| "learned" responses triggered by specific stimulation | unlearned |
| begins with a sudden, long burst of crying followed by a long pause and gasping | pain cry |
| a more intense version of a basic cry | mad cry |
| starts softly and then gradually becomes more intense; it usually occurs when a baby is hungry or tired | basic cry |
| ability to interact with people | social |
| ability to control body functions (breathing, temp regulation) | autonomic |
| ability to maintain a state (E.g. alert) | state |
| ability to control body movements and activity level | motor |
| what are the four systems (NBAS) | 1. autonomic
2. motor
3. state
4. social |
| the baby is calm with eyes open and attentive; the baby seems to be deliberately inspecting the environment | alert inactivity |
| the baby alternates from being still and breathing regularly to moving gently and breathing irregularly; eyes are closed throughout | sleeping |
| the baby cries vigorously, usually accompanied by agitated but uncoordinated motion | crying |
| the baby's eyes are open but they seem unfocused; the arms or legs moves in bursts of uncoordinated motion | waking activity |
| what are the four diff states (newborns state) | 1. alert inactivity
2. waking activity
3. crying
4. sleeping |
| an infant is wrapped tightly in a blanket. provides warmth and tactile stimulation that usually works well to soothe a baby | swaddling |
| represents the newborn's first venture of interpersonal communication | crying |
| a healthy baby dies suddenly with no apparent reason | sudden infant death syndrome (SIDS) |
| characteristics of infants indicate a consistent style or pattern to an infant's behavior | temperament |
| sleep in which heart rate, breathing, and brain activity are steady | regular (nonREM) sleep |
| sleep in which an infant's eyes dart rapidly beneath the eyelids while the body is quite active | irregular or rapid-eye movement (REM) sleep |
| what month old that infants are particularly vulnerable to SIDS | 2 to 4 months old |
| best way to ensure that babies get the nourishment they needed | breast-feeding |
| refers to the extent to which a child is generally happy, active, vocal, and regularly seeks interesting stimulation | surgency/ extroversion |
| refers to the extent to which a child can focus attention, is not readily distracted and can inhibit responses | effortful control |
| refers to the extent to which a child is angry, fearful, frustrated, shy, and not easily soothed | negative affect |
| blank is more rapid in infancy than during other period after birth | growth |
| is the smallest pattern that can be distinguished dependably | visual acuity |
| views many human behaviors as successful adaptations to the environment | evolutionary psychology |
| enduring socioemotional relationships between infants and their caregivers | attachment |
| the knowledge, that within limits, youngsters can act their world intentionally; this occurs when autonomy and shame and doubt are in balance | will |
| is an openness to new experience tempered by wariness that discomfort, or danger may arise | hope |
| balance between individual initiative and the willingness to cooperate with others | purpose |
| child develops a sense of control over their own actions | autonomy vs shame and doubt |
| infants are dependent on caregivers to meet their needs and provide comfort | basic trust vs mistrust |
| play becomes more purposeful and includes playing the role of mother, father, teacher, athlete, or writer | initiative vs guilt |
| one of the leading researchers on theory of mind, named blank; he believes that children's theory of mind moves through 3 phases during the preschool years | henry wellman |
| what are the 4 phases of attachment | 1. preattachment
2. attachment in the making
3. true attachment
4. reciprocal relationship |
| what are the forms of attachment | 1. secure attachment
2. avoidant attachment
3. resistant attachment
4. disorganized (disoriented) attachment |
| "why do you do this? I need you desperately and yet you just leave me without warning. I get so angry when you're like this" | resistant attachment |
| "you left me again. I always have to take care of myself." | avoidant attachment |
| "what's happening? I want you to be here, but you left me and now you're back. I don't get what's going on!" | disorganized (disoriented) attachment |
| babies see attachment figure as a special person | true attachment |
| they cope with separation more effectively because they can anticipate that the caregiver will return | reciprocal relationship |
| babies respond to differently primary caregiver | attachment in the making |
| infants behaviors evoke a response in adults | preattachment |
| this person is dependable, caring, plus concerned about my needs and willing to meet them | positive model |
| this person is uncaring, undependable, unresponsive, and even annoyed by my needs | negative model |
| the baby is not upset when the mother leaves and when she returns, may ignore her by looking or turning away | avoidant attachment |
| the baby is upset when the mother leaves, and it remains upset or even angry when she returns and is difficult to console | resistant attachment |
| the baby seems confused when she returns, as if not really understanding what's really happening. The baby often behaves in a contradictory ways, such as nearing the mother when she returns but not looking at her | disorganized (disoriented) attachment |
| any behavior that benefits another person | prosocial |
| a prosocial behavior such as helping and sharing in which an individual does not benefit directly from his or her behavior | altruism |
| scaffolding the child's play and rendering it more sophisticated | playmate |
| helps children learn how to initiate interactions, make joint decisions, and resolve conflicts | coach |
| arranging play dates and official play activities | social director |
| help children resolve disputes, share, and identify mutually acceptable activities | mediators |
| structuring information to be remembered so that related information is placed together | organization |
| embellishing information to be remembered to make it more memorable | elaboration |
| permanent storehouse of knowledge that has unlimited capacity | long-term memory |
| relatively small number of thoughts and ideas can be stored briefly | working memory |
| thurston's has (how many) distinct abilities | 7 |
| he studied intelligence for more than 30 years and he began by asking how adults solve problems on intelligence test | robert sternberg |
| who proposed the hierarchical theory with 3 levels? | john caroll |
| caroll's hierarchical theory is, in essence, a compromise between the 2 views of intelligence--- what are they? | general vs distinct abilities |
| they developed a test to measure children's mental age or level at which they solved problems | binet & simon |
| What are the 2 dimensions of parenting? | 1. degree of warmth and responsiveness
2. control |
| Involves analyzing problems and generating different solutions | analytic ability |
| involves dealing adaptively with novel situations and problems | creative ability |
| involves knowing what solution or plan will actually work | practical ability |
| provides neither warmth nor control | uninvolved parenting |
| offers warmth an caring but little parental control | permissive parenting |
| combines high control with little warmth | authoritarian parenting |
| combines a fair degree of parental control with being warm and responsive tp children; (BALANCE) | authoritative parenting |
| telling a child what o do, when, and why | direct instruction |
| parents indicate whether a behavior is appropriate and should be continued or is inappropriate and should stopped | feedback |
| children learn a great deal from parents simply by watching them-- leads to imitation | modelling |
| learning what should not be done by observing the behavior | counter imitation |
| any action that discourages the recurrence of the response that it follows; applying an aversive stimulus or removing an attractive stimulus | punishment |
| any action that increases the likelihood of a behavior will be repeated in the future | reinforcement |
| unwittingly reinforcing a behavior, you want to discourage | negative reinforcement trap |
| this one of the major reflexes that the baby's toes fan out when the sole of the foot is stroked from heel to toe | babinski |
| a baby's eyes close in response to bright light or loud noise | blink |
| a baby throws its arms out and then inward (as if embracing) in response to loud noise or when its head falls | moro |
| significance (major reflexes): protects the eyes | blink |
| significance (major reflexes): may help a baby cling to its mother | moro |
| significance (major reflexes): perhaps a remnant of evolution | babinski |
| what score that it signals life-threatening situation that requires emergency medical care | 3 or less |
| what score that indicates a baby who is in good physical condition | 7 or more |
| what score means that the newborn needs special attention and care | 4-6 |
| how many hours does the infants sleep daily | 16-18 hours |
| many eastern parents lift a baby to the shoulder and walk or gently rock the baby's back, or give baby a pacifier (TRUE OR FALSE) | false; western |
| infants protection from danger | reflexes |
| how many hours does the infants spend each day crying? | 2-3 hours |
| what are the risk factors associate with sids? | -born prematurely or with low birth weight
-more vulnerable when their parents smoke
-when baby sleep on its stomach (face down) |
| worldwide, about one in five children under age 5 is malnourished (TRUE OR FALSE) | false; one in four children |
| worldwide, about one in four children under age of 7 is malnourished (TURE OR FALSE) | false; under age of 5 |
| newborns have a keen sense of? | smell |
| newborns are sensitive to? | touch |
| infants at 4-6 months use blank (2 words); the difference between the images of objects in each eye to discern depth | retinal disparity |
| by 7 months, infants use several cues for depth that depend on the arrangement of objects in the environment. These are sometimes called blank because they're the same cues that artists use to convey depth in drawings and paintings | pictorial cues |
