PSY exam 1

Describe Piaget's sensorimotor way of thinking (sensorimotor stage)

sensorimotor way of thinking (birth to about age 2), the baby experiences the world through their senses and their developing motor abilities. Think about handing a baby a rattle. Where do they put the rattle? Straight into their mouth! The baby is crawling and finds something on the ground. What do they do? They put in into their mouth! Several things are happening during the sensorimotor way of thinking. First, there is the use of adaptations. Here, a baby learns quite quickly about sucking. There way they suck depends on the object that they encounter. There is a different sucking motion for sucking on the breast, the bottle, a pacifier, or their own fingers or fist. That baby is learning to quickly adjust to the world around them In the sensorimotor way of thinking object permanence develops. This occurs typically between 8 months and 1 year. This is when babies understand that objects exist even when the object is out of sight or no longer visible. We take this for granted. You know that when you hang your coat in the closet and close the door, that the coat is still there even though it is not visible. Babies have to learn this. Think how they initially love peek-a-boo! EXPERIENCE WORLD THRU SENSES & MOTOR SKILLS INTERACTION BETWEEN BABY AND ENVIRONMENT ATTEMPT TO PRODUCE EXPERIENCES SHAKE RATTLE HAVE GOALS FUSS OR POINT Infants use senses and motor abilities to understand the world. Learning is active, without reflection. Infants learn that objects still exist when out of sight (object permanence and begin to think through mental actions. (The sensorimotor period is discussed further in Chapter 3 Piaget's term for the way infants think—by using their senses and motor skills—during the first period of cognitive development Primary Circular Reactions The first two stages involve infants' responses to their own bodies. Stage One (birth to 1 month) Reflexes: sucking, grasping, staring, listening Example: sucking anything that touches the lips or cheek Stage Two (1- 4 months) The first acquired adaptations: accommodation and coordination of reflexes Examples: sucking a pacifier differently from a nipple; attempting to hold a bottle to suck it Secondary Circular Reactions The next two stages involve infants' responses to objects and people. Stage Three (4-8 months) Making interesting sights last: responding to people and objects Example: clapping hands when mother says "pattycake" Stage Four (8- 12 New adaptation and anticipation: becoming more deliberate and purposeful in responding to people and objects 335 months) Example: putting mother's hands together in order to make her start playing patty-cake Tertiary Circular Reactions The last two stages are the most creative, first with action and then with ideas. Stage Five (12-18 months) New means through active experimentation: experimentation and creativity in the actions of the "little scientist" Example: putting a teddy bear in the toilet and flushing it Stage Six (18- 24 months) New means through mental combinations: thinking before doing, new ways of achieving a goal without resorting to trial and error Example: before flushing the teddy bear again, hesitating because of the memory of the toilet overflowing and mother's anger Piaget thought that, at about 8 months, babies first understand object permanence— the realization that objects or people continue to exist when they are no longer in sight. As Piaget discovered, not until about 8 months do infants search for toys that have fallen from the crib, rolled under a couch, or disappeared under a blanket. Babies with visual impairment also acquire object permanence toward the end of their first year, reaching for an object that they hear nearby (Fazzi et al., 2011). object permanence The realization that objects (including people) still exist when they can no longer be seen, touched, or heard.

Describe prenatal care Lecture & Text

uDOCTOR VISITS uULTRA SOUNDS uDIET uEXERCISE uAWARENESS OF TERATOGENS (1) Doctor visits (2) Ultrasounds (3) Diet (4) Exercise (5) Awareness of teratogens Teratogens Let's spend a bit of time looking at teratogens. Teratogens are defined as an agent such as disease, drugs, or other environmental factors that can disrupt prenatal develop. Teratogens increases the risks of abnormalities in development. The list of teratogens is super large. What do you think are some examples of teratogens? Typically, alcohol and drugs come to mind, and they are certainly teratogens. There are, however, many more. Teratogens include: (1) Alcohol and other drugs (2) Viruses (3) Nicotine (4) Radiation (5) Prescription drugs (6) Lead (7) Mercury The timing of teratogens plays a role in the harm that can be caused to the developing fetus. In other words, there are critical periods that occur. For example, viruses such as the flu, are more problematic and harm producing early in pregnancy versus later in pregnancy. The dosage can also affect the developing fetus. Click the link in your PowerPoint presentation for a little overview of teratogens. Before we start thinking about the birth of the baby. Click on the link in your PowerPoint and watch the Ted Talk about what is learned in the womb. Seeing a medical professional during the period of the embryo has many benefits: Women learn what to eat, what to do, and what to avoid. Some serious conditions, syphilis and HIV among them, can be diagnosed and treated, protecting the future fetus. A flu shot may increase immunity in the newborn. Prenatal tests (of blood, urine, and fetal heart rate) reassure parents, facilitating the crucial parent-child bond long before fetal movement is apparent. In general, early care protects fetal growth, makes birth easier, and renders parents better able to cope. An ultrasound (sound waves that detect shape, also called sonogram) reveals growth and position. When complications appear (such as twins, gestational diabetes, and infections), early recognition increases the chance of a healthy birth. Often an embryo with no genetic disorders implants and starts to grow, but then something in the prenatal environment affects growth. Every week, scientists discover another teratogen, which is anything—drugs, viruses, pollutants, malnutrition, stress, and more—that could harm an embryo or fetus. Some teratogens cause no physical defects but affect the brain, making a child hyperactive, antisocial, or intellectually disabled. These are behavioral teratogens. behavioral teratogens Agents and conditions that can harm the prenatal brain, impairing the future child's intellectual and emotional functioning. Behavioral teratogens can be subtle, yet their effects last a lifetime. That is one conclusion from longitudinal research on the babies born to women exposed to the influenza pandemic in 1918. By middle age, those born in flu-ravaged regions averaged less education, more unemployment, and lower income than those born a year earlier (Almond, 2006). They died a few years sooner than those born in 1917 or 1919. No fetus exposed to the flu lived to 100, although centenarians are the fastest growing age group.

Contrast gross and

(1) Gross motor skills—big muscle movement like walking, running, jumping, climbing (Click on the link in your PowerPoint presentation to watch the Science of Babies, segment 2 walking)uPHYSICAL ABILITIES INVOLVING LARGE BODY MOVEMENTS uhttp://ezproxy.stlcc.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=14853&xtid=40817 u(FOD—SCIENCE OF BABIES—WALKING Segment 2) Deliberate actions that use many parts of the body, producing large movements, are called gross motor skills. These skills 323 emerge directly from reflexes and proceed in a cephalocaudal (head-down) and proximodistal (center-out) direction. gross motor skills Physical abilities involving large body movements, such as walking and jumping. (The word gross here means "big.") (2) Fine motor skills—are small body movements like finger dexterity. The grasping reflex evolves into more control. Put some Cheerios onto a highchair tray. How does the infant initially pick them up? They use their whole hand. Later, they use what is called the pincer grip or using just the fingers. uSMALL BODY MOVEMENTS uFINGER DEXTERITY uGRASPING REFLEX EVOLVES TO HAVE MORE CONTROL uWHOLE HAND uPINCER GRIP

Describe fetal alcohol syndrome

A cluster of birth defects, including abnormal facial characteristics, slow physical growth, and reduced intellectual ability, that may occur in the fetus of a woman who drinks caused by in utero exposure to alcohol while pregnant. a set of symptoms associated with the intake of alcohol by the mother and the subsequent effects on the fetus, and later, on the developing infant and child. Symptoms include mental retardation with an average IQ in the 60s and nerve problems, as well as a smaller head, poor muscle coordination, difficulty learning, and difficulty remembering low birth weight, and small size with failure to catch up in size or weight, birth defects such as facial and cardiac abnormalities. Not reversible .

Distinguish between the Apgar Scale

A quick assessment of a newborn's health, from 0 to 10. Below 6 is an emergency—a neonatal pediatrician is summoned immediately. Most babies are at 7, 8, or 9—almost never a perfect 10. Newborn health is often measured by the Apgar scale, first developed by Dr. Virginia Apgar. When she earned her M.D. in 1933, Apgar wanted to work in a hospital but was told that only men did surgery. She became an anesthesiologist, present at many births but never the doctor in charge Apgar developed a simple rating scale of five vital signs—color, heart rate, cry, muscle tone, and breathing. Nurses could use the scale and raise the alarm immediately if a newborn was in crisis. (often using the name as an acronym: Appearance, Pulse, Grimace, Activity, and Respiration) at one minute and again at five minutes after birth, assigning each vital sign a score of 0, 1, or 2. Most babies are 8 or higher; below 6 requires immediate attention from a neonatal pediatrician(261)

Describe the reflexes of the infant

A reflex is an involuntary response to a stimulus. Newborns have three sets of protective reflexes. The protective reflexes are: (1) Maintaining an oxygen supply—breathing, hiccups, and sneezes all help to do this (2) Maintaining a constant body temperature—shivering and tucking legs in when cold (I bet you still do this while sleeping in a cold room), pushing away blankets when hot (I bet you do this too!) (3) Manage feeding—sucking, rooting, swallowing, and spitting up. All that spitting up a baby does helps to manage their feeding. Don't forget the "puke clothe" when you are feeding and burping your baby! You will ruin a lot of shirts if you forget. There are some other reflexes that a baby has and some of these go away quickly. The moro or startle reflex is when a baby is startled, they throw out their arms and legs. The baby also has a grasping reflex. This is what one of my previous students referred to as "baby death grip". He said he was shocked how tightly a baby could grasp. Place your finger in a baby's palm and they will automatically close their hand around it. The stepping reflex is present at birth. The baby will move their legs when held upright in a stepping motion. The Babinski reflex goes away quickly. Initially when the sole of a baby's foot is stroked, the toes fan in. Click on the link in your PowerPoint presentation and follow the log in instructions. Watch the Science of Babies—segment 4—reflexes. uINVOLUNTARY RESPONSE TO A STIMULUS uNEWBORNS—3 SETS OF PROTECTIVE REFLEXES 1. MAINTAIN OXYGEN SUPPLY uBREATHING, HICCUPS, & SNEEZES u2. Maintain a constant body temperature uCold—shiver & tuck legs uHot—try & push away blankets u3. manage feeding uSucking, rooting, swallowing, spitting up uMORO uGRASPING uSTEPPING uBABINSKI uhttp://ezproxy.stlcc.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=14853&xtid=40817 u(FOD—SCIENCE OF BABIES—REFLEXES uSegment 4) uPHYSICAL ABILITIES INVOLVING LARGE BODY MOVEMENTS uhttp://ezproxy.stlcc.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=14853&xtid=40817 u(FOD—SCIENCE OF BABIES—WALKING Segment 2)

Explain the scientific method Text

A way to answer questions using empirical research and data-based conclusions

Describe infant memory

Another area that cognitive developmentalists look at in infants in memory. The current research shows us that infants can remember. They may not be able to put memories into words, but they do remember. How do we know this, if they can't tell us what they remember? Research shows us that deferred imitation occurs in this time period. We know that babies can imitate, but deferred imitation shows us that they may not imitate right away. To defer that imitation, the baby must remember. CURRENT RESEARCH IS THAT INFANTS CAN REMEMBER DEFERRED IMITATION One crucial insight from information-processing theory is that the infant brain is a very active organ, ready from birth to take in experiences and remember repeated ones (Aslin, 2017). Within the first days after birth, infants recognize their caregivers by face, voice, and smell

sensitive periods Text

As the life-span perspective recognizes, humans have few critical periods. Often, however, a particular development occurs more easily —not exclusively—at a certain time. Such a time is called a sensitive period. sensitive period A time when a particular developmental growth is most likely to occur, although it may still happen later. 71 An example is found in language. If children do not communicate in their first language between ages 1 and 3, they might do so later (hence, not critical), but their grammar is often impaired (hence, sensitive). Similarly, childhood is a sensitive period for learning to speak a second or third language. A new language can be learned later, but strangers might detect an accent and ask, "Where are you from?" A time when a particular developmental growth is most likely to occur, although it may still happen late

Describe the developmental theories: Behaviorism (learning) Lecture & Text operant conditioning

B.F. Skinner. learning in which behavior is modified by its consequences. behavior is repeated if it is followed by reinforcements or behavior is diminished (lessened, decreased) if it is followed by punishments. The focus is voluntary behavior Any consequence that follows a behavior and makes the person (or animal) likely to repeat that behavior is called a reinforcement, not a reward. Once a behavior has been conditioned, humans and other creatures will repeat it even if reinforcement occurs only occasionally. Similarly, an unpleasant response makes a creature less likely to repeat a certain action. reinforcement In behaviorism, the reward or relief that follows a behavior, making it likely that the behavior will occur again. The learning process that reinforces or punishes behavior. reinforcement -it makes it more likely to occur again punishment -It makes it less likely behavior will occur again The consequences may be reinforcement or punishment. The key is the consequences.

Brazelton Neonatal Behavioral Assessment

Brazelton Neonatal Behavioral Assessment Scale (NBAS) A test that is often administered to newborns which measures responsiveness and records 46 behaviors, including 20 reflexes.A similar but simpler set of responsive behaviors can be assessed at birth (269) Reflexes seem automatic. Not quite. The strength and reliability of newborn reflexes varies depending on genes, drugs at birth, and overall health. A measure that is used in the first month of life to assess the newborn's neurological development, reflexes, and reactions to people and objects. A test often administered to newborns that measures responsiveness and records 46 behaviors, including 20 reflexes. used in the first month to assess neurological development, reflexes, and reactions to people and objects.

Describe and apply the two major physical growth patterns (1) Cephalo-caudal

Cephalo caudal is a Latin term that means head to toe. Growth, especially during the first year of life (and in utero) is head to toe. Think about a newborn baby. Let's say you are going to hand your newborn baby to someone, and you are concerned that they don't have much experience with babies. What do you say? "Watch the head", "Support the head", or something along those lines. Why? We say this because a new baby cannot yet support their head. Their head is disproportionately large compared to the rest of the body. Babies, in a sense, need to grow into their heads. This begins prenatally. Look at the developing fetus slide. Look at the size of the head!

Describe and apply research methods used in developmental psychology Lecture & Text

Cross-sectional - Measure group of people of different ages (for example, 20-,40- and 60 - year -olds) at a single point in time Longitudinal- Measure a single group at different points in time Cross- Sequential - Measure groups of people of different ages, following them across a different point in time cross-sectional research A research design that compares people who differ in age but not in other important characteristics. cross-sequential research A hybrid research design that includes cross-sectional and longitudinal research. (Also called cohort-sequential research or time-sequential research.) Cross-sectional - Measure group of people of different ages (for example, 20-,40- and 60 - year -olds) at a single point in timeLongitudinal- Measure a single group at different points in timeCross- Sequential - Measure groups of people of different ages, following them across a different point in time Measure a single group at different points in timeCross- Sequential - Measure groups of people of different ages, following them across a different point in timelongitudinal design cross-sequential design Measure groups of people of different ages, following them across a different point in time cross-sequential design Measure groups of people of different ages, following them across a different point in time

Describe the developmental theories:systems Lecture & Text Urie Bronfenbrenner's Ecological Systems theory

Describe the developmental theories: systems Lecture & Text Urie Bronfenbrenner's Ecological Systems theory ..the role of social context believed that the individual develops through a dynamic system of relationships with many contexts (parents, friends, teachers, media). recognizes three nested levels that surround individuals and affect them are the and beyond that are macrosystems (the larger social setting, including cultural values, economic policies, and political processes) A perspective on human development that considers all of the influences from the various contexts of development. (Later renamed bioecological theory.) He believed that these systems affect the individual and the individual affects some of the systems. For example, parents socialize their kids, but don't be fooled! Kids socialize or shape their parents also (reciprocal interaction). At the center of the systems, the model is the individual. The individual has a set of personal characteristics that play a role in interactions. Some personal characteristics include: (1) Age (2) Gender (3) Race (4) Health (5) Personality Individuals are at the center surrounded by many systems that influence them. The microsystem is the setting that individuals live in and is involved in and each person's immediate surroundings, such as family and peer group. The individual has the most direct interactions with the microsystem. The home is an example of the microsystem. The community is a microsystem. The school is also an example of a microsystem. . The mesosystem is the relationships between the microsystems. Let's think about this for a second. Does a child's home life affect how they act at school? It certainly can. A child who is ignored at home may act out in school. Moving away from the individual is the exosystem. This is the setting that does not contain the child but affects them. exosystems (local institutions such as school and church), For example, the parent's job or the school board. Kids don't go to work with their parents (unless it is taking your kid to work day), but the workplace can certainly have an effect. How can the parent's job affect the kid? It can affect the kid in many ways. For example, it can affect the parent's mood which can affect how they interact with their kid. How many hours do they work? Do they work more than one job? Do they work 8 to 5 or 12 to 8? Do they work swing shifts? Do they bring work home? The school board is another example. Kids don't go to school board meetings, but the trustees in that meeting can affect the kids. For example, things like budgets, after school activities, courses offered, or school start time are all decided by the school board. Moving further away from the individual, but still having an effect is the macrosystem. The macrosystem is the culture that we grow up in. Perhaps there are two cultures that have an effect on them. Finally, the chronosystem can have an effect on people as they develop. The chronosystem is the time period that you grow up in. A cohort is a group defined by a shared age. Baby Boomers, Millennials, Gen X's are all part of a cohort.

Describe culture and language development

Early communication transcends culture. In one study, 102 adults listened to 40 recorded infant sounds and were asked which of five possibilities (pointing, giving, protesting, action request, food request) was the reason for each cry, grunt, or whatever. Half of the sounds, and about half of the adults, were from Scotland and the other half from Uganda. Adults in both cultures scored significantly better than chance (although no group or individual got everything right). It did not matter much 362 Especially for Teachers An infant day-care center has a new child whose parents speak a whether the sounds came from Scottish or Ugandan infants, or whether the adults were parents or not (Kersken et al., 2017). However, cultures and families vary in how much childdirected speech children hear. Some parents read to their infants, teach them signs, and respond to every burp or fart as if it were an attempt to talk. Other parents are much less verbal. They use gestures and touch; they say "hush" and "no" instead of expanding vocabulary. Traditionally, in small agricultural communities, the goal was for everyone to be "strong and silent." If adults talked too much, they might be called a blabbermouth or gossip; a good worker did not waste time in conversation. In some rural areas of the world, that notion might continue, as in Senegal, where mothers traditionally feared talking to their babies lest that might encourage evil spirits to take over the chil In one study in Senegal, professionals from the local community (fluent in Wolof, the language spoken by the people) taught mothers in some villages about infant development. A year later those babies were compared to babies in similar towns where the educational intervention had not been offered. The newly educated mothers talked more to their babies, and the babies, in turn, talked more, with more utterances in five minutes than the control group (A. Weber et al., 2017). Those who designed this study were careful not to challenge the traditional notions directly; instead they taught how early language development advanced infant cognition. The mothers did the rest

Describe teratogens

Environment agents that can damage the growing zygote, embryo, or fetus. (287) Teratogens Let's spend a bit of time looking at teratogens. Teratogens are defined as an agent such as disease, drugs, or other environmental factors that can disrupt prenatal develop. Teratogens increases the risks of abnormalities in development. The list of teratogens is super large. What do you think are some examples of teratogens? Typically, alcohol and drugs come to mind, and they are certainly teratogens. There are, however, many more. Teratogens include: (1) Alcohol and other drugs (2) Viruses (3) Nicotine (4) Radiation (5) Prescription drugs (6) Lead (7) Mercury uAN AGENT SUCH AS DISEASE, DRUGS OR OTHER ENVIRONMENTAL FACTORS THAT CAN DISRUPT PRENATAL DEVELOPMENT uINCREASES RISKS OF ABNORMALITIES & DEFECTS

genotype Text

For each individual, the collection of his or her genes is called the genotype. It was once thought that the genotype led directly to facial characteristics, body formation, intelligence, personality, and so on, but this is much too simplistic. As you just read, not every gene is expressed. An organism's entire genetic inheritance, or genetic potential

Describe the senses in infancy

Hearing develops rapidly during the last trimester of development and it becomes fine-tuned after birth. The baby can hear all ranges and has sound localization. Sound localization means that they can recognize where the sounds are coming from. For example, they can recognize mom's voice and where that voice is coming from.uHEARING uDEVELOPS DURING LAST TRIMESTER uFINE-TUNED AFTER BIRTH uALL RANGES uSOUND LOCALIZATION Thus, a newborn named Emily has no concept that Emily is her name, but she has the brain and auditory capacity to hear sounds in the usual speech range (not some sounds that other creatures can hear) and an inborn preference for repeated patterns and human speech. By about 4 months, when her auditory cortex is rapidly creating dendrites, the repeated word Emily is perceived as well as sensed, especially because that sound emanates from interactions with the people she often sees, smells, and touches. By 6 months, Emily opens her eyes and smiles when her name is called, perhaps babbling in response. This rapid development of hearing is the reason newborn hearing is tested. If necessary, remediation begins in infancy. By age 5, deaf children who got cochlear implants before age 2 are much better at understanding and expressing language than those with identical losses but whose implants came late Every sense functions at birth. Newborns have open eyes, sensitive ears, and responsive noses, tongues, and skin. Very young babies use all of their senses to attend to everything, especially to people The fetus hears during the last trimester of pregnancy; loud sounds trigger reflexes even without conscious perception. Vision is the baby's least developed sense. Babies are born legally blind, but their vision improves rapidly after birth due in part, to rapid brain development. Look at the slide in your PowerPoint presentation. It shows how a baby views a face and the rapid development. Compared to hearing, vision is immature at birth Newborns are legally blind; they focus only on things quite close to their eyes, such as the face of 316 THINK CRITICALLY: Which is most important in the first year of life, accurate hearing or seeing? their breast-feeding mother By about four months of age color perception has improved and is now like adults. Visual experiences lead the baby to have the ability to focus and coordinate eyes (called binocular vision). When my great niece B was born (I will talk about B a lot in this course during these early years) one eye went one way and the other seemed to go the other way. B's mom was initially a little freaked out. I told her be patient she will focus soon, and she did! B is now 5 ½ and her eyes have been focusing just fine for quite a long time now. Infants also have several visual preferences. This is evidenced by infants staring longer at things and averting gaze quickly for things they don't prefer. The infant visual preferences are: (1) Patterns (2) Curved over straight lines (3) Faces to parts of faces (4) Complex designs over simple designs (5) Moving objects over stationary objects Depth perception also develops in infants. Depth perception helps babies acknowledge heights and avoid falls. The visual cliff has been used to demonstrate depth perception in babies. You got a look at the visual cliff when you watched the Developing Child from the Discovering Psychology series at the beginning of this lecture. Click on the link in your PowerPoint presentation and you can review the visual cliff. uVISUAL PREFERENCES uPATTERNS uCURVED OVER STRAIGHT LINES uFACES TO PARTS OF FACES uCOMPLEX DESIGNS VS. SIMPLE ONES uMoving vs. stationary uVISION uLEAST DEVELOPED uNEWBORNS ARE LEGALLY BLIND uIMPROVES RAPIDLY AFTER BIRTH uRAPID BRAIN DEVELOPMENT Taste The infant's sense of taste functions at birth. Infants have an innate preference for sweet tastes and a dislike for sour and bitter. How do we know since the preverbal infant can't tell us? Facial expressions provide the key to their likes and dislikes. Click on the link in your PowerPoint presentation and you will see what I mean! uTASTE uFUNCTION AT BIRTH uPREFERENCE FOR SWEET uhttp://www.youtube.com/watch?v=PXvcCkk6S1g u(taste preferences) As with vision and hearing, smell and taste function at birth and rapidly adapt to the social world. Infants learn to appreciate what their mothers eat, first through breast milk and then through smells and bits of the family dinner. Smell The infant's sense of smell also is present at birth. Infants can rapidly detect the scent of mom (or the primary caregiver(s)). Infants also prefer smells like vanilla and strawberries and not rotten eggs. Apparently not tuna either! The picture in your PowerPoint presentation was given to me by a student. Her husband had just eaten tuna and breathed on the baby and the baby wanted no part of that smell!uSMELL uFUNCTIONS AT BIRTH uRAPIDLY DETECT MOM'S SCENT uPREFERENCES uVANILLA & STRAWBERRIES NOT ROTTON EGGS Touch The last sense is touch. Touch, contrary to earlier beliefs, is well developed in infants. Touch is so crucial. Touch allows the baby to be comforted. Later we will mention Harry Harlow's study on contact comfort and the importance of touch.uTOUCH uWELL DEVELOPED IN INFANTS uALLOWS THEM TO BE COMFORTED The sense of touch is acute in infants. Wrapping, rubbing, massaging, and cradling are comforting. Even when their eyes are closed, some infants stop crying and visibly relax when held securely by their caregivers. In the first year, the heartbeat slows and muscles relax when infants are stroked gently and rhythmically

Describe child-directed speech

How do you talk to a child? Do you use the same voice you use with your employer or when you are making a presentation? I doubt it. When you talk to babies (and sometimes our dogs) we use this high pitch tone with lots of verbal inflections. We use what is called child-directed speech. Child-directed speech consists of: (1) Using a higher pitch (2) Using simple words—we talk about the book, where is the book. (3) Repetition—what color is the book, get the book, read the book (book, book, book) (4) Varied speeds This is universal. All babies, across all cultures respond to this type of speech. It doesn't matter what language you speak; this pattern of speech is what holds the baby's attention. For infants, sounds are preferred over content. It doesn't matter what you talk about, it is how you talk about it. Babbling By about 6 months babies are babbling. Babbling is repeating certain syllabus like ba-ba-ba. They are amazed they made the sound! They like it. It feels good on the tongue so what do they want to do? Do it again! Understanding of Words Babies can understand way more words than they can say. This is not surprising at all. They can get their ball if you ask them to pick up the ball. They can point at objects, but they aren't verbal yet. Click on the link in your PowerPoint presentation for an example of this. Holophrase When infants are beginning to use words, they use what is called the holophrase. The holophrase is when a single word expresses an entire thought. A child might say "cookie" to mean, "I want a cookie.". When B was little, she loved water and the hose. One day she was in the yard and she looked up at my husband, Bruce (also known as Big B), and said "water". Meaning turn the water on. Fast forward to age 2 and B is in the yard, she looks up and says, "Big B, turn water on please". What starts as a holophrase becomes the sentence!

Describe the developmental theories: Behaviorism (learning) Lecture & Text Classical conditioning

Learning occurs through association. Neutral stimulus becomes a conditioned response

Describe and apply the two major physical growth patterns (2) Proximo-distal

Proximo-distal is a Latin term that means near too far. Growth goes from the center of the body, outward. In other words, the shoulders are more developed than the forearm, the forearm is more developed than the wrist, and the wrist is more developed than the fingers. Think about how a young child holds a crayon. It's a full hand grip and they color using their whole arm. The reason they do that is the principle of proximo-distal.

Describe and apply experience-expectant and experience-dependent brain sculpting

Some sculpting is called experience-expectant and some is called experience-dependent (Greenough et al., 1987). experience-expectant Brain functions that require certain basic common experiences (which an infant can be expected to have) in order to develop normally. experience-dependent Brain functions that depend on particular, variable experiences and therefore may or may not develop in a particular infant. Brain development is experience-expectant when it is necessary for normal brain maturation. In deserts and in the Arctic, on isolated farms and in crowded cities, almost all babies have things to see, objects to manipulate, and people to love them. Without such expected experiences, dendrites and specific regions within the brain do not grow. In contrast, certain facets of brain development are experience-dependent: They result from experiences that differ from one infant to another, resulting in brains that also differ. What specific language is heard, whose faces are seen, or how emotions are expressed — from slight pursing of the lips to throwing oneself on the ground — vary from one family to another(310)

Examine studies comparing breast and bottle feeding

Successful breast-feeding reduces maternal depression Balance of nutrition (fat, protein, etc.) adjusts to age of baby Breast milk has micronutrients not found in formula Less infant illness, including allergies, ear infections, stomach upsets Less childhood asthma Better childhood vision Less adult illness, including diabetes, cancer, heart disease Protection against many childhood diseases, since breast milk contains antibodies from the mother Stronger jaws, fewer cavities, advanced breathing reflexes (less SIDS) Higher IQ, less likely to drop out of school, more likely to attend college Later puberty, fewer teenage pregnancies Less likely to become obese or hypertensive by age 12 For the Mother Easier bonding with baby 395 Reduced risk of breast cancer and osteoporosis Natural contraception (with exclusive breast-feeding, for several months) Pleasure of breast stimulation Satisfaction of meeting infant's basic need No formula to prepare; no sterilization Easier travel with the baby For the Family Increased survival of other children (because of spacing of births) Increased family income (because formula and medical care are expensive) Less stress on father, especially at night

critical periods text

Tcritical period the speed and timing of impairments or improvements vary as well. Some changes are sudden and profound because of a critical period, a time when something must occur for normal development, or the only 70 time when an abnormality can occur. For instance, the critical period for humans to grow arms and legs, hands and feet, fingers and toes is between 28 and 54 days after conception. Time when a particular development must occur. If it does not, as when something toxic prevents that growth, then it cannot develop later. critical period Time when a particular development must occur. If it does not, as when something toxic prevents that growth, then it cannot develop later. Specific time frame in which an organism is sensitive to environmental factors, and certain behaviors and abilities are readily shaped or altered by events or experiences(280)

Define the age of viability

The age (about 22 weeks after conception) at which a fetus might survive outside the mother's uterus if specialized medical care is available. uTHE AGE THAT A FETUS CAN SURVIVE OUTSIDE UTERUS IF SPECIALIZED MEDICAL CARE IS AVAILABLE u22 WEEKS uBRAIN IS SUFFICIENTLY MATURE Now it is time to start thinking about the birth of the baby! When can a baby survive if it is not carried full term (typically between 38 and 40 weeks)? The age of viability is the age that the baby can survive outside the mother's womb with sufficient medical care. The age of viability is 22 weeks. At this age the brain is sufficiently developed. The age of viability has improved over the years as medical care has improved. If you have ever visited the NICU (Neonatal Intensive Care Unit) then you know how amazing medical care can be! At about 22 weeks past conception, the brain is sufficiently mature to reach the age of viability , when a fetus born early 216 might become a baby who survives. Note that brain maturation, not body size, is crucial: Twins born at 22 weeks sometimes survive, although they weigh less than a single fetus that young. The age (about 22 weeks after conception) at which a fetus might survive outside the mother's uterus if specialized medical care is available

Describe language development in infants

The sequence of language development is: (1) Listening and responding to child-directed speech (2) Babbling (3) First words (4) Verbs and nouns (5) Putting words together At About This Time: The Development of Spoken Language in the First Two Years Age* Means of Communication Newborn Reflexive communication—cries, movements, facial expressions. 2 months A range of meaningful noises—cooing, fussing, crying, laughing. 3-6 months New sounds, including squeals, growls, croons, trills, vowel sounds. 6-10 months Babbling, including both consonant and vowel sounds repeated in syllables. 10-12 months Comprehension of simple words; speechlike intonations; specific vocalizations that have meaning to those who know the infant well. Deaf babies express their first signs; hearing babiesalso use specific gestures (e.g., pointing) to communicate. 12 months First spoken words that are recognizably part of the native language. 13-18 months Slow growth of vocabulary, up to about 50 words. 18 months Naming explosion—three or more words learned per day. Much variation: Some toddlers do not yet speak. 21 months First two-word sentence. 24 months Multiword sentences. Half of the toddler's utterances are two or more words long. Between 6 and 9 months, babies repeat certain syllables (mama-ma, da-da-da, ba-ba-ba), a vocalization called babbling because of the way it sounds. Babbling is experience-expectant; all babies babble and caregivers usually encourage those noises. Babbling predicts later vocabulary, even more than the other major influence — the education of the mother Expectations appear early. Before uttering their first word, infants notice patterns of speech, such as which sounds are commonly spoken together. A baby who often hears that something is "pretty" expects the sound of prit to be followed by tee (MacWhinney, 2015) and is startled if someone says "prit-if." Infants also learn the relationship between mouth movements and sound. In one study, 8-month-olds watched a film of someone speaking, with the audio a fraction of a second ahead of the video. Even when the actor spoke an unknown language, babies noticed the mistiming nitially, the first words are merely labels for familiar things (mama and dada are common). Each early word soon becomes a holophrase, a single word that expresses an entire thought. That is accompanied by gestures, facial expressions, and nuances of tone, loudness, and cadence (Saxton, 2010). Imagine meaningful communication in "Dada, " "Dada?" and "Dada!

Define epigenetics Text

The study of how environmental factors affect genes and genetic expression—enhancing, halting, shaping, or altering the expression of genes. A new discipline that is related to nature and nurture is epigenetics, which explores the many ways in which environmental forces alter genetic expression. Neuroscientists have shown that loneliness, for example, can literally change structures in the brain

Describe the evolutionary theory of development Text

When used in human development, the idea that many current human emotions and impulses are a legacy from thousands of years ago.

Klinefelter syndrome Text

XXY (Klinefelter syndrome) Males. Typical male characteristics at puberty do not develop—penis does not grow, voice does not deepen. Usually sterile. Breasts may develop. Can have some learning disabilities, especially in language skills. 1 in 700 males

Jacob's syndrome Text

XYY (Jacob's syndrome) Males. Typically tall. Risk of intellectual impairment, especially in language skills. 1 in 1,000 males

qualitative research Text

asking open-ended questions, reporting answers in narrative (not numerical) form. Qualitative researchers are "interested in understanding how people interpret their experiences, how they construct their worlds . . ." (Merriam, 2009, p. 5). qualitative research Research that considers individual qualities instead of quantities (numbers). Qualitative research reflects cultural and contextual Qualitative research reflects cultural and contextual diversity, but it is also more vulnerable to bias and harder to replicate. Both types of research, and research that combines the two, are needed (Mertens, 2014).

Describe Erikson's theory of development Text

autonomy versus shame and doubt Erikson's second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their actions and their bodies.

Describe the periods of prenatal development Lecture & Text

germinal period The first two weeks of prenatal development after conception, characterized by rapid cell division and the beginning of cell differentiation. embryo The name for a developing human organism from about the third week through the eighth week after conception. fetus The name for a developing human organism from the start of the ninth week after conception until birth Germinal period (germ) - From conception to the end of the 2nd week; during which the rapidly dividing zygote impacts in the uterine wall.Unless the germinal period, when all cells are identified, the embryonic period marks the time when cells differentiate and the major organs and u1ST TWO WEEKS OF PRENATAL DEVELOPMENT uZYGOTE (SINGLE CELL) uDIVIDES uDIFFERENTIATION uCELLS SPECIALIZE, TAKE DIFFERENT FORMS, REPRODUCE DIFFERENT RATES These multiplying cells separate into two distinct masses: (1) Placenta (2) Embryo The placenta is the outer cells that surround and protect the embryo. These outer cells must implant into the lining of the uterus for development to continue. About 50% do not. The inner cells become the embryo if there is successful implantation. Embryonic period - (Embryo) he embryonic period marks the time when cells differentiate and the major organs and systems begin to formFetal period- ( the developing person grows from the size of the pumpkin seeds to small watermelon, the average birth weight being approximately 7 pounds. By the end of the fetal period, most systems and structures are fully developed, and the baby is ready for the outside world. The embryonic period is the 3rd through the 8th week. With the embryo there is a primitive streak (thin line down the middle of the embryo) that will become what is called the neural tube. This neural tube later forms the brain and the spinal cord (the central nervous system). The slide in your PowerPoint presentation will show you the development in this period. (germ) - From conception to the end of the 2nd week; during which the rapidly dividing zygote impacts in the uterine wall (Embryo) marks the time when cells differentiate and the major organs and systems begin to form The developing person grows from the size of the pumpkin seeds to small watermelon, the average birth weight is approximately 7 pounds. By the end of the fetal period, most systems and structures are fully developed, and the baby is ready for the outside world The fetal period is the longest period of prenatal development. It is the 9th week until birth. In this period the genitals form, heartbeat is detectible, and brain growth is critical. The brain enables to regulation of all body functions. In this period all body parts and systems become complete The first two weeks are called the germinal period, when the single cell, smaller than the period at the end of this sentence, germinates into an embryo with thousands of cells. Within hours after conception, the zygote begins duplication and division. germinal period The first two weeks of prenatal development after conception, characterized by rapid cell Embryo: From the Third Through the Eighth Week After implantation, the embryonic period begins. The formless mass of cells becomes a distinct being—not yet recognizably human but with a new name, embryo. (The word embryo is often used loosely, but each stage has a particular name. Here, embryo refers to the developing human from day 14 to day 56.) (See Table 2.2.)embryo The name for a developing human organism from about the third week through the eighth week after conception. The organism is called a fetus from the ninth week after conception until birth.

Describe brain development in the first two years of life

infant brain there is rapid neural growth. From two weeks after conception to two years after birth, the brain grows more rapidly than any other organ, being about 25 percent of adult weight at birth and almost 75 percent at age 2. Over the same two years, brain circumference increases from about 14 inches to 19 inches there are lots and lots of neurons in our body carrying messages to and from the brain. As the baby has more experiences there is more neural growth. A phenomenon called transient exuberance occurs. Transient exuberance is a rapid increase in the dendrites of the neurons in the brain. Remember, dendrites are the receiving end of the neuron. Myelination is also occurring in the infant brain uMYELINATION uMYELIN SHEATH DEVELOPS RAPIDLY DURING 1ST 2 YRS. uHELPS PROTECT uSPEEDS UP NEURAL MESSAGE . This is the white, fatty substance coating the axon (transmitting end) of the neuron. It protects the axon and it speeds up the neural message. Myelination will continue for some time. The ability to speed up the neural message increases the brain's ability to process information. It helps the brain begin to work more efficiently. Myelination, in a sense, helps to build a better brain. In the brain of a baby unused dendrites often die. This process is called pruning. In pruning, unused dendrites die and this allows spaces between the neurons. This also increases the efficiency of the brain. Think about pruning this way—you have a tree in your backyard that has a lot of dead branches. What do you do? Trim the tree. When the tree is trimmed the dead wood is pruned and this allows the tree to flourish. Did you ever hear that talking to your baby is good? How about exposing them to new things? This is very true. Infants (and children) need to be stimulated. Talking, tickling, rattling a toy, showing them a toy, and later taking them places all exposes them to things that stimulate brain development. The brain is a very plastic organ! Plasticity of the brain means the degree that the brain is modified by experiences. This modification is greatest in the first few years of life. uPRUNING uUnused dendrites die allowing space between neurons uallows more synapses and thus more complex thinking uRAPID NEURAL GROWTH uTRANSIENT EXUBERANCE uRAPID INCREASE IN DENDRITES IN BRAIN uPLASTICITY uDEGREE BRAIN IS MODIFIED BY EXPERIENCE uGREATEST FIRST FEW YEARS

Describe developmental psychology Lecture & Text

investigates how and why people change over time. A field of psychology that examines the age-related physical, cognitive and socioemotional changes across the life span seeks to understand how and why people—all kinds of people, everywhere, of every age—change over time. The goal is for everyone, of all ages, cultures, and aspirations, to have a happy, productive, and meaningful life. The science that seeks to understand how and why people of all ages and circumstances change or remain the same over time. multi-directional, multi contextual, multi-cultural, and plastic

Describe SGA

ome LBW babies are not preterm. They gain weight slowly throughout pregnancy and are small-for-dates, or small for gestational age (SGA). A full-term baby weighing only 2,600 grams and a 30-week-old fetus weighing only 1,000 grams are both SGA, even though the first is not technically a lowbirthweight baby. SGA is a sign of something amiss in the pregnancy, often a teratogen, with drug use particularly harmful A term for a baby whose birthweight is significantly lower than expected, given the time since conception. For example, a 5-pound (2,265-gram) newborn is considered SGA if born on time but not SGA if born two months early. (Also called small-for-dates.) Unfortunately, many maternal risk factors—underweight, undereating, and drug use—tend to occur together. To make it worse, many such mothers live in poor urban neighborhoods where pollution is high―another risk factor Another common reason for slow fetal growth is malnutrition. Women who begin pregnancy underweight, who eat poorly during pregnancy, or who gain less than 3 pounds (1.3 kilograms) per month in the last six months often have underweight infants. As described in Chapter 1, many families suffer from "food insecurity" but are ashamed to admit it. The problem is particularly common in young mothers, who often undereat so that their children can eat—unaware that they may be harming a future child. Problems continue. Children who were extremely SGA or preterm tend to have neurological impairments in middle childhood, including smaller brain volume, lower IQ, and behavioral difficulties (

phenotype text

phenotype The observable characteristics of a person, including appearance, personality, intelligence, and all other traits. The phenotype, which is a person's actual appearance and behavior, reflects much more than the genotype. The genotype is the beginning of diversity; the phenotype is the actual manifestation of it, the result of "multiple interactions among numerous genetic and environmental factors" (Nadeau & Dudley, 2011, p. 1015). If a gene is expressed, the influence of many environmental factors determines the particulars of that expression.

quantitative research Text

quantitative research Research that provides data expressed with numbers, such as ranks or scales. . Quantitative research data can be categorized, ranked, or numbered, and thus is easily translated across cultures and for diverse populations. One example of quantitative research is the use of children's school achievement scores to compare the effectiveness of education within a school or a nation Since quantities can be easily summarized, compared, charted, and replicated, many scientists prefer quantitative research. Statistics require numbers. Quantitative data are easier to replicate (Creswell, 2009). However, when data are presented in categories and numbers, some nuances and individual distinctions are lost.

Describe the developmental theories: Behaviorism (learning) Lecture & Text Observational Learning

sometimes referred to as social learning. learning by watching and imitating others. Learning occurs through modeling what others do. Observed behaviors become copied behavior Albert Bandura. Albert Bandura is famous for his Bobo Doll study

Describe sensation

the process by which our sensory organs in eyes, ears, nose, mouth and other organs receive detect stimuli 81 Sensation occurs when a sensory system detects a stimulus, as when the inner ear reverberates with sound or the eye's retina and pupil intercept light. Thus, sensations begin when an outer organ (eye, ear, nose, tongue, or skin) meets anything that can 312 be seen, heard, smelled, tasted, or touched. sensation The response of a sensory organ (eyes, ears, skin, tongue, nose) when it detects a stimulus.

Describe perception

the process of organizing, and interpreting stimuli by the brain. 81 Perception occurs when the brain processes a sensation. This happens in the cortex, usually as the result of a message from one of the sensing organs, such as from the eye to the visual cortex. perception The mental processing of sensory information when the brain interprets a sensation. The sight of a bottle, for instance, is conveyed from the retina to the optic nerve to the visual cortex, but it has no meaning unless the infant has been repeatedly bottle-fed. Similarly, a scrap of paper means nothing to adults unless they are searching for something written on just such a scrap or are trying to clean up the floor, the room, the sidewalk. Perceptions require experience and motivation, not just sensation. Without them, the bottle or paper is unnoticed, not really seen Thus, perception follows sensation, when sensory stimuli are interpreted in the brain. Then cognition follows perception, when people think about what they have perceived. The baby might reach out for the bottle; the adult might pick up the paper, look at it, and discard it. The sequence from sensation to perception to cognition requires first that the sense organs function. No wonder the parts of the cortex dedicated to hearing, seeing, and so on develop rapidly: Thinking begins there.

Describe low birth weight

uUNDER 5 ½ POUNDS uLOWER WEIGHT—MORE POTENTIAL PROBLEMS A body weight at birth of less than 2,500 grams (5½ pounds . A baby is considered low birth weight if they are under 5.5 pounds. There are many causes of low birth weight in babies. In is not unusual for twins or other multiples to be born at lower than average birth weights. Diet plays a role in low birth weight. Mothers who are food insecure (lack of access to affordable and nutritious food). Drug use can also play a role and so does lack of prenatal care. Will low birth weight babies have more problems? With low birth weight babies there is the potential for more problems. These problems could be developmental in terms of physical, cognitive, social, or emotional development. Remember the potential is there for problems, but it doesn't mean there will be problems. The lower the birth weight then the higher the probability of problems. , every developmental milestone—smiling, holding a bottle, walking, talking—is delayed. On average, they 250 THINK CRITICALLY: Food scarcity, drug use, and single parenthood have all been suggested as reasons for the LBW rate in the United States. Which is it—or are there other factors? experience cognitive difficulties as well as visual and hearing impairments. High-risk newborns become children who cry often, pay attention less, and disobey more