TAPC 113 Midterm 1 - Quizlet Import

Nature vs. Nurture

Influence of heredity vs. environment

Continuity vs. Discontinuity

Does development smoothly progress or shift abruptly

Universal vs. context-specific development

Is there just one or multiple ways in which development occurs

4 key forces: Biopsychosocial Framework

1. Biological Forces - Genetic

Study of development

1. Characteristics - age related but not age dependant

Growth

physical changes

Development

-Changes in level of functioning over time -Adaptive change

Maturing

Changes that enable progression to higher level functioning

Experience

Factors in environment that influence development

Adaptation

• internal process that results in changes in behaviour

• result of experience

Skill

learned

Behaviour

Change in learning

Models and Theories- 5 Perspetives

1. Psychodynamic Theory

2. Learning Theory

3. Cognitive - Development Theory

4. Ecological & System approach

5. Life-span perspective

Psychodynamic theory

development is largely determined by how well people resolve conflicts they face at different ages

Learning Theory

John B. Watson (infants mind blank slates) BF Skinner (the consequences of a behaviour determined whether its repeated social learning theory (observation or limitation) self - efficiency (refers to people beliefs about their own abilities and talents)

• Albert Bandura

Cognitive - development theory

• thought process (how it changes over time)

Ecological-systems approach

• No single aspect adequately explains development

• inseparable from the environment

Ecological - systems approach - Bronfen brenners theory

a) microsystem - people and objects in immediate environment b) mesosystem - influences microsystem c) exosystem - social

Ecological -- Lawton and Newtons competence

adaptation or development depends on:

• persons abilities or competence

• the demands the environment places on a person

life-span perspective

Aging is a lifelong process from conception to death. Many factors influence development

no one factor adequately explains it. Key features: -Multidirectionality -Plasticity -Historical context -Multiple causation

Multidirectionality

both growth and decline

Plasticity

ones capacity not predetermined

Historical

when we grow up

Multiple causation

biopsychosocial

Gesell's Theory of motor development

nature through genetics and maturation creates a pattern of development

Laws of Developmental Direction

Development proceeds in cephalocaudal direction. From proximal to distal From medial to lateral Up against gravity

Magraws Theory of systematic periods

genetically influenced maturation but environment influenced

• critical periods: limited times when development occurs

• sensitive period: extended time when sensitive to environmental influences

Pyschomotor development - motor learning theory

• closed loop theory: sensory output creates feedback loop to create further movement

• open loop theory: genetics and maturation create environment and schema and sensory system modifies system

homozygous alleles

two identical alleles for a trait

heterozagous alleles

both parents contribute different versions of the trait

dominant allele

instrustions followed

recessive allele

An allele that is hidden whenever the dominant allele is present

Chromosomes

threadlike structures made of DNA molecules that contain the genes (23 from each parent)

Autosomes

Any chromosome that is not a sex chromosome (first 22 pairs)

sex chromosomes

23 pairs - males XY

• females XX

DNA

each chromosome consists of one DNA molecule

Gene

complete set of genes one inherits

Genotype vs. Phenotype

-Genotype: Collection of alleles -Phenotype: Physical expression of alleles

Behavioural genetics

the study of how genes and the environment influence behaviour

polygenetic inheritance

two or more genes contribute to the phenotypic expression of a single characteristic

Dizgotic

twins that arise from two separately fertilized ova

Monozygotic

developed from a single fertilized ovum

period of the zygote

weeks 1-2

period of the embryo

Weeks 3-8 Body structures and internal organs develop (rapid growth occurs)

• ecdoderm (outer layer - hair & skin)

• mesoderm (muscles & bones)

• endoderm (digestive & lungs)

Period of the fetus

longest period of prenatal development

Nutriton

pregnant women should increase caloric acid and nutrient intake (folic acid

stress

causes greater harm when experienced in early pregnancy

mothers age

the number 1 factor in a miscarriage

environmental hazards

teratogens - drug

drugs

Alcohol

3 stages of labor

stage 1: 12-24hrs before birth (dilation

birth complications

Hypoxia

Birth entry

• Breech (feet first)

• Transverse (shoulder first)

• forceps (assisted delivery)

• cesarian (C-section)

Birth Weights

HBW: >8lbs LBW: <5.5 lbs VLBW: <3.3 lbs

APGAR

appearance

Newborn States

1. alert inactivity (calm

crying types

Basic: soft volume

sleeping

Newborns sleep an average of 16-18 hours/day Sleep cycles Newborns: 4-hour cycle

3 hours sleep and 1 hour awake By 3 to 4 months: 5-to-6-hour cycle By 6 months: sleep 10 to 12 hours at night REM sleep (active) 50% of newborn sleep 25% by 12 months

What is a reflex

unlearned responses that are triggered by a specific form of stimulation - unconscious

primitive reflexes

Normally disappear within 1st year of life. purpose is to seek protection and the environment Include: -Moro reflex

• rooting reflex -suckling reflex

• Palmar and plantar reflexes

• Babinski reflex

• standing reflex

• Galant reflex

Galant Reflex

Stroking along one side of the spine while newborn is in ventral suspension (face down) causes lateral flexion of lower body toward stimulated side

Standing reflex

Holding the infant around the chest and bouncing it on the balls of its feel results in contractions of the legs so that the legs can support the infant's weight

Babinski reflex

Reflex in which a newborn fans out the toes when the sole of the foot is touched

Palmar and Planter grasp reflex

the newborn grasps toes or fingers around your finger when placed in the palm or the sole of foot

suckling reflex

An infant reflex in which the infant starts sucking when their lips are stroked

rooting reflex

a baby's tendency

Moro reflex

Infant reflex where a baby will startle in response to a loud sound or sudden movement.

postural reflexes

later in development includes:

• labyrinth righting & optimal righting

• pull up reflex

• parachute refexes

• neck and body righting reflexes

• landeau ( prep for crawling)

labyrinth righting & optimal righting

labyrinth and optimal - head and eyes moves in opposite to which body is tilted to maintain level head

pull up technique

laying on back - holding hands to put them up can support head steady when doing this

parachute reflex

appears by 7 to 9 months

a protective arm extension that occurs when an infant is suddenly thrust downward when prone

Neck and Body Righting Reflex

preparing/ bases for them to roll over

Landeau Reflex

infant reflex "swan dive" head and neck arches

growth

more rapid in infancy than any other period after birth

neonatal period

first 28 days of life body proportions: head/brain 1/4 of size 4:3 ratio of the trunk to the lower limb length body is 1/20 of adult about 7lbs

early infancy

4 weeks-1 yr rapid growth in height and weight

Infant growth scales

girl: newborn 21 inches & 7lbs boy: newborn 23 inches & 9lbs 8oz girl: aged 18 months 32 inches & 21lbs boy: 21 months 33 inches & 30lbs

Reflex inhabition stage

birth - 12 months

• reflexes occur and then either disappear or suppressed/integrated into movement

precontrol stage

greater precision and control to voluntary movements

dynamic systems theory

development occurs in a similar pattern but at a dif rate

stability

ability to establish/maintain the relationship of the body to force of gravity

• control of head or neck

• control of trunk

• sitting -standing

locomotion

ability to move through the environment - requires development of stability against gravity first

• STABILITY then MOBILITY -toddling (around 14months)

Manipulation

ability to reach

fine motor skills

fine motor skills associated with grasping

hearing

-hearing begins in utero

• startle reactions suggest that infants are sensitive to sound

• hear pitches best in range of human speech

• infants do not hear as well as adults

• by 4 months recognize own name

seeing

newborns respond to light and track objects

• at one month see 20ft by 1 year same as adult -perceive colours after 3-4 months

Getting Ready to Talk

1. a normal vocal tract

2. normal neuromotor function

3. normal auditory and hearing system

4. adequate physical and emotional health

5. normal intellectual capacity and cognitive development

6. nurturing and stimulating environment

5 stages of pre-language speech development

stage 1: Reflective utterances (birth to 6 weeks) stage 2: cooing and laughter (6 weeks to 4 months) stage 3: vocal play (4-7 months) stage 4: babbling (7-10 months) stage 5: jargon (11-13 months)

reflective utterance (birth to 6 weeks)

Infant has NO intentional communication -baby noises are reflexive

cooing and laughter (6 weeks to 4 months)

2-4 months - sounds don't have meaning yet first vocal communication

no speech sounds yet -2-3 months crying becomes differentiated

vocal play (4-7 months)

front and middle sounds - use sounds to get attention will respond to no start to answer back

Babbling (7-10 months)

really important stage

• reduplicated babbling (repenting constant vowel) (gaga

Jargon (11-13 months)

strings long syllables first protowords come out (ex. da = dog) combines gestures and jargon to communicate

Universal Language Learning Principles

1. pay attention to the ends of words

2. phonological forms of words can be systematically modified

3. pay attention to the order of words and morphemes

4. avoid interruption and rearrangement of linguistic units

5. underlying semantic relations should be marked overtly and clearly

6. avoid exceptions

7. the use of grammatical markers should make semantic sense

how language is learned

cognition and language are associated and develop in parallel -finding pattens

• practice what they know

• imitation bootstrapping (using what they already know to gain more info)

Language Development

the process by which children come to understand and communicate language during early childhood 12-18 months babble -> jargon -> protowords -> true words = first words