Test 2 - Flashcards

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INCORRECT CORRECT

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gross motor skills :

large motor movements: kicking, waving arms

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fine motor skills:

distal movements; close to body; none in infancy

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Sucking

automatically suck object placed in/near mouth
-end around 3 months

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Rooting

infants cheek is stroked or side of mouth is touched

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Moro

response when sudden loud movement or noise is made

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Grasping

Something touches palms, response to grab quickly

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Cerebellum

lose 25% of cells over lifetime
-normative

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parkinson’s disease

accelerated loss of neurons in motor areas of the brain; loss of dopamine

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sensation

information (stimuli) contacts sensory receptors

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perception

interpretation of sensation

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habituation

decreased responsiveness to stimulus (stare at something for too long get bored of it)

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visual preference method

used to determine if infants can distinguish between various stimuli (video examples: faces bulls eye etc)

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visual acuity

+ is acuteness or clearness of vision, especially form vision, which is dependent on the sharpness of the retinal focus within the eye and the sensitivity of the interpretative faculty of the brain+
*loss of accomodation*

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depth perception

begin at 7-8 months (when baby begins to move around more)

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size constancy

recognition that object remains the same even though the retinal images change

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shape constancy

recognition that object remains the same even though the retinal image’s orientation changes

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perceptual constancy

Size & shape constancy

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far-sighted

Cornea flattens out, becomes difficult with close tasks such as reading (age 50

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far-sighted sx

rubbing eyes, squinting, frustration with certain activities

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dark adaptation

normative
- declining in: colors of green, blue, and violets,
- and depth perception: falling, hip fractures

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presbyopia

normative change
- farsighted in older adults

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visual field

– increased blind spot

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senile macular degeneration

4% of 66 to 74 year olds
12% of them over 75+ experience deteriation of the retina

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glaucoma

disease marked by hardening of the eyeball due to changes in fluid; hardening puts pressure on optic nerve; could even cause eyeball to detach
-LEADING CAUSE OF BLINDNESS

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cataracts

thickening of lens; distorts vision
(age 50: 10% cloudy, age 70: 30% have visual loss)

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otitis media

middle ear infection (most children’s hearing is inadequate)

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hair cells

allow you to hear, as you age they break due to loud noises and contribute to hearing loss

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tinnitus

ringing in ears (10%)

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presbycusis

age hearing loss NORMATIVE CHANGE

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Piaget

developed theory by observing own 3 kids; believed there are 6 processes used in constructing knowledge
-unifies experiences and biology to explain knowledge

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Vygotsky

Children actively construct their knowledge and understanding through social interactions

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Vygotsky

Social contexts; minds are shaped by cultural context in which they live

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Zone of Proximal Development (ZPD) Vygotsky

is the difference between what a learner can do without help and what he or she can do with help.

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Scaffolding

social and instructional support for students learning new concepts, comparable to structures erected alongside newly constructed buildings

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Schemes

mental representations that organize knowledge

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Assimilation

stay same / ex: thinking every 4 legged animal is Milo

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Accommodation

schemes broaden; recognize difference between horse and Milo

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Goal for assimilation and accommodation

Equilibrium

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Sensorimotor Stage

birth-2 yrs / construct understanding of world by coordinating sensory experience with motor like actions

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Mobile Experiment

string tied to baby’s foot, as baby kicks mobile moves, remove string and baby will still kick to make mobile move for up to 2 weeks /
Sensorimotor stage

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Object Permanence

one of infants most important accomplishments

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Object Permanence

develops by end of 1st stage; understanding that objects are there even when we can’t see or touch them

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A not B error

obj perm exmperiment : look where last saw object then give up

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Preoperational stage

2-7;
begin to represent world with words, images, and drawings

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Sensori & Preop

Unable to perform reversible mental actions

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Centration

the tendency to focus on one aspect of a situation and neglect others / hard to move past own view point

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Symbolism

Representation of a concept through symbols or underlying meanings of objects or qualities

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Conservation

ex: inability to tell difference between liquid in glasses
unable to do in peroperational

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Concrete operational stage

7-11 / begin to use concrete operations

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Concrete operations

internalized actions that allow children to do mentally what before they only did physically; no reversible mental actions in sensori and preop

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Seriation

involves stimuli along qualitative dimension (length)

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Transitivity

if relations hold b/w 1st and 2nd, and hold b/w 2nd and 3rd = 1 and 3

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Classification

(important) concrete operational stage child understands one person can be dad, brother, grandson (ex. Family tree)

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Formal operational stage

move beyond concrete op. stage and think in more abstract logical ways

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logical thinking f.o

meaning and significance of what is observed or expressed
-ability to determine if conclusion is true (formal operational stage)
-replaces intuitive if applied with hands on example

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Hypothetical-deductive reasoning f.o

cognitive ability to develop hypothesis or best guesses, and systematically deduce the best path to follow in solving a problem

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Idealism f.o

thought it full of idealism and possibilities

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Private speech: 2 parts

language of self-regulation
– Self talk (3 to 7 years of age)
– Inner talk: child’s thoughts Vygotsky

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Social constructivist (approach)

-emphasize social contexts of learning and construction of knowledge through social interaction (evaluating Vygotsky’s theory)
Vygotsky

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4 Lobes of brains

frontal, parital., occiptiol, temporal

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frontal

thinking, voluntary movements

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parietal

registers spatial location, attention motor control

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occipital

sight

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temporal

hear, language, memory

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Dendrites

receive info
-1st 3 years of life dvlp
-*most branching will be made*

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Axon

carry info away

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amygadla

your gut

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mylein sheath

fatty substance that passes info (lang. and physical development) - build up during 1st 3 years of age - synapse/neruotransmitters

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1 of the 6 brain changes that occur in Alzheimer’s disease

1.increased neurofibrillary tangles

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1 of the 6 brain changes that occur in Alzheimer’s disease

2. Increased plaques

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1 of the 6 brain changes that occur in Alzheimer’s disease

3. Increased vacuolization: “holes” get bigger

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1 of the 6 brain changes that occur in Alzheimer’s disease

4. Increased vidilation: wrinkles deepen; space between hemispheres enlarges

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1 of the 6 brain changes that occur in Alzheimer’s disease

5. Cortical atrophy

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1 of the 6 brain changes that occur in Alzheimer’s disease

6. NTS imbalances (acetylcholine)

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behaviors/symptoms: early, middle, and late stage AD

• Steady decline in memory
• Mood fluctuates how to distinguish b/w depression; mood always sad
• Hallucinations, delusions possible
• Restlessness/ agitation (sun-downers) when sun goes down, restless and agitation goes up

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genetic and environmental causes of AD

• AD is NOT a single disease, thus, it is unlikely that there is a single cause
• Environmental views history of concussions, sleep disturbances, exposure to aluminum is no longer linked
-Down syndrome
-almost everyone with down syndrome develops the brain changes characteristic of AD by around 40 years

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The Nun Study Goal

to determine the causes and prevention of AD, to examine mental and physical disability associated with old age. / positivity is a factor

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Nun Study

• a longitudinal study of aging and AD, begun in 1986, expanded in 1990 with more than 650 Nuns
• The 678 participants in the Nun Study were 75 to 103 years old when the study began, average age was 85 years.
• Over 85% had been teachers.

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Piaget Accomplishment

unifies experimentation and biology to define cognitive devlp.
-new way of looking at children as active thinkers

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Piaget Accomplishment

-good observations (empirical support): own 3 kids – order of cognitive development appears correct (may have “set backs”

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Piaget Criticism

- estimates of competence in earlier stages and later stages inaccurate

-development ends in adolescence

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iaget Criticism

-culture not appropriately considered

      Mode:   CARDS LIST       ? pages   PRINT EXIT

gross motor skills :	large motor movements: kicking, waving arms
fine motor skills:	distal movements; close to body; none in infancy
Sucking	automatically suck object placed in/near mouth -end around 3 months
Rooting	infants cheek is stroked or side of mouth is touched

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Moro	response when sudden loud movement or noise is made
Grasping	Something touches palms, response to grab quickly
Cerebellum	lose 25% of cells over lifetime -normative
parkinson’s disease	accelerated loss of neurons in motor areas of the brain; loss of dopamine

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sensation	information (stimuli) contacts sensory receptors
perception	interpretation of sensation
habituation	decreased responsiveness to stimulus (stare at something for too long get bored of it)
visual preference method	used to determine if infants can distinguish between various stimuli (video examples: faces bulls eye etc)

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visual acuity	+ is acuteness or clearness of vision, especially form vision, which is dependent on the sharpness of the retinal focus within the eye and the sensitivity of the interpretative faculty of the brain+ *loss of accomodation*
depth perception	begin at 7-8 months (when baby begins to move around more)
size constancy	recognition that object remains the same even though the retinal images change
shape constancy	recognition that object remains the same even though the retinal image’s orientation changes

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perceptual constancy	Size & shape constancy
far-sighted	Cornea flattens out, becomes difficult with close tasks such as reading (age 50
far-sighted sx	rubbing eyes, squinting, frustration with certain activities
dark adaptation	normative - declining in: colors of green, blue, and violets, - and depth perception: falling, hip fractures

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presbyopia	normative change - farsighted in older adults
visual field	– increased blind spot
senile macular degeneration	4% of 66 to 74 year olds 12% of them over 75+ experience deteriation of the retina
glaucoma	disease marked by hardening of the eyeball due to changes in fluid; hardening puts pressure on optic nerve; could even cause eyeball to detach -LEADING CAUSE OF BLINDNESS

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cataracts	thickening of lens; distorts vision (age 50: 10% cloudy, age 70: 30% have visual loss)
otitis media	middle ear infection (most children’s hearing is inadequate)
hair cells	allow you to hear, as you age they break due to loud noises and contribute to hearing loss
tinnitus	ringing in ears (10%)

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presbycusis	age hearing loss NORMATIVE CHANGE
Piaget	developed theory by observing own 3 kids; believed there are 6 processes used in constructing knowledge -unifies experiences and biology to explain knowledge
Vygotsky	Children actively construct their knowledge and understanding through social interactions
Vygotsky	Social contexts; minds are shaped by cultural context in which they live

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Zone of Proximal Development (ZPD) Vygotsky	is the difference between what a learner can do without help and what he or she can do with help.
Scaffolding	social and instructional support for students learning new concepts, comparable to structures erected alongside newly constructed buildings
Schemes	mental representations that organize knowledge
Assimilation	stay same / ex: thinking every 4 legged animal is Milo

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Accommodation	schemes broaden; recognize difference between horse and Milo
Goal for assimilation and accommodation	Equilibrium
Sensorimotor Stage	birth-2 yrs / construct understanding of world by coordinating sensory experience with motor like actions
Mobile Experiment	string tied to baby’s foot, as baby kicks mobile moves, remove string and baby will still kick to make mobile move for up to 2 weeks / Sensorimotor stage

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Object Permanence	one of infants most important accomplishments
Object Permanence	develops by end of 1st stage; understanding that objects are there even when we can’t see or touch them
A not B error	obj perm exmperiment : look where last saw object then give up
Preoperational stage	2-7; begin to represent world with words, images, and drawings

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Sensori & Preop	Unable to perform reversible mental actions
Centration	the tendency to focus on one aspect of a situation and neglect others / hard to move past own view point
Symbolism	Representation of a concept through symbols or underlying meanings of objects or qualities
Conservation	ex: inability to tell difference between liquid in glasses unable to do in peroperational

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Concrete operational stage	7-11 / begin to use concrete operations
Concrete operations	internalized actions that allow children to do mentally what before they only did physically; no reversible mental actions in sensori and preop
Seriation	involves stimuli along qualitative dimension (length)
Transitivity	if relations hold b/w 1st and 2nd, and hold b/w 2nd and 3rd = 1 and 3

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Classification	(important) concrete operational stage child understands one person can be dad, brother, grandson (ex. Family tree)
Formal operational stage	move beyond concrete op. stage and think in more abstract logical ways
logical thinking f.o	meaning and significance of what is observed or expressed -ability to determine if conclusion is true (formal operational stage) -replaces intuitive if applied with hands on example
Hypothetical-deductive reasoning f.o	cognitive ability to develop hypothesis or best guesses, and systematically deduce the best path to follow in solving a problem

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Idealism f.o	thought it full of idealism and possibilities
Private speech: 2 parts	language of self-regulation – Self talk (3 to 7 years of age) – Inner talk: child’s thoughts Vygotsky
Social constructivist (approach)	-emphasize social contexts of learning and construction of knowledge through social interaction (evaluating Vygotsky’s theory) Vygotsky
4 Lobes of brains	frontal, parital., occiptiol, temporal

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frontal	thinking, voluntary movements
parietal	registers spatial location, attention motor control
occipital	sight
temporal	hear, language, memory

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Dendrites	receive info -1st 3 years of life dvlp -*most branching will be made*
Axon	carry info away
amygadla	your gut
mylein sheath	fatty substance that passes info (lang. and physical development) - build up during 1st 3 years of age - synapse/neruotransmitters

Generated by Koofers.com

1 of the 6 brain changes that occur in Alzheimer’s disease	1.increased neurofibrillary tangles
1 of the 6 brain changes that occur in Alzheimer’s disease	2. Increased plaques
1 of the 6 brain changes that occur in Alzheimer’s disease	3. Increased vacuolization: “holes” get bigger
1 of the 6 brain changes that occur in Alzheimer’s disease	4. Increased vidilation: wrinkles deepen; space between hemispheres enlarges

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1 of the 6 brain changes that occur in Alzheimer’s disease	5. Cortical atrophy
1 of the 6 brain changes that occur in Alzheimer’s disease	6. NTS imbalances (acetylcholine)
behaviors/symptoms: early, middle, and late stage AD	• Steady decline in memory • Mood fluctuates how to distinguish b/w depression; mood always sad • Hallucinations, delusions possible • Restlessness/ agitation (sun-downers) when sun goes down, restless and agitation goes up
genetic and environmental causes of AD	• AD is NOT a single disease, thus, it is unlikely that there is a single cause • Environmental views history of concussions, sleep disturbances, exposure to aluminum is no longer linked -Down syndrome -almost everyone with down syndrome develops the brain changes characteristic of AD by around 40 years

Generated by Koofers.com

The Nun Study Goal	to determine the causes and prevention of AD, to examine mental and physical disability associated with old age. / positivity is a factor
Nun Study	• a longitudinal study of aging and AD, begun in 1986, expanded in 1990 with more than 650 Nuns • The 678 participants in the Nun Study were 75 to 103 years old when the study began, average age was 85 years. • Over 85% had been teachers.
Piaget Accomplishment	unifies experimentation and biology to define cognitive devlp. -new way of looking at children as active thinkers
Piaget Accomplishment	-good observations (empirical support): own 3 kids – order of cognitive development appears correct (may have “set backs”

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Piaget Criticism	- estimates of competence in earlier stages and later stages inaccurate -development ends in adolescence
iaget Criticism	-culture not appropriately considered

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