HUMAN GROWTH AND DEVELOPMENT KEY TERMS TEST 2 (PSY 2340 CSCC) QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026

HUMAN GROWTH AND DEVELOPMENT KEY TERMS TEST 2 (PSY 2340 CSCC) QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026 cephalocaudal pattern - Answers growth pattern: top to bottom (head develops first) proximodistal pattern - Answers growth pattern: center and outwards (arms develop before hands) lateralization - Answers the tendency for some neural functions or cognitive processes to be more dominant in one hemisphere than the other neuroconstructivist view - Answers -biological processes AND environmental factors influence brain development - brain has plasticity - development of brain is linked to cognitive development SIDS - Answers Sudden Infant Death Syndrome (exactly what it sounds like) dynamic systems theory - Answers infants perceive something, and it motivates them to act (see toy-want toy-go get toy) gross motor skills - Answers movement of large muscle groups (walking) fine motor skills - Answers finely-tuned, subtle movements (finger dexterity) sensation - Answers physical stimulation of sense organ perception - Answers organization/interpretation of sensory information intermodal perception - Answers interpreting information from multiple senses (becomes more developed in first year of life) child directed speech - Answers adults speak slowly and with exaggerated changes in pitch/volume schemes - Answers actions/mental concepts that organize/interpret information assimilation - Answers incorporate new info into existing schemes accommodation - Answers adjust scheme to incorporate new information organization - Answers grouping behaviors and thoughts to understand environment equilibration - Answers mechanism by which child shifts from one stage of thinking to the next object permanence - Answers the knowledge that things continue to exist outside one's line of sight sensorimotor period - Answers -birth to Year 2 -infant experiences world through senses -they do things because they see, smell, feel, taste, and/or hear something prelinguistic communication - Answers combination of sounds, facial expressions, gestures used to communicate cooing - Answers 2-4 Months, vowel-like sounds babbling - Answers 6 Months, speech-like sounds having no meaning gestures - Answers 8-12 Months, pointing or showing first word/holophrases - Answers 13 Months, one word utterances to convey complete thoughts telegraphic speech - Answers 18-24 Months, multiple word utterances, but not proper grammar interactionist perspective - Answers both biology and environment influence development of language Broca's area - Answers -left frontal lobe -speech production Wernicke's area - Answers - left temporal lobe - language comprehension rooting - Answers when infant's cheek is touched, it turns in that direction sucking - Answers infants automatically suck anything put in their mouths Moro reflex - Answers startled in response to sudden movement/sound, limbs spread out to look bigger grasping - Answers infant grasps whatever touches palm blinking - Answers closes eyes in response to right light or puff of air emotion - Answers feelings that occur in response to something meaningful in the environment basic cry - Answers rhythm: cry, pause, high pitch cry, pause angry cry - Answers variation of basic cry, more excess air pushed through vocal cords pain cry - Answers sudden, long, initial cry, followed by holding breath (red face) reflexive smile - Answers - no reason, just the face's natural position - first month, during sleep social smile - Answers - smile in response to external stimulus - Month 2 stranger anxiety - Answers - Month 6 - caused by ability to recognize familiar faces and ability to anticipate (baby can now distinguish who it doesn't know and has the mental capacity for anxiety (yay, higher intelligence!)) separation protest - Answers - Month 7/8, peaks at Month 15 - universal, similar to stranger anxiety - "don't go" reciprocal socialization - Answers interactions between parent and infant are not one-sided, each one is responding to something the other did or said scaffolding - Answers parent taking time to interaction with the child temperament - Answers individual differences in behavior, emotions, and characteristic ways of responding easy child - Answers positive, adapts easily difficult child - Answers cry often, negative mood, slow to adapt slow to warm child - Answers inactive, negative mood goodness of fit - Answers match between child's temperament and environmental demands trust vs mistrust - Answers - Erikson's Psychosocial Theory - Infancy to Year 1 - if needs are met, child develops trust autonomy vs shame/doubt - Answers - Erikson's Psychosocial Theory - Years 1 to 3 - toddlers learn to exercise their will and do things on their own, or they are denied their autonomy and doubt their abilities development of self - Answers - beings around Month 12 - children recognize that they are separate beings and that life exists outside of them attachment - Answers - begins around Month 8 or 9 - relationship between child and primary caregiver(s) - lays foundation for other relationships strange situation - Answers - Ainsworth - a series of events designed to determine an infant's motivation to be with mother and the degree to which the mother's presence is calming/encouraging securely attached baby - Answers - explores, uses caregiver's presence as "home base" - happy to see caregiver insecure avoidant baby - Answers - explores, avoids caregiver - caregiver's presence either negative or neutral insecure resistant baby - Answers - clings to caregiver - resists being comforted (gives caregiver the cold shoulder for leaving) insecure disorganized baby - Answers appears dazed, confused, fearful, disoriented regardless of situation myelination - Answers increase in myelin myelin - Answers fatty substance that covers axon, helps send messages preoperational stage - Answers - Piaget - Years 2 through 7 - use language to communicate, plays pretend/mimics to learn operation - Answers the performance of cognitive activity, the process of thinking symbolic function - Answers - Years 2 to 4 - use of symbols to represent ojbect (pots for drums) intuitive thought - Answers - Year 4 to 7 - reasoning is simplistic, children want answers (Why?) egocentrism - Answers inability to think from another's perspective animism - Answers personifying inanimate objects (the toy is sad because it's broken) centration - Answers exclusively focuses on one aspect of problem conservation - Answers changing an object's appearance does not change its properties (cutting a sandwich in half does not give you twice as much sandwich) Vygotsky's Theory - Answers - social constructionist approach - emphasizes the relationship between a child's development and interactions with society zone of proximal development - Answers - cognition increases with exposure to new, intriguing information - should be challenging, but not too difficult scaffolding - Answers a method of teaching a child independence by meeting them halfway when completing tasks (help, but don't do it for them) private speech - Answers - comments made to oneself to help self-regulate - increases social competence information processing approach - Answers characterizes thinking as the environment providing input of data, which is then transformed by our senses attention - Answers focusing mental resources on certain information executive attention - Answers action planning, monitoring progress, dealing with challenges sustained attention - Answers focused engagement with an object, task, etc. (vigilance) memory - Answers retention of information over time short term memory - Answers up to 30 seconds autobiographical memory - Answers significant events/experiences in life theory of mind - Answers awareness of one's mental processes and those of others phonology - Answers in the preoperational stage, a child can produce of all the words in one's language morphology - Answers - rules for how words change in different contexts (plurals, past tense, prepositions, etc.) - in the preoperational stage, a child has learned the rules (adding "s"to ake a word plural), but not the exceptions (the plural of mouse is mice, not mouses) syntax - Answers the order of words in a grammatically correct sentence semantics - Answers the meaning of a word fast mapping - Answers new words are associated with their meaning very quickly, being explicitly told the definition/proper us is not necessary (this is how small children pick up on swear words so easily without knowing their exact meaning) pragmatics - Answers communicating effectively/politely with others (waiting for someone to finish