Dendrites

Collect + send info

Synapses

Gaps in neurom and how info is sent

Pruning

Eliminate weak or unused connections

Mylenization

Neurons get thicker to speed up

Gross Motor Skills

Big muscles (Rolling, crawling, cruising, pulling, standing

Fine Motor Skills

Tiny muscles (Reaching)

Piagets Theory on Cognitive development

Thinking develops as children act directly on the environment (motor interaction)

Schemas

How you process the environment

Assimilation

Process people understand an experience in term of their current stage of cognirive development/way of thinking

Accommodation

Changes in existing, ways of thinking that occur in response to encounters with new stimuli or events

Reflexive Schemas

built-in, genetically programmed biological reflex structures that newborns possess before they have extensive real-world experience Ex; sucking

Primary Circular Reactions

First learned adaptations and first habits Ex: grasping with sucking, staring while touching

Secondary Circular Reactions

Schemas regarding repeated actions that bring about desirable consequences Ex: Making interesting sights last

Coordination of Secondary Circular

Goal directed behavior and object permanace

Object Permanance

Out of sight out of mind

Tertiary Circular Reactions

Discovering new means through active consequences

Mental representation/Beginning of thought

Inventing new means through mental combinations

Explicit Memory

Conscious + recalled intentionally Ex: name, phone number

Implicit Memory

Memories that aren’t conscious, but affect performance and behavior Ex: motor skills, habits, ride bike

Memory

Encoding, storage, retrieval

Fast Mapping

Connect maning to words after breif encounter

Syntactic bootstrapping

Children learn the meaning of words -especially verbs-by observing syntactic structures and sentence frames in which the words appear

Semantic bootstrapping

children learn the grammar (syntax) of a language by first understanding its meaning (semantics).

Phonology

Phenoms that are sounds

Morphology

Smallest language unit that has meaning Ex: s or ed

Syntax

Structure hoe words are combined

Semantics

Learning meaning of words

Pragmatics

How we approach language

Cooing

vowel like noises

Babbling

Consonants added to noise in long strings

Holophrases

One word to explain whole sentence

Underextension

Dog for cow because 4 legs

Overextension

Calling all 4 legged animals a dog

Two word Utterances

More Juice or Mommy Go

Telegraphic speech

Speech in which words not critical to message are left out

Naming Explosion

a rapid increase in a toddler's spoken vocabulary that typically begins between 18 and 24 months of age

Erikson Stages

Basic Trust versus Mistrust, Autonomy versus Shame and Doubt

Basic Trust versus Mistrust

Infants comfortable or uncomfortable and depends on how caregiver meets need

Autonomy versus Shame and Doubt

Toddler age develop independnce

Physiological arousal

Facial/vocab expression

Overt behavior

Behavior you can see

Self-conscios

18 months to 2 years

Anger cry

more excess air forced through vocal cords

Pain cry

Sudden apperance of loud cry, breath held before

Social smile

4 months

Social referencing

Babies Response to ambiguous actions from people/cues

Sense of self

18-24 months

Oral Stage

Feeding (attached to mother)

Bowlby

Imprinting into attachment

Ainsworth Research

Staged episodes that illustrate the strength of attachment between child + mother

Securely Attached

caregiver as secure base to explore

Insecure Avoidant

Shows insecurity by avoiding mother

Insecure Resistant

Clings to caregiver, then resist by fighting against the closeness

Insecure Disorganized

Shows insecurity by being disorganized (freeze) due to neglect

Secure

Due to being sensitive to signals and available

Avoidant

Due to being unavailable and rejected

Resistant

Due to being incomsistent

Disorganized

Due to being neglected or physical abuse

Temperment

genetic based on how we react to enviroment by emotion

Three temperament stages

easy, difficult, slow-to-warm-up

Infancy preoperational stage

Increases in symbolic thinking, use of concepts, operations to mentally use symbols, but not organized yet

Egocentrism

Inability to distinguish perspectives

Transductive reasoning

Linking events by cause and effect

Animistic Thinking

Give names to animate objects

Zone of proximal development

Can do/can’t do with others

Scaffolding

Allowing children to learn by doing and provide with skills

Private speech

Talk yourself through it

Piaget

inner speech, immature, lack social emphasis, transform, organize, previous knowledge

Vygotsky

Importance of inner speech, social constructivist, knowlwdge through social interaction

Information Processing

Emphasizes how individuals manipulate information, monitor information, strategize information

Pragmatics

pay attention to others

Gender

Social/psychological differences of being male or female

Initiative versus guilt

3-6 years where they experience conflict between independence of action and the sometimes negative results of action

Self-concept

their identity, set of beliefs, like as individuals

Gender schema

A cognitive framework that organizes info relavant to gender

Identification (psychoanalytic theory)

Attract towards opposite gender parent

Oedipus conflict

boys attraction to mother

Electra conflict

Girl attracted to father

Aggression

Intentional psychological harm to harm another person