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UH HDFS 2317 - 5 - Motor, Sensory, and Perceptual Development
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HDFS 2317 1st Edition Lecture 85 - Motor, Sensory, and Perceptual DevelopmentOutline of Previous LectureI. What is Your Life Expectancy?II. AgingOutline of Current Lecture I. Dynamic Systems ViewII. ReflexesIII. Gross Motor SkillsIV. Fine Motor SkillsV. Sensory and PerceptualCurrent LectureI. Dynamic Systems Viewa. Dynamic systems theoryi. Infants assemble motor skills for perceiving and acting (perceptions and actions are coupled)ii. Motivation creates new behaviorsiii. Perceptions “fine tunes” movements with repetitive actionsiv. Infants explore and select possible solutions of new task; assemble adaptive patternsv. For this to happen, you have to have development of nervous system, physical bodily properties, some kind of motivation, and environmental supportvi. Constraints of possible actions and skills1. Infants body/mind maturation2. Environmental supportvii. Not a passive process1. Genes do not dictate unfolding sequence of skillsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.II. Reflexesa. Built-in reactions to stimulii. Genetically carried survival mechanismsii. Allow adaptation to the environmentiii. Provide opportunities to learniv. Some disappear, some remain throughout lifeb. Sucking - automatic sucking object placed in newborn’s mouthc. Rooting - reaction when infant’s cheek is stroked or side of mouth touchedd. Moro - startle response in reaction to sudden, intense noise or movemente. Grasping - occurs when something touches infant’s palms; infant response is to grasp tightly (disappear as you grow)f. Things that carry on - blinking, coughing, yawningIII. Gross Motor Skillsa. Involve large-muscle activitiesi. Foundations for development 1. Posture; linked to sensory information for a. Regulating balance/ equilibriumb. Vision and hearingc. Self-control increased with infant agei. Linked to neural pathway developmentii. Improved by repetitive movementsb. Infancyi. Development of postureii. Locomotion and crawlingiii. Learning to walkiv. Caregivers important1. Safety of child and environment during effortsv. First year: Developmental milestonesvi. Second year1. More accomplishments; increased independence2. Initiates more interaction with others3. Still need safety restrictions on movement4. Parent/caregiver involvementa. Encouragementb. Structured exercise not recommendedc. Cultural variationsvii. Childhood1. Improved movements; more mastery, confidencea. Boys usually outperform girls2. Extended periods of paying attention, sitting stilla. More fatigued from extended inactivity b. Benefit more from exercise breaksviii. Adolescence1. Skills continue to improveix. Adulthood 1. Peak physical performance before age 302. After age 30; biological functions declinea. Not uniform, organ decline variesx. Late Adulthood1. Decreased activity level linked to biological and psychological health2. Natural aging leads to gradual deteriorationIV. Fine Motor Skillsa. Infancyi. Involves more finely tuned movements, such as finger dexterityii. Reaching and grasping1. Size, shape, and texture of object matter2. Experience affects vision, perceptions, skillsa. Exercising of skills, safety are important3. Palmar grasp, pincer grip at end of first yearb. Childhood and adolescencei. By age 3; ability to stack/balance objectsii. Precision increases with age; show desire to build projects - needs adult guidance to complete1. Linked to increased myelination of CNS2. Hands, coordination improve3. Begin to show manipulative skillsc. Adult developmenti. Skills may decline in middle and late adulthood 1. Dexterity decreases2. In healthy adults, functional skills are good3. Pathological conditions may results in weakness of paralysis of hands4. Competent handwriting into old aged. Older adult movementi. Slowed movements due to1. Neural noise: interference with incoming stimuli2. Strategy: ability to perform as usual a. Compensation by engaging in other strategiesii. Capable of learning new motor tasks; usually perform slower than young adultsV. Sensory and Perceptuala. Sensation - when information or stimuli is processed by sensory receptors - b. Perception - what is perceived or interpreted from that stimulic. If I say I hear a train, I am sensing something, but I am also interpreting it. It is both a sensation and a perception.d. Ecological viewi. Perceptual system selects which information to process from environment1. Guides active/interactive behaviorsii. Affordances1. Quality of an object which allows an individual to perform an action.iii. Adaptatione. Kids walk up to a steep embankment. Instead of walk, they got on all fours, because of affordances. They combined perception and action to adapt to the demands of the task.f. Infants’ Visual Perceptioni. Visual acuity - 20/600 at birth, near adult levels by 1 yearii. Color - sees some colors by 2 months, has preferences by 4 monthsiii. Perceiving patterns - prefer patterns at birth; face scanning improves by 2 monthsiv. Depth perception - developed by 7-8 monthsv. Visual expectations - begins by 4 months; all know visual cliff by 6-to-12 monthsg. Visual perceptioni. Perceptual constancy - physical world perceptions remain constantii. Size constancy1. Recognition that object remains the same even though the retinal image changesiii. Shape constancy 1. Recognition that object remains the same even though its orientation changesiv. Depth perception1. Visual cliff experimentsa. Perceptions affected by experiences2. Debate over affect of nature vs. nurturev. Childhood 1. Improved color detection, visual expectations, controlling eye movements (for reading)2. Preschoolers may be farsighted3. Signs of vision problemsa. Rubbing eyesb. Blinking, squintingc. Irritability at things that require distance visiond. Close one eye, tilt headvi. Adulthood and Aging1. Loss of accommodation - presbytopia2. Decreased blood supply to eye - smaller visual field, increased blind spot3. Slower dark adaptation, decline in motion sensitivity4. Declining color vision: green-blue-violet5. Declining depth perception - problems with steps or curbsvii. Hearing1. Fetus, infant, and childa. Most children’s hearing is adequateb. Early screening important2. Adolescencea. Most have excellent hearingb. Risks for loss: loud/maximum volume music3. Adulthooda. Decline begins about age 40, other factors impacti. Males lose sensitivity to high soundsviii.


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