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| 7422101853 | How do infants grow | grow in little spurts | 0 | |
| 7422119203 | What is baby fat for | maintain constant body temperature | 1 | |
| 7422125898 | How do infant girls compare to boys | shorter and lighter with higher ration of fat to muscle | 2 | |
| 7422132641 | Do cultures affect infant size | Yes Asian babies compared to American babies tend to be smaller while African American babies tend to be bigger | 3 | |
| 7422150557 | What is the best estimate of child's physical maturity | their skeletal age | 4 | |
| 7422170231 | cephalocaudal trend | during prenatal period head develops more rapidly than lower part of body | 5 | |
| 7422183253 | programmed cell death | makes space for connective structures in brain (neural fibers and synapses), many neurons die because unused | 6 | |
| 7422193168 | When are the most neurons produced | prenatal period | 7 | |
| 7422196061 | what happens when neurons are stimulated | they form connections which are vital to their survival and lead to extensive pathways | 8 | |
| 7422209451 | synaptic pruning | neurons are seldom stimulated lost synapses and returns neurons not needed to an uncommitted state so they can support future development | 9 | |
| 7422238138 | How many synapses pruned during childhood | about 40% | 10 | |
| 7422249971 | glial cells | half of brain made up of which are responsible for myelination | 11 | |
| 7422255360 | myelination | coating of neural fires with insulating fatty sheath that improves efficiency of message transfer | 12 | |
| 7422268873 | What is responsible for gain in size of brain | gains in neural fibers and myelination | 13 | |
| 7422299420 | What happens first in brain development | neurons and synapses overproduced | 14 | |
| 7422302500 | What happens second in brain development | cell death and synaptic pruning to form mature brain | 15 | |
| 7422504469 | EEG | measures electrical activity in the cerebral cortex | 16 | |
| 7422509696 | Why are EEGs used | examine brain-wave patterns for stability and organizations | 17 | |
| 7422521450 | ERPs | detect general location of brain-wave activity -impact of experience on specialization of specific brain regions, and atypical brain functioning in individuals with learning and emotional problems | 18 | |
| 7422529028 | Why are ERPs used | to study preverbal infants responsiveness to various stimuli | 19 | |
| 7422549683 | Neuroimaging techniques | detailed 3-D computerized pictures of entire brain and its active areas | 20 | |
| 7422557555 | What is the importance of neuroimaging techniques | provide precise info about which brain regions are specialized for certain capacities and about abnormalities in brain functioning | 21 | |
| 7422565871 | What are the types of neuroimaging | -fMRI -PET | 22 | |
| 7422576240 | fMRI | detects changes in blood flow and oxygen metabolism throughout brain magnetically yielding colorful moving picture of brain | 23 | |
| 7422588391 | Why are fMRI and PET not good for kids | require participant to lie still for extended period of time | 24 | |
| 7422611107 | NIRS | good for children, where infrared light is beamed at regions of the cerebral cortex to measure blood flow and oxygen metabolism while child attends to stimulus | 25 | |
| 7422634598 | Why is NIRS different from PET/fMRI | examines only functioning of cerebral cortex | 26 | |
| 7422656986 | cerebral cortex | surrounds rest of brain, resembling half of shelled walnut. It is largest brain structure, accounting for 85% of brain's weight and containing greatest number of neurons and synapses | 27 | |
| 7422667554 | What is the last part of brain to grow | cerebral cortex | 28 | |
| 7422712294 | What cortical region has the most extensive period of development | frontal lobes | 29 | |
| 7422715211 | prefrontal cortex | lying in front of areas controlling body movement, responsible for thought particularly consciousness, inhibition of impulses, integration of info, and use of memory, reasoning, planning, and problem-solving | 30 | |
| 7422736302 | What is the left hemisphere responsible for | verbal abilities and positive emotion | 31 | |
| 7422743464 | whats is the right hemisphere responsible for | spatial abilities and negative emotion | 32 | |
| 7422752893 | lateralization | specialization of two hemispheres | 33 | |
| 7422793709 | Why does lateralization occur? | left hemisphere better at processing info in sequential analytic way and right hemisphere better at processing info in holistic, integrative manner, ideal for making sense of spatial info and regulating negative emotion, better way to carry out brain function | 34 | |
| 7422885747 | brain plasticity | many areas not committed to specific function, high capacity for learning, if one part of cortex damaged other parts can take over | 35 | |
| 7422900052 | When is the brain most plastic | during first few years | 36 | |
| 7422922981 | What results with extreme sensory deprivation in early life | permanent brain damage and loss of functions | 37 | |
| 7422940074 | When should children have cataract surgery | the sooner the better, longer you wait the harsher the consequences | 38 | |
| 7422965889 | What happens with limited social interaction with children | -decrease in activity in cerebral cortex especially prefrontal -left cerebral hemisphere governing positive emotions diminished -brain limited capacity to manage stress | 39 | |
| 7424176994 | What did the Bucharest Early Intervention Project show about foster placement | earlier the placement the better | 40 | |
| 7424203041 | experience-expectant brain growth | young brain's rapidly developing organization which depends on ordinary experiences--opportunities to explore the environment, interact with people, and hear language and other sounds | 41 | |
| 7424226382 | experience-dependent brain growth | occurs through our lives consisting of additional growth and refinement of established brain structures as a result of specific learning experiences that vary widely across individuals and cultures -people have different experiences and interests which make distinctions between the differences of people's brains | 42 | |
| 7424262043 | What determines plasticity | age at time of injury, site of damage, and skill area | 43 | |
| 7424289360 | What is harder to recover from language or spatial skills and why | language because spatial skills more revolutionized therefore more lateralized | 44 | |
| 7424346329 | What do Western child rearing sleeping habits show compared to the rest of world | -forcing child to sleep along instill autonomy -Rest of world promoting close parent-child bond | 45 | |
| 7424382510 | How does total sleep decline for children | slow but periods of wake/sleep become fewer/longer | 46 | |
| 7424404459 | when does melatonin begin to produce in a baby | 6 months | 47 | |
| 7424445371 | What is the average constant sleep of babies 1-8 months | 3 hours | 48 | |
| 7424478001 | Is heredity important in physical growth | yes | 49 | |
| 7424487665 | Why is nutrition crucial in the first few 2 years of life | baby's brain and body growing fast | 50 | |
| 7424653640 | What are infants energy needs compared to an adult | twice those | 51 | |
| 7424664167 | Why breastfeeding is better than formula | less likely to be malnourished and more likely to survive 1st year of life | 52 | |
| 7424677764 | Until what age should mothers breastfeed | 2 years but mix in solid foods at 6 months | 53 | |
| 7424718945 | Are chubby babies at risk for later overweight and obesity | most children thin out during toddlerhood and childhood though relationship between rapid weight gain in infancy and obesity later | 54 | |
| 7424735575 | Why is breastfeeding good for weight management in babies | -slower early weight gain and avoids giving them sugary/salty/saturated fat foods | 55 | |
| 7424765556 | Why is breastmilk good at protecting child against diseases | passes mother's antibodies and other infection fighting agents to child | 56 | |
| 7424778453 | What are the positives of breastfeeding | -provides correct balance of fat/protein -ensures nutritional completeness -helps ensure healthy physical growth -protects against diseases -protects against faulty jaw development and tooth decay -ensures digestibility -smooths the transition to solid foods | 57 | |
| 7424807978 | marasmus | wasted condition of body caused by diet low in all essential nutrients, usually appears in first year of life when a baby's mother is too malnourished to produce enough breast milk and bottle-feeding is also inadequate -Child will look painfully thin | 58 | |
| 7424823636 | kwashiorkor | caused by unbalanced diet very low in protein strikes children 1-3 years of age after breast feeding stops, bloated tummy | 59 | |
| 7424906867 | What happens to body with malnutrition at a young age | suffer from damage to heart, brain, liver, and other organs | 60 | |
| 7424918904 | What happens to body after malnutrition when a lot of food is available | people tend to gain a lot of weight because their metabolism slowed when not receiving enough nutrients | 61 | |
| 7424931171 | What in the brain gets effected with malnutrition | learning and behavior, fear tends to increase | 62 | |
| 7424940430 | food insecurity | uncertain access to enough foods for a healthy active lifestyle | 63 | |
| 7425014933 | learning | changes in behavior as result of experience | 64 | |
| 7425019500 | classical conditioning | neural stimulus is paired with stimulus that leads to reflexive response. Once baby's nervous system makes the connection between two stimuli the neutral stimulus produces behavior itself -helps with anticipation | 65 | |
| 7425036426 | unconditioned stimulus | consistently produce a reflex | 66 | |
| 7425039691 | unconditioned response | reflex what is natural | 67 | |
| 7425045660 | conditioned response | response from conditioned stimulus but same response as unconditioned response | 68 | |
| 7425050084 | conditioned stimulus | paired with unconditioned stimulus which results in the unconditioned being able to be left out | 69 | |
| 7425065827 | extinction | CS presented without UCS, CR no longer occur | 70 | |
| 7425102004 | operant conditioning | infants operate on the environment and stimuli that follow their behavior change the probability that the behavior will occur again, reinforcers make these behaviors happen more | 71 | |
| 7425114521 | reinforcer | stimulus that increases the occurrence of a response | 72 | |
| 7425119577 | punishment | removing a desirable stimulus or presenting an unpleasant one to decrease the occurrence of a response | 73 | |
| 7425148833 | habituation | gradual reduction in the length of a response due to repetitive stimulation | 74 | |
| 7425160576 | recovery | a new stimulus causes responsiveness to return to high level | 75 | |
| 7425176212 | What do babies tend to recover from | familiar stimulus rather than novel stimulus | 76 | |
| 7425215288 | imitation | babies learn through copying the behavior of another person | 77 | |
| 7425249735 | mirror neurons | -specialized cells in motor areas of the cerebral cortex in primates that underlies imitation. Neurons fire immediately when a primate hears or sees an anon and when it carries out that action on its own , believed to be a pair of biological basis | 78 | |
| 7428080703 | gross-motor development | control over actions that help infants get around in environment such as crawling/standing | 79 | |
| 7428084899 | fine-motor development | smaller movement such as reaching/grabbing | 80 | |
| 7428099502 | How do motor achievements relate to one another | they are interrelated so one is needed before the other one arises but don't have to do every motor skill AKA can skip crawling for example | 81 | |
| 7428114073 | SHOULD WE KNOW GROSS AND FINE MOTOR DEVELOPMENT IN FIRST TWO YEARS | ???? | 82 | |
| 7428137522 | dynamic systems theory of motor development | mastery of motor skills involves acquiring increasingly complex system of actions 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 | 83 | |
| 7428168389 | What is each skill a joint product of? | 1) central nervous system development 2) body's movement capacities 3) goals of child has in mind 4) environmental supports for the skill | 84 | |
| 7428183004 | What type of environment influences motor skills | physical environment | 85 | |
| 7428273934 | What happens to previously mastered skills as baby attempt new skill | old skills become less secure | 86 | |
| 7428285005 | What happens with repetition of movement | promotion of new synaptic connection in brain | 87 | |
| 7428292815 | How are behaviors imbedded in the brain | not hardwired but softly assembled allowing different paths for same motor skill | 88 | |
| 7428326842 | What determines the order of development of motor skills | -anatomy of body part trying to be used -surrounding environment -baby's efforts | 89 | |
| 7428368174 | How does sleeping on babies backs to avoid SIDS effect motor development | -less tummy time resulting in delays of gross motor milestones | 90 | |
| 7428386995 | Can your environment effect motor development | yes cultural differences have shown different environments promote or hurt times of gross motor milestones | 91 | |
| 7428410698 | What motor skill plays a crucial role in cognitive development | reaching | 92 | |
| 7428415582 | prereaching | poorly coordinated swipes and swags because bad hand eye coordination | 93 | |
| 7428432859 | ulnar grasp | -once babies modify grasp -a clumsy motion in which fingers close against palm | 94 | |
| 7428445887 | pincer grasp | end of first year infants use thumb and index finger opposably in well coordinated grasp | 95 | |
| 7428508538 | sensation | passive process what the baby's receptors detect when exposed to stimuli | 96 | |
| 7428514019 | perception | active process when we organize and interpret what we see | 97 | |
| 7428533014 | How do babies organize sound | into increasingly elaborate patterns | 98 | |
| 7428533217 | What do babies prefer to listen to at birth | human sounds and native tongue | 99 | |
| 7428559850 | How do babies develop with speech perception | become sensitive to syllable stress patterns in their language then screen out sounds not native tongue then focus on large speech segments to figure out meaning then divide speech stream into word like units | 100 | |
| 7428582691 | statistical learning capacity | analyzing speech stream for pattern- repeatedly occurring sequences of sounds they acquire a stock of speech structures for which they will later learn meanings long before age of 12 months when they begin to talk | 101 | |
| 7428595154 | How do babies learn language so quickly | statistical learning capacity | 102 | |
| 7428646727 | What is visual development supported by | rapid movement of the eye and visual centers in cerebral cortex | 103 | |
| 7428656784 | What is the pathway of vision development | focus on objects (2 months) and then color vision (4months) | 104 | |
| 7428662926 | visual acuity | finest of discrimination improves | 105 | |
| 7428740936 | depth perception | ability to judge distance of objects from one another and from ourselves | 106 | |
| 7428748476 | What was the visual cliff experiment | -tested depth perception with plexiglass covered table with platform at center, a "shallow" side with a checker board several feet below glass -crawling babies scored shallow die but most reacted with fear to deep side -time infants crawl they distinguish deep from shallow surfaces and avoid drop-offs | 107 | |
| 7428774794 | motion | first depth cue to which infants are sensitive | 108 | |
| 7428782321 | binocular depth cues | two eyes have slightly different views of visual field but brain combines images , developed around 2/3 months | 109 | |
| 7428801672 | pictorial depth cue | ones artists often used to make a painting look 3D develops at 3/4 but strengthens at 5/7 months | 110 | |
| 7428843840 | What happens with more crawling experience | babies are more likely to avoid crossing the deep side of the visual cliff | 111 | |
| 7428867950 | What happens with visual cliff with different motor developments | Baby who has been learning to sit for long time will not grab toy on the deep side even if close yet baby will grab toy on deep side if they are just learning how to crawl | 112 | |
| 7428894437 | contrast sensitivity | explains early pattern preferences, contrast refers to the difference in the amount of light between adjacent regions in a pattern. If babies sensitive to contrast in two or more pattern they prefer the one with more contrast | 113 | |
| 7428931438 | What do babies prefer to look at | more bold contrast | 114 | |
| 7428962547 | What do babies prefer to look at when in comes to faces | a normal looking face | 115 | |
| 7428989953 | When do babies detect different face emotions | starting at 5 months | 116 | |
| 7429007291 | What interaction refines a babies face perception | extensive face-to-fqace interaction with caregivers | 117 | |
| 7429019353 | intermodal stimulation | simultaneous input from more than one modality or sensory system | 118 | |
| 7429028841 | intermodel perception | sense of these runnings stream of light, sound, tactile, odor, and taste info perceiving them as integrated whole. | 119 | |
| 7429056466 | What do infants expect when it comes to objects | expect sight,sound, and touch to go together | 120 | |
| 7429064282 | amoudal sensory properties | info that overlaps two or more sensory systems | 121 | |
| 7429082785 | How do babies perceive input from sensory systems | amoudal sensory properties | 122 | |
| 7429117534 | How does intermodal perception develop so quickly | biologically primed in young infants | 123 | |
| 7429133353 | What is intermodal sensitivity crucial for | perceptual development | 124 | |
| 7429147765 | differentiation theory | infants actively search for invariant features of the environment those that remain stable in constantly changing perceptual world -baby detects finer and finer invariant features among stimuli overtime | 125 | |
| 7429219564 | How do babies go about their environment | experiment then accommodate for changes | 126 |
