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Psy 658 Midterm (Pepperdine University) EXAM QUESTIONS WITH ANSWERS, Exams of Psychology

Pepperdine UniversityPsychology

Psy 658 Midterm (Pepperdine University) EXAM QUESTIONS WITH ANSWERS

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1 |\/ |\
38
Psy |\658 |\Midterm |\(Pepperdine |\University) |\EXAM |\QUESTIONS |\
WITH |\ANSWERS
1. continuous |\development: |\- |\a |\process |\of |\gradually |\augmenting |\(adding) |\
more |\of |\the |\same |\skills |\that |\were |\there |\to |\begin |\with
2. discontinuous |\development: |\- |\a |\process |\of |\new |\ways |\and |\skills |\emerging
|\at |\particular |\times; |\belief |\in |\stages |\and |\qualitative |\changes |\during |\periods |\
of |\develop- |\ment
- view |\that |\development |\takes |\place |\in |\unique |\stages, |\which |\happen |\at |\
specific
-times |\or |\ages |\(stages)
- transition |\and |\change |\happen |\over |\time, |\but |\it |\is |\not |\gradual
3. history-graded |\influences: |\- |\unique |\to |\particular |\historical | \era
- major |\life |\events |\that |\happen |\and |\shape |\the |\world |\view |\and |\sense |\of |\
identity
4. age-graded |\influences: |\- |\predictable |\in |\timing |\and |\duration
- being |\aware |\of |\the |\different |\experiences |\we |\has |\as |\a |\result |\of |\our |\age |\(ex. |\
license)
5. non-normative |\influences: |\- |\unique |\to |\one |\or |\a |\few |\individuals
- uncommon, |\rare |\or |\unanticipated |\events
-unique |\experiences |\that |\people |\may |\have |\and |\other |\may |\have |\not |\had
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1 |/ |\

Psy |\ 658 |\Midterm |(Pepperdine |\University) |\EXAM |\QUESTIONS |\

WITH |\ANSWERS

  1. *continuous |\development: |* - |\a |\process |\of |\gradually |\augmenting |(adding) |
    more|\of |\the |\same |\skills |\that |\were |\there |\to |\begin |\with
  2. *discontinuous |\development: |* - |\a |\process |\of |\new |\ways |\and |\skills |\emerging |\at |\particular |\times; |\belief |\in |\stages |\and |\qualitative |\changes |\during |\periods |
    of |\develop- |\ment
  • view |\that |\development |\takes |\place |\in |\unique |\stages, |\which |\happen |\at |
    specific -times |\or |\ages |(stages)
  • transition |\and |\change |\happen |\over |\time, |\but |\it |\is |\not |\gradual
  1. *history-graded |\influences: |* - |\unique |\to |\particular |\historical |\era
  • major |\life |\events |\that |\happen |\and |\shape |\the |\world |\view |\and |\sense |\of |
    identity
  1. *age-graded |\influences: |* - |\predictable |\in |\timing |\and |\duration
  • being |\aware |\of |\the |\different |\experiences |\we |\has |\as |\a |\result |\of |\our |\age |(ex. |
    license)
  1. *non-normative |\influences: |* - |\unique |\to |\one |\or |\a |\few |\individuals
  • uncommon, |\rare |\or |\unanticipated |\events
  • unique |\experiences |\that |\people |\may |\have |\and |\other |\may |\have |\not |\had

2 |/ |
|\due |\to |\opportunity |\or |\exposure, |\positive |\and |\negative

  1. *Know |\the |\major |\periods |\of |\human |\development |(age |\ranges): |* prenatal: |\con- |\ception |\to |\birth infancy |& |\toddlerhood:|\birth |-to |\ 3 |
    early |\childhood: |\ 3 |\to |\ 6 middle |\childhood: |\ 6 |\to |\ 12 adolescence: |\ 12 |\to |\ 20 young |\adulthood: |\ 20 |\to |\ 40 middle |\age: |\ 40 |\to |\ 65 late |\adulthood: |\65+
  2. *resilience: |* - |\the |\ability |\to |\adapt |\effectively |\after |\threats |\across |\one's |\life |
    span
  3. *protective |\factors |\of |\resilience: |* - |\community |\resources |\and |\opportunities
  • social |\support |\outside |\the |\immediate |\family
  • warm |\parental |\relationship
  • personal |\characteristics: |\high |\intelligence, |\easy |\going |(being |\flexible |\and |
    easy |\to |\adjust), |\sociable, |\socially |\valued |\talent |(affirmation |& |\validations; |
    halo |\effect)
  1. *halo |\effect: |* when |\you |\are |\good |\at |\one |\thing |\people |\often |\think |\about |\you |\in |\positive |\ways
  2. *Freud's |\Psychosexual |\Stages: |* Unconscious |\motivations |\which |\

4 |/ |\

  1. Latency |\Stage
  2. Genital |\Stage
  3. *oral |\stage: |* - |\birth |\to |\ 1 |\year
  • pleasure |\centers |\on |\the |\mouth- |\sucking, |\biting, |\chewing
  1. *anal |\stage: |* - |\ 1 |\to |\ 3 |\years
  • pleasure |\center |\on |\anus, |\expelling |\and |\retention;
  • coping |\with |\demands |\for |\control
  1. *phallic |\stage: |* - |\ 3 |\to |\ 6
  • pleasure |\center |\on |\the |\genitals |(masturbating)
  • identifying |\with |\adult |\role |\models, |\coping |\with |\oedipal |\and |\electra |\conflict |
    arises
  1. *latency |\stage: |* - |\6-11 |\years
  • no |\pleasure |\center |\rather |\sexual |\feelings |\repressed; |\same |\sex |\friendships.
  • expanding |\social |\contracts
  1. *genital |\stage: |* - |\ 12 |\to |\20; |\puberty |\onward
  • pleasure |\focus |\is |\on |\genitals; |\being |\sexually |\intimate
  • establishing |\intimate |\relationships; |\contributing |\to |\society |\through |\working
  • Sexual |\instincts |\die |\down, |\and |\superego |\strengthens |\as |\children |
    acquire |\new |\social |\values
  1. *Frued's |\Psychoanalytic |\Theory: |* - |\people |\move |\through |\stages |\based |\on |\

5 |/ |
con- |\flicts |\between |\their|\biological |\drive |(ID) |\and |\social |\expectations |
(superego; |\conform- |\ing |\to |\society). |\How |\these |\conflicts |\are |\resolved |
determines |\the |\person's |\ability |\to |\learn, |\to |\get |\along |\with |\others, |\and |\to |
cope |\with |\anxiety

  • he |\focuses |\on |\the |\unconscious |\mind |\because |\he |\believed |\that |\it |\was |\a |
    crucial |\key |\for |\personality |\development. |\He |\believed |\that |\personality |\was |
    divided |\into |\ 3 |\main |\divisions.
  1. *Erikson's |\Psychosocial |\theory: |* - |\along |\with |\id |\and |\superego, |\the |\ego |
    plays |\a |\major |\roles |\in |\skill |\development |\and |\attitude |\acquisition
  • The |\ego |\is |\the |\part |\of |\us |\that |\is |\reason |\or |\logic |\that |\tries |\to |\makes |\sense |
    of |\what |\should |\I |\do |\at |\a |\particular |\time |\given |\my |\internal |\drives, |\but |\also |
    recognized |\social |\norms. |\What |\is |\going |\to |\be |\right |\for |\me?
  1. *Id: |* - |\the |\largest |\portion |\of |\our |\mind, |\source |\basic |\biological |\needs |\and |
    desires
  • This |\is |\our |\unconscious |\which |\is |\typically |\present |\at |\birth. |\Sourcing |\our |
    biological |\needs |\and |\desires. |\The |\basic |\needs |\when |\we |\are |\first |\born
  • operates |\on |\the |\pleasure |\principle, |\demanding |\immediate |\gratification
  1. *ego: |* - |\the |\largely |\conscious, |"executive" |\part |\of |\personality |\that, |
    according |\to |\Freud, |\mediates |\among |\the |\demands |\of |\the |\id, |\superego, |\and |\reality. |\The |\ego |\op- |\erates |\on |\the |\reality |\principle, |\satisfying |\the |\id's |\desires |\in |\ways |\that |\will |\realistically |\bring |\pleasure |\rather |\than |\pain.

7 |/ |\

  • typically |\we |\are |\redirecting |\our |\id|\impulses |\acceptably.|\So |\it |\becomes|\more|
    socially |\acceptable.
  1. *Superego: |* - |\the |\part |\of |\personality |\that |\represents |\internalized |
    ideals |\and |\provides |\standards |\for |\judgment |(the |\conscience) |\and |\for |
    future |\aspirations -these |\are |\going |\to |\be |\things |\that |\are |\learning |\and |\taught |\from |\caregivers |\of |\how |\we're |\going |\to |\respond |\to |\other |\individuals |\in |\the |\society. |\the |
    development |\of |\our |\personality,
  2. *Erikson's |\Psychosocial |\Stages: |* - |\Personality |\development |\occurs |
    throughout |\entire |\lifespan,
  • each |\stage |\is |\about |\overcoming |\conflict.
  • Success/failure |\can |\impact |\functioning,
  • 8 |\stages
  1. *Erikson |\Psychosocial |\Stages: |* - |\Stage |\1: |\Trust |\vs. |\Mistrust |(1-2)
  • Stage |\ 2 |- |\autonomy |\vs |\shame |\and |\doubt: |\early |\childhood |(2-4 |\years)
  • Stage |\ 3 |- |\initiative |\vs |\guilt: |\preschool; |\age |(4-5 |\years)
  • Stage |\ 4 |- |\industry |\vs |\inferiority: |\school |\age |(5-12 |\years)
  • Stage |\ 5 |- |\identity |\vs |\role |\confusion: |\adolescence |(13-19 |\years)
  • Stage |\ 6 |- |\intimacy |\vs |\isolation: |\early |\adulthood |(20-40 |\years)
  • Stage |\ 7 |- |\generativity |\vs |\stagnation: |\adulthood |(40 |- |\ 65 |\years)

8 |/ |\

  • Stage |\ 8 |- |\ego |\integrity |\vs |\despair: |\maturity |(65 |- |\death)
  1. *Erikson: |\Trust |\vs. |\Mistrust: |* - |\infancy |\ 1 |\to |\ 2 |\years
  • We |\wonder |\if |\we |\can |\trust. |\So |\if |\we |\develop |\trust |\with |\loved |\one, |\we |\can |\trust. |\If |\we |\experience |\fear, |\we |\develop |\mistrust
  • The |\key |\to |\development |\is |\our |\mother
  • From |\warm, |\responsive |\care, |\infants |\gain |\a |\sense |\of |\trust, |\or |\confidence, |
    that |\the |\world |\is |\good. |\Mistrust |\occurs |\if |\infants |\are |\neglected |\or |\handled |
    harshly.
  1. *Erikson: |\Autonomy |\vs. |\Shame |\and |\Doubt: |* - |\early |\childhood |\2-4 |\years
  • If|\they|\are|\allowed|\to|\discover|\themselves|\they|\develop|\self|\confidence,|\if|\not |\then |\they |\develop |\shame |\and |\doubt
  • Both |\parents |\play |\a |\major |\role
  • Using |\new |\mental |\and |\motor |\skills, |\children |\want |\to |\decide |\for |\themselves. |
    Parents |\can |\foster |\autonomy |\by |\permitting |\reasonable |\free |\choice |\and |\not |
    forcing |\or |\shaming |\the |\child.
  1. *Erikson: |\Initiative |\vs. |\Guilt: |* - |\preschool |\age |(4-5 |\years)
  • Learn |\new |\things, |\is |\it |\okay |\to |\do |\what |\I |\do, |\if |\we |\are |\encouraged |\we |
    can |\follow |\our |\interests. |\If |\we |\are |\held |\back |\or |\told |\what |\we |\do |\is |\silly |
    we |\can |\develop |\guilt.
  • Learning |\from |\entire |\family
  • Through |\make-believe |\play, |\children |\gain |\insight |\into|\the |\person |\they |\can |\

10 |/ |
their |\child's |\sense |\of |\purpose. |\If |\parents |\demand |\too |\much |\self-control, |
children |\experience |\excessive |\guilt.

  1. *Erikson: |\Industry |\vs. |\Inferiority: |* - |\school |\age |(5-12 |\years)
  • Discover|\our|\own|\interest|\and|\if|\we|\can|\do|\it|\right.|\If|\we|\get|\recognition|\from |\peers, |\we |\become |\industrious |(hard |\working), |\too |\much |\negative |\feedback |
    makes |\us |\feel |\inferior |\and |\lose |\motivation
  • Neighbor |\and |\school |\influence
  • At |\school, |\children |\learn |\to |\work |\and |\cooperate |\with |\others. |\Inferiority |
    develops |\when |\negative |\experiences |\at |\home, |\at |\school, |\or |\with |\peers |
    lead |\to |\feelings |\of |\incompetence.
  1. *Erikson- |\Indentity |\vs. |\Role |\Confusion: |* - |\adolescence |(13-19 |\years)
  • Learn |\different |\social |\roles |- |\students, |\friends, |\children |\and |\citizens. |\Many |
    experi- |\ence |\identity |\crisis. |\If |\parents |\allow |\us |\to |\explore, |\we |\can |\find |
    identity, |\if |\they |\push |\us |\to |\conform |\to |\their |\views, |\we |\can |\face |\role |
    confusion |\and |\feel |\lost
  • Peers |\and |\role |\models
  • By |\exploring |\values |\and |\vocational |\goals, |\young |\people |\form |\a |\personal |
    identity. |\The |\negative |\outcome |\is |\confusion |\about |\future |\adult |\roles
  1. *Erikson: |\Intimacy |\vs. |\Isolation: |* - |\early |\adulthood |(20-40 |\years)
  • We |\slowly |\understand |\who |\we |\are |\and |\start |\to |\let |\go |\of |\the |\relationships |\

11 |/ |
we |\had |\build |\earlier |\to |\fit |\in. |\can |\we |\love? |\If |\we |\can |\make |\a |\long |\term |
commitment, |\we |\are |\confident |\and |\happy. |\If |\we |\cannot |\form |\intimate |
relationships, |\we |\might |\feel |- |\Friends |\and |\partners |\are |\now |\center |\to |\our |
development

  • Young |\adults |\establish |\intimate |\relationships. |\Because |\of |\earlier |
    disappointments, |\some |\individuals |\cannot |\form |\close |\bonds |\and |\remain |
    isolated.
  1. *Erikson: |\Generativity |\vs. |\Stagnation: |* - |\adulthood |(40 |- |\ 65 |\years)
  • We |\become |\comfortable |\and |\use |\leisure |\time |\creatively |\and |\may |\begin |
    contributing |\to |\society. |\If |\we |\think |\we |\are |\able |\to |\lead |\the |\next |\generation |
    into|\this|\world,|\we|\are|\happy.|\If|\we|\don't|\resolve|\issues|\earlier|\we|-|\People|\at |\home |\and |\work |\influence
  • Generativity |\means |\giving |\to |\the |\next |\generation |\through |\child |\rearing, |
    caring |\for |\others, |\or |\productive |\work. |\The |\person |\who |\fails |\in |\these |\ways |
    feels |\an |\absence |\of |\meaningful |\accomplishment.
  1. *Erikson: |\Integrity |\vs. |\Despair: |* - |\maturity |(65 |- |\death)
  • Slow |\down |\and |\look |\back |\at |\life. |\How |\have |\I |\done? |\If |\think |\we |\did |\well, |\we |
    develop |\feelings |\of |\contentment |\and |\integrity. |\If |\not, |\we |\can |\experience |
    despair |\and |\become |\grumpy |\and |\bitter
  • Compare |\us |\with |\mankind
  • Integrity|\results |\from |\feeling |\that |\life |\was |\worth |\living |\as |\it |\happened.|\Older

13 |/ |\

  1. *Piaget's |\stages |\of |\cognitive |\theory: |* - |\emphasizes |\that |\children |\actively |
    con- |\struct |\knowledge |\as |\they |\move |\through |\ 4 |\stages, |\beginning |\with |\the |
    baby's |\senso- |\rimotor |\action |\patterns |\and |\ending |\with |\the |\abstract, |
    systematic |\reasoning |\system |\of |\the |\adolescent |\and |\adult.
  • the |\theory's |\work |\has |\stimulated |\a |\wealth |\of |\research |\on |\children's |
    thinking |\and |\encouraged |\educational |\programs |\emphasizing |\children's |
    discovery |\learning.
  • theory |\really |\focuses |\on |\how |\children |\acquire |\knowledge |\as |\they're |
    building |\schemas, |\and |\making |\sense |\of |\the |\world. |\So |\these |\schemas, |\our |
    psychological |\structure |\that |\organizes |\their |\brain |\so |\that |\they |\can |\make |
    sense |\of |\new |\experiences.
  1. *Piaget's |\stages |\of |\cognitive |\development: |* - |\Stage |\1: |\the |\sensori-motor |
    stage |\birth |\to |\about |\ 2 |\years
  • Stage |\2: |\the |\pre-operational |\stage |\about |\ 2 |\to |\ 7 |\years
  • Stage |\3: |\the |\concrete |\operational |\stage |\about |\7-11 |\years --Stage |\4: |\the |\formal |\operational |\stage |\about |\ 11 |\years |\onward
  1. *Piaget's |\sensorimotor |\stage |\1: |* - |\birth |\to |\about |\ 2 |\years
  • Infants |\learn |\object |\permanence |\the |\first |\year
  • EX: |\baby |\looked |\under |\blue |\cloth |(where |\he |\had |\it |\last) |\for |\toy |\instead |\of |
    white |\cloth |(where |\he |\saw |\them |\put |\it).

14 |/ |\

  1. *Piaget's |\Preoperational |\Stage |\2: |* - |\ 2 |\to |\ 7 |\years
  • thinking |\is |\based |\on |\intuition |\and |\not |\logical, |\they |\can't |\grasp |\more |
    complex |\concepts |\such |\as |\cause, |\effect, |\time |\and |\comparison.
  • Centering |- |\can |\only |\focus |\on |\one |\object |\at |\a |\time
  • EX: |\taller |\has |\glass |\more |\because |\it |\is |\taller
  1. *Piaget's |\Concrete |\Operational |\Stage |\3: |* - |\7-11 |\years
  • Children's |\reasoning |\becomes |\logical |\and |\better |\organized. |\School-age |
    children |\understand |\that|\a |\certain |\amount|\of |\lemonade|\or |\play |\dough |
    remains |\the |\same|\even |\after |\its |\appearance |\changes. |\They |\also |\organize |
    objects |\into|\hierarchies |\of |\classes |\and |\subclasses. |\However, |\children |\think |
    in |\a |\logical, |\organized |\fashion |\only |\when |\dealing |\with |\concrete |\information |\they |\can |\perceive |\directly.
  • EX: |\feather |\vs |\hammer |\hit |\the |\glass
  • Conservation |- |\when |\same |\liquid |\is |\poured |\into |\different |\glasses
  1. *Piaget's |\Formal |\Operational |\Stage |\4: |* - |\ 11 |\years |\onward
  • EX: |\If |\you |\hit |\a |\glass |\with |\a |\feather, |\the |\glass |\will |\break. |\Don |\hit |\the |
    glass |\with |\a |\feather. |\What |\happens? |\It |\breaks
  • Abstract |\thinking
  • The |\capacity |\for |\abstract, |\systematic |\thinking |\enables |\adolescents, |\when |
    faced |\with |\a |\problem, |\to |\start |\with |\hypothesis, |\deduce |\testable |\inferences, |
    and |\isolate |\and |\combine |\variables|\to |\see |\which |\inferences |\are |\confirmed. |\

16 |/ |\

  1. *Vygotsky's |\Sociocultural |\Theory: |* - |\focuses |\on |\how |\culture |(the |\values, |
    beliefs, |\customs, |\and |\skills |\of |\a |\social |\group) |\is |\transmitted |\from |\one |
    generation |\to |\the |\next |\through |\social |\interaction,
  • Cognitive |\development |\is |\a |\socially |\mediated |\process;
  • Through |\cooperative |\dialogues |\with |\more |\expert |\members |\of |\society, |
    children |\come |\to |\use |\language |\to |\guide |\their |\own |\thought |\and |\actions |\and |
    acquire |\culturally |\relevant |\knowledge |\and |\skills
  • Critique |\is |\that |\biological |\and |\children's |\internal |\capacity |\less |
    acknowledged |\while |\other |\theories |\often |\neglect |\the |\sociocultural |
    component.
  • genetic |\and |\environment
  • language |\is |\basis |\for |\higher |\cognitive |\processes |- |\encourage |
    conversations |\and |\discussions
  • private |\speech |\of |\social |\communication |\leads |\to |\internalized |\silent, |\inner |
    speech
  • scaffolding
  1. *Scaffolding: |* adjust |\teaching |\as |\child |\develops |\cognitively.
  2. *Behaviorism: |* - |\emphasizing |\the |\study |\of |\directly |\observable |\events— stimuli |\and |\responses—as |\the |\appropriate |\focus |\of |\study |\and |\views |\the |
    development |\of |\behavior |\as |\taking |\place |\through |\classical |\and |\operant |\

17 |/ |
conditioning.

  • The |\approach |\gave |\rise |\to |\applied |\behavior |\analysis, |\in |\which |\procedures |
    of |\conditioning |\and |\modeling |\are |\used |\to |\eliminate |\undesirable |\behaviors |
    and |\increase |\desirable |\responses.
  • classical |\conditioning
  • operent |\conditioning |(reinforcement |\and |\punishment)
  1. *operant |\conditioning: |* a |\type |\of |\learning |\in |\which |\behavior |\is |
    strengthened |\if |\followed |\by |\a |\reinforcer |\or |\diminished |\if |\followed |\by |\a |
    punisher
  2. *classical |\conditioning: |* a |\type |\of |\learning |\in |\which |\one |\learns |\to |\link |
    two |\or |\more |\stimuli |\and |\anticipate |\events
  3. *developmental |\neuroscience: |* - |\relationship |\between |\the |\brain |\and |\the |
    devel- |\oping |\person's |\cognitive |\processing |\and |\behavioral |\patters, |\as |\well |
    as |\the |\brain's |\influence |\on |\social |\and |\emotional |\development.
  • Research |\in |\terms |\of |\the |\development |\perspective, |\understanding |\that |
    how |\brain |\functions |\affect |\how |\we |\interpret |\experience |\and |\respond.
  1. *Informational |\Processing: |* - |\information |\is |\coded, |\transformed, |\and |
    organized |\to |\go |\from |\sensory |\input |\to |\the |\behavioral |\response |\or |\output
  2. *evolutionary |\developmental |\psychology: |* - |\Ethology |\and |\evolutionary |
    devel- |\opment |\psychology
  • Darwin-|\behavior|\patterns|\that|\support|\survival,|\including|\sensitive|\periods|\in

19 |/ |\

  1. *bioecological |\model: |* - |\Bronfenbrenner's |\model |\proposes |\that |\a |\child's |
    biolog- |\ically |\influences |\dispositions |\interact |\with |\complex |\systems |\of |
    bidirectional|\relation- |\ship
  • the |\individual |\is |\affecting |\their |\environment |\and |\their |\environment |\is |
    affecting|\them. |\Therefore, |\there |\are |\many |\different |\systems |\that |\we |\are |\part |\of |\that |\influence |\us.
  1. *cognitive |\development |\theory: |* Piaget's |\view |\that |\children |\actively |
    construct |\knowledge |\as |\they |\manipulate |\and |\explore |\their |\world |\and |\that |
    cognitive |\develop- |\ment |\takes |\place |\in |\stages.
  2. *Options|\to|\reduce|\pain|\in|\childbirth:|* - |\Classes|\to|\reduce|\fear|\and|\psychoed- |\ucation
  • Relaxation |\and |\breathing |\techniques
  • Labor |\Coaches
  • Labor |\and |\Delivery |\Medication |(epidural |\analgesics |& |\anesthetics)
  1. *Teratogens: |* - |\refers |\to |\environmental |\agents |\that |\can |\cause |\damage |
    during |\the |\prenatal |\period;
  • affects |\risk |\of |\miscarriage, |\physical |\malformations, |\intellectual |\disability, |
    low |\birth |\weight |\and |\premature |\birth
  • EX: |\drugs, |\tobacco, |\alcohol, |\radiation, |\pollution, |\infectious |\disease
  1. *newborn |\reflexes: |* inborn |\automatic |\response |\to |\a |\particular |\form |\of |\

20 |/ |
stimulation |\that |\all |\healthy |\babies |\are |\born |\with

  1. *Examples |\of |\newborn |\reflexes: |* - |\eye |\blink |\in |\response |\to |\bright |\lights
  • rooting |- |\head |\turns |\toward |\stroked |\cheek
  • sucking |\when |\finger |\placed |\in |\mouth
  • moro |\makes |\embracing |\motion |\when |\loud |\noise |\or |\head |\drops
  1. *Rooting |\Reflex: |* when |\baby's |\head |\turns|\towards |\stroked |\cheek |\direction; |
    help- |\ful |\for |\learning |\to |\breastfeed
  2. *palmar |\grasp |\reflex: |* when |\a |\finger |\is |\placed |\in |\an |\infant's |\hand |\and |\the |
    infant |\grasps |\finger; |\prepares |\the |\infant |\for |\voluntary |\grasping
  3. *five |\states |\of |\infant |\arousal: |* - |\Quiet |\Alertness
  • Waking |\Activity |\and |\Crying
  • Regular |\Sleep
  • Irregular |\Sleep
  • Drowsiness
  1. *Infant |\arousal |\Quiet |\Alertness: |* awake |\and |\looking |\around, |\not |\crying |\or |
    sleep- |\ing; |\2-3 |\hours
  2. *infant |\arousal |- |\Waking |\Activity |\and |\Crying: |* active; |\1-4 |\hours
  3. *infant |\arousal |- |\Regular |\Sleep: |* AKA |\non-rapid-eye-movement |(NREM) |
    sleep, |\sleep, |\body |\is |\at |\full |\rest, |\inactive; |\8-9 |\hours