human development test #2

newborn

7\.5 lbs, 20in

1 year old

20lbs, 30in

2 year old

30lbs, 35in

6 year old

50-58lbs, 45+ in

infants

sleep a lot

birth

brain is 25% of adult brain size

6 months

brain is 50% of adult brain size

2\.5 years

brain is 75% of adult brain size

5 years

brain is 90% of adult brain size

10 years

brain is 95% of adult brain size

brain

the _____ grows 5% during the late teens and early 20s

infant states

deep sleep, light sleep, drowsy, alert inactivity, waking activity, crying

regulate

babies have to learn to ________ these stages

Brazelton assessment

determines how well a baby can shut out stimuli and stay asleep as well as regulate states

habituation

babies learn to regulate these states

infant vision

acuity (how clear) less developed

depth perception (how close/far) need to be able to move before this develops

infants

like to look at things that are close, contrasting, moderately complex, moving, and make noise

infant hearing

like to hear repetitive, high pitch, singsong, baby talk

infant taste and smell

most developed, likes mom smell (familiar)

infant reflexes

innate, unlearned

rooting, gripping, toe curling, moro/startle, galate, sucking

moro/startle reflex

arms out, legs out, then slowly back in for comfort

galant

curl towards side stroked

gross motor

large muscle, early

fine motor

small muscles, later (hands and fingers)

0-3 months

start holding objects

3-6 months

reach for objects, put in mouth

6 months-1 year

try to hold food, hand games

pincer grasp

1-1.5 years

scribble on paper, play catch

1\.5-2 years

drawing lines with a pencil, using a spoon

2-3 years

brush teeth and do buttons

3-5 years

building blocks, drawing with a pencil, turning pages

5-7 years

draws shapes, brushes, combs, cuts shapes

sensory motor intelligence

Piaget’s theory

equilibrium, object permanence, problems, schemes, assimilation and accommodation, 6 substages

equilibrium

balance

schemes

mental representations

reflexive schemes

birth-1 month

newborn reflexes

primary circular reactions

1-4 months

simple motor habits centered around body

secondary circular reactions

4-8 months

repeat interesting effects in surroundings

coordination of secondary circular reactions

8-12 months

intentional, goal-directed behavior, object permanence

tertiary circular reactions

12-18 months

explore properties of objects through novel actions

mental representations

18-24 months

internal depictions of objects or events; deferred imitation

habituation

understanding something

dishabituation

recognizing something new

birth

reflexive communication

2-6 months

cooing, laughing, crying, squeals

6-12 months

babbling (phonemes)

12 months

1st word (holophrases) gestures

18-24 months

2-word sentences (telegraphic)

2-6 years

rapid vocabulary growth

overextension

all animals= dog

all drinks= juice

underextension

only our dog is a dog

only apple juice in red cup counts

parentese

promoting language development

birth

“reflexive” emotions (startle, disgust, physiological smile)

4-6 weeks

“social” emotions (social smile)

3-4 months

“expectation” emotions (anger, surprise, sadness)

5-8 months

“personal” emotions (stranger anxiety, shyness)

infant temperament

nature

fearful distress, irritability distress, positive effect, activity level, attention span/persistence, rhythmicity

easy baby

40%

active, happy, interactive, adaptable

difficult baby

10%

active, unhappy, high sensitivity, intense (spirited)

slow-to-warm-up baby

15%

quiet, neutral affect, observers, adaptable

undifferentiated

35% of babies are ____________

nurture

Freud and Erikson’s theories

nature

temperament

oral fixation

focus on mouth

anal retentive

orderliness

anal expulsive

sloppiness

Erikson’s theories

trust vs mistrust

autonomy vs shame and doubt

patterns of attachment

secure, insecure-avoidant, insecure-ambivalent, disorganized

secure

50-60%

positive, proximity-seeking, exploratory

insecure-avoidant

10-25%

negative, indifferent, solitary

insecure-ambivalent

10-25%

positive, anxious, clinging

disorganized

5-20% of attachment styles are __________

social referencing

babies mimic your response/emotions

reciprocal socialization

parents mimic baby’s emotions

goodness-of-fit

children's development is shaped by the interaction between their own characteristics and the environment around them

asynchronous growth

arms and legs grow faster than trunk

brain maturation

myelination of neurons, hemispheric specialization, and frontal lobe development

myelination of neurons

myelin sheath protects axons, speeds transmission

hemispheric specialization

left/right handedness

left (language, logic, linear)

right (spatial, intuitive, holistic)

frontal lobe development

planning, impulsivity, preservation

gross motor

running, jumping, climbing, kicking, throwing, catching

fine motor

coloring, drawing, painting, writing, typing, board games

types of play

sensorimotor, mastery play, rough and tumble play, quiet play

sensorimotor play

exploring senses in play

mastery play

practicing new skills in play

rough and tumble play

chasing and wrestling in play

quiet play

low activity, fine motor play

eating

_______ behavior influenced by caregivers

increased

physical activity is at _________ importance during early childhood

Piaget

preoperational thought

preoperational thought

mental representations, but limited

lack of conservation

egocentrism, animism

lack of conservation

irreversibility-cant think backwards

centration- 1D not 2D

egocentrism

mountain experimentcant see the world how someone else would

mountain experiment

a Piagetian task used to assess visual perspective taking in children. A doll is placed at various locations around a three-dimensional display of three mountains, and children must indicate how the doll sees the display.

animism

objects come to life

Vygotsky’s theory

cognitive development as social

zone of proximal development

“scaffolding” and private speech

information processing

differentiate thoughts and actions

interpret others’ viewpoints

memory development: autobiographical memory

simple letter and arithmetic concepts

development of ”theory of mind”

Vygotsky

private speech

vocabulary development

fast mapping

grammar development

overregularization

plurals: mans, mouses, lifes

past tense: goed, eated, readed

making a verb: ketchuping, crayoning

making adjectives: waterer, fighterer

reversal of meaning: unmake, unsick