front 1 Period of the Zygote | back 1 From fertilization until implantation of the blastocyst in the uterine lining. During this time, structures that will support prenatal growth begin to form, including the placenta and the umbilical cord. |
front 2 Period of the Embryo | back 2 2-8 weeks. The foundations for all body structures are laid down. In the first week of this period, the neural tube forms, and the nervous system starts to develop. Other organs follow and grow rapidly. At the end of this phase, the embryo responds to touch and can move. |
front 3 Period of the Fetus | back 3 Until the end of pregnancy, dramatic increase in body size and the completion of physical structures. At the end of the second trimester, most of the brain's neurons are in place. At the beginning of the third trimester, between 22 and 26 weeks, the fetus reaches the age of viability. The brain continues to develop rapidly, and new sensory and behavioral capacities emerge. |
front 4 Teratogens | back 4 Environmental agents that cause damage during the prenatal period. Their impact varies with the amount and length of exposure, the genetic makeup of mother and fetus, the presence or absence of other harmful agents, and the age of the organism at time of exposure. |
front 5 When is the developing organism the most vulnerable to teratogens? | back 5 embryonic period |
front 6 What is the most widely used and potent teratogen? | back 6 acutane |
front 7 When the blastocyst burrows deep into the lining | back 7 implantation |
front 8 Helps keep the temp of the prenatal world constant and provides a cushion against any jolts caused by the woman's movements | back 8 amniotic fluid |
front 9 Tiny hairlike villi, or blood vessels, emerge, surrounds the amnion | back 9 chorion |
front 10 Permits food and oxygen to reach the organism and waste products to be carried away. | back 10 Placenta |
front 11 A tiny stalk and eventually grows to a lenth of one to three feet. One large vein that delivers blood loaded with nutrients and two arteries that remove waste products | back 11 umbilical cord |
front 12 The ectoderm folds over to form the ______ which will become the spinal cord and brain | back 12 neural tube |
front 13 At the end of the 3rd month the ____ trimester is complete. | back 13 first |
front 14 A white cheeselike substance that protects skin from chapping during the long months spent bathing in the amniotic fluid. | back 14 vernix |
front 15 white, downy hair that appears over the body, helping the vernix stick to the skin | back 15 lanugo |
front 16 The point at which the fetus can first survive, occurs sometimes between 22 and 26 weeks | back 16 age of viability |
front 17 A range of physical, mental , and behavioral outcomes caused by prenatal alcohol exposure | back 17 Fetal alcohol spectrum disorder |
front 18 Distinguished by a slow physical growth, a pattern of three facial abnormalities (short eyelid openings, a thin upper lip, a smooth or flatneded philtrum, or indentation running from the bottom of the nose to the center of the lip. | back 18 Fetal alcohol syndrome |
front 19 Characterized by two of the three facial abnormalities, mothers drank in smaller quantities | back 19 Partial fetal alcohol syndrome |
front 20 At least three areas of mental functioning are impaired, despite typical physical growth and absence of facial abnormalities. | back 20 Alcohol-related neurodevelopmental disorder |
front 21 When the mother is rh negative and the father is rh positive | back 21 Rh factor incompatibility |
front 22 3 stages of childbirth? | back 22 dilation and effacement of the cervix
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front 23 To assess the newborn's physical condition quickly, doctors use what scale? | back 23 Apgar scale |
front 24 Examples of things in the apgar scale? | back 24 heart rate, respiratory effort, reflex irritability, muscle tone, and color |
front 25 The number of deaths in the first year of life per 1000 live births-is an index used around the world to assess the overall health of a nation's children | back 25 infant mortality |
front 26 An inborn, automatic response to a particular form of stimulation | back 26 reflex: eye blink, rooting, sucking, moro, palmar grasp, tonic neck, stepping, babinski |
front 27 Degrees of sleep and wakefulness | back 27 state of arousal |
front 28 Brain wave activity is remarkably similar to that of the waking state. The eyes dart beneath the lids; heart rate blood pressure, and breathing are uneven; and slight body movements occur. | back 28 Rapid-eye-movement; irregular sleep |
front 29 during regular sleep, the body is almost motionless, and heart rate, breathing and brain-wave activity are slow and even | back 29 non-rapid-eye-movement sleep |
front 30 The unexpected death, usually during the night, of an infant under 1 year of age that remains unexplained after thorough investigation | back 30 Sudden infant death syndrome` |
front 31 Fineness or discrimination is limited for the eyes | back 31 visual acuity |
front 32 Evaluates the newborn's reflexes, muscle tone, state changes, responsiveness to physical and social stimuli, and other reactions | back 32 Neonatal Behavioral Assessment Scale |
front 33 What happens during the 3rd stage of labor? | back 33 The placenta separates from the wall of the uterus and is delivered. |
front 34 The sucking reflex permits feeding. Which of the following is consistent with the proximodistal trend of body growth? | back 34 During childhood, the arms and legs continue
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front 35 The _______ is associated with conception; it secretes hormones that prepare the lining of the the uterus to receive the fertilized ovum | back 35 corpus luteum |
front 36 What is the generalized outcome of the dose of the teratogen? | back 36 The higher the dose over a larger period of time, increases the amount of birth defects. |
front 37 What is the proposed role of the sense of smell in the lives of organisms? | back 37 Role in feeding and protecting the young from predators by helping mothers and babies identify each other. |
front 38 Explain what is meant by the unique vocal signiture of the infant? | back 38 A unique signature cry different with every baby that helps the mother identify their baby. |
front 39 The newborn’s state of arousal, what is one possible outcome on mental development for babies who spend more time being alert? | back 39 The newborn’s state of arousal, what is one possible outcome on mental development for babies who spend more time being alert? |
front 40 During the prenatal period, the head devlops more rapidly than the lower part of the body. | back 40 cephalocaudal trend |
front 41 Growth preceeds for the head, literally, form "near to far"--from the center of the body outward. | back 41 Proximodistal trend |
front 42 Nerve cells that store and transmit infromation | back 42 Neurons |
front 43 Tiny gaps where fibers from different neurons come close together but do not touch | back 43 synapses |
front 44 Neurons send messages to one another by releasing chemicals called ______, which cross the synapse. | back 44 neurotransmitters |
front 45 Neurons that are seldom stimulated soon lose their synapses, in a process called ___that returns neurons not needed at the moment to an uncommitted state so they can support future development | back 45 synaptic pruning |
front 46 If few neurons are produced after the prenatal period, what causes the dramatic increase in brain size during the first two years? | back 46 About half the brain's volume consists of glial cells, which are responsible for myelination, the coating of neural fibers with an insulating fatty sheath that improves the efficiency of message transfer. |
front 47 Surrounds the rest of the brain, resembling half of a shelled walnut. It is the largest, most complex brain structure-accounting for 85 percent of the brain's weight and containing the greatest number of neurons and synapses. | back 47 cerebral cortex |
front 48 Researchers study the timing of the brain lateralization to learn more about _________. | back 48 brain plasticity |
front 49 The young brain's rapidly developing organization, which depends on ordinary experiences--opportunities to see and touch objects, to hear language and other sounds, and to move about and explore the environment. | back 49 experience-expectant brain growth |
front 50 Consists of additional growth and refinement of est. brain structures as a result of specific learning experiences that occur throughout our lives, varying widely across individuals and cultures. | back 50 experience-dependent brain growth |
front 51 A wasted condition of the body caused by diet low in all essential nutrients. It usually appears in the first year of life when a baby's mother is too malnourished to produce enough breast milk and bottle-feeding is also inadequate. | back 51 Marasmus |
front 52 Caused by an unbalanced diet very low in protein. | back 52 Kwashiorkor |
front 53 A growth disorder resulting from lack of parental love, is usually present by 18 months of age. Infants who have it show all the signs of marasmus. | back 53 Nonorganic failure to thrive |
front 54 When a neutral stimulus is paired with a stimulus that leads to a reflexive response | back 54 classical conditioning |
front 55 Before learning takes place, an unconditioned stimulus must consistently produce a reflexive, or unconditioned _____ | back 55 response |
front 56 If learning has occurred, the neutral stimulus by itself produces a response similar to the reflexive response. The neutral stimulus is then called a ______, and the response it elicits is called a conditioned response. | back 56 conditioned stimulus. |
front 57 Infants act, or operate, on the environment, and stimuli that follow their behavior change the probability that the behavior will occur again. | back 57 operant conditioning |
front 58 A stimulus that increases the occurrence of a response | back 58 reinforcer |
front 59 Removing a desirable stimulus or presenting an unpleasant one to decrease the occurrence of a response | back 59 punishment |
front 60 Refers to a gradual reduction in the strength of a response due to repetitive stimulation | back 60 habituation |
front 61 A change in environment that causes responsiveness to return to a high level, an increase called ________. | back 61 recovery |
front 62 By copying the behavior of another person | back 62 imitation |
front 63 specialized cells in motor areas of the cerebral cortex in primates. They fire identically when a primate hears or sees an action and when it carries out that action on its own | back 63 mirror neurons |
front 64 Mastery of motor skills involves acquiring increasingly complex systems of action. When motor skills work as a system, separate abilities blend together, each cooperating with others to produce more effective ways of exploring and controlling the environment. | back 64 Dynamic systems theory of motor development |
front 65 Milestones of reaching | back 65 Prereaching: Newborn, Reaching with ulnar grasp: 3-4 months, Transfer object form hand to hand: 4-5 months, Pincer grasp: 9 months |
front 66 Spans the first 2 years of life for Piaget's cognitive-developmental theory | back 66 sensorimotor stage |
front 67 Specific psychological structures -organized ways of making sense of experience | back 67 schemes |
front 68 Building schemes through direct interaction with the environment | back 68 adaptation |
front 69 During ________ we use our current schemes to interpret the external world. | back 69 assimilation |
front 70 We create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely | back 70 accomodation |
front 71 A process that takes place internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system. | back 71 Organization |
front 72 It involves stumbling onto a new experience caused by the baby's own motor activity. As the infant tries to repeat the event again, a sensorimotor response that first occurred by chance becomes strengthened into a new scheme. | back 72 circular reaction |
front 73 Coordinating schemes deliberately to solve simple problems. | back 73 intentional or goal-directed behavior |
front 74 The understanding that objects continue to exist when out of sight | back 74 object permanence |
front 75 The ability to remember and copy the behavior of models who are not present | back 75 defferred imitation |
front 76 A child acts out everyday and imaginary activities | back 76 Make-believe play |
front 77 Researchers may habituate babies to a physical event to familiarize them with a situation in which their knowledge will be tested. | back 77 violation of expectation method |
front 78 Babies are born with a set of innate knowledge systems, or core domains of thought. Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development. | back 78 core knowledge perspective |
front 79 Used to operate on and transform it, increasing the chances that we will retain information, use it efficiently, and think flexibly, adapting the information to changing circumstances. | back 79 mental strategies |
front 80 Where sights and sounds are represented directly and stored briefly | back 80 sensory register |
front 81 When we actively apply mental strategies as we "work" on a limited amt. of information | back 81 working, short-term memory |
front 82 Directs the flow of information. It decides what to attend to, coordinates incoming info with info already in the system, and selects, applies, and monitors strategies. | back 82 central executive |
front 83 Our permanent knowledge base | back 83 long-term memory |
front 84 Noticing when a stimulus is identical or similar to one previously experienced it. | back 84 recognition |
front 85 More challenging because it involves remembering something not present | back 85 recall |
front 86 That most of us can not retrieve events that happened to us before age 3? | back 86 infantile amnesia |
front 87 We can recall many personally meaningful one-time events from both the recent and the distant past: the day a sibling was born, a birthday party, or a move to a new house-recollection know as ____________. | back 87 autobiographical memory |
front 88 A range of tasks that the child cannot yet handle alone but can do with the help of more skilled parents | back 88 zone of proximal development |
front 89 Indicates the extent to which the raw score (number of items passed) deviates from the typical performance of same-age individuals | back 89 intelligence quotient |
front 90 Giving the test to a large, representative sample and using the results as the standard for interpreting scores | back 90 standardization |
front 91 Most scores cluster around the mean, or average, with progressively fewer falling toward the extremes | back 91 normal distribution |
front 92 Infant scores do not tap the same dimensions of intelligence measured at older ages, they are conservatively labeled ___________ rather than IQs. | back 92 developmental quotients |
front 93 A checklist for gathering information about the quality of children's home lives through observation and parental interview | back 93 Home observation for measurement of the environment (HOME) |
front 94 Standards devised by the U.S. National Association for the Education of Young Children, specify program characteristics that serve young children's developmental and individual needs, based on both current research and expert consensus. | back 94 Developmentally appropriate practice |
front 95 A measure of bone development | back 95 skeletal age |
front 96 What is used to examine brain-wave patterns for stability and organization? | back 96 EEG |
front 97 Detect the general location of brain-wave activity in the cerebral cortex | back 97 ERP |
front 98 Shows three dimensional pictures of the entire brain, detecting blood flow and oxygen metabolism magnetically, yielding a colorful, moving picture of parts of the brain used to process information or perform an activity | back 98 fMRI |
front 99 A Neuroimaging technique that works well in infancy and early childhood | back 99 NIROT |
front 100 Uncertain access to enough food for a healthy, active life | back 100 food insecurity |
front 101 Control over actions that help infants get around in the environment, such as crawling, standing, and walking. | back 101 Gross-motor development |
front 102 Smaller movements, such as reading and grasping | back 102 fine-motor development |
front 103 Dynamic systems theory of motor development joint factors | back 103 1. central nervous system development 2. The body's movement capacities 3. the goals the child has in mind 4. environmental supports for the skill |
front 104 A clumsy motion in which the fingers close against palm | back 104 ulnar grasp |
front 105 Infants use the thumb and index finger opposably in a well-coordinated _______. | back 105 pincer grasp |