1.

Early Development
a. Developmental milestones
3 Months
6 Months
1 Year
2 Years
2. Prematurity
a. Prevalence
b. Interventions (medical and environmental)
c. Demographic differences
d. Medical factors
e. Effects on the brain (pathological, neuropsychological)
f. Outcomes
3. IQ/Intelligence 1
a. Statistical application (Normal distributaries, standard deviation,
zscores,
percentile)
b. Psychometric approach (WISC, Stanford-Binet)
c. Theories of multiple intelligences
d. Genes v. environment/nature v nurture
4. Visual System
a. Primary visual cortex
b. Pathways (label)
c. facial perception 2
d. object perception
5. Auditory System
a. Primary auditory cortex (function and organization)
b. Auditory pathways
c. Associated language areas
6. Development of Language 3
a. Process (development of)
b. Theories of development
c. Components of language
d. Disorders and disabilities- types and prevalence
-Ventricular System: Spinal cord, 3rd/4th ventricles, cerebral aqueduct,
lateral ventricles, purpose of CSFremove waste, carry nutrients,
buoyancy+protect
-Vascular system: arteries supply blood throughout brain; anterior:
frontal lobe, medial parietal/occipital; middle: frontoparietal

somatosensory; posterior: occipital and parietal (occipital); Circle of

Willis-supply basal ganglia and thalamus
-Measuring nutrients and blood flow helps determine what area is
activated
-fMRI, PET: functional magnetic resonance imaging, positron emotion
tomography
-All examples of diagnostic tools to non-invasively examine body; CT
(computerized tomography)X-Ray, create an detailed picture of
bodys tissues and structure
-MRImagnetic field, angles to construct a 3-D image, can check
pathology and signs of abnormalities but not functionfMRI does that
-fMRI: examine anatomy, assess brain tumors, effects of stroke or
trauma, brain mapping
-PETemissions from carbon, nitrogen, oxygen, etc. while showing
molecular function and activity but not structure
-Meninges: membranes covering the brain and spinal cord; Dura
Mater=hard mother, arachnoid mater=spider mother, pia mater=soft
mother
-12 total cranial nervesOlfactory and optic (telencephalon),
occulomotor and trochlear (midbrain), trigeminal, abducens, facial and
vestibular (pons), glossopharyngeal, vagus, accessory and hypoglossal
(medulla)
-Purpose of the SAT (social attribution test)measure ones ability to
make appropriate social attributions from a ambiguous visual display
**
Developmental milestones: Gross motor, fine motor, vision, tactile,
language, social and general cognitive
Birth:
-REFLEX movements
-ORALLY LATCHING for nursing
-Distinguish caregiver BY SMELL
-VISUAL looking toward
caregiver
-VISUAL preference for caregiver
3 Months MOTOR:
-LIFTS HEAD and turns side to
side
-Follows moving objects with
EYES
-GRASPS objects when placed in
hands

-WIGGLES and KICKS with arms

and hands
-MOVES whole body
3 Months VISION:
-Watches faces intently
-Follows moving objects
-Recognizes familiar objects and
people at a distance
-Starts using hands and eyes in
coordination

3 Months LANGUAGE:

-Smiles at sound of voice and

turns head in direction of sound
-Quiets down with soothing
voice
-Making cooing and gurgling
sounds, starts imitating
-communicates fear, hunger and
discomfort
-OBJECT PERMANENCE HAS NOT
TAKEN PLACE AT 3 MONTHS
(NOT UNTIL 4-8 MONTHS)
3 Months SOCIAL:
-Anticipates being lifted, begins
social smiling
-Reacts to peekaboo, enjoys
playing and may cry if stopped
playing
-More communicative with face
and body and imitates some
movements and facial
expressions

6 Months MOTOR:
-Holds head steady when sitting
with help, reaches/grasps
objects
-Holds bottle, explores by
mouthing/banging objects
-Toys from one hand to other,
can sit up, can roll over
6 Months VISION:
-Develops full color vision,
distance vision improves
-Can track down moving objects,
find partially hidden objects
-Struggles to get objects out of
reach
6 Months LANGUAGE:

-Babbles and sing-song, laugh

and squeal
-Respond to name, responds to
no, distinguish emotion by
tone of voice
-Respond to sound by making
sound
6 Months SOCIAL:
-Enjoys social play, imitates
other people in play
-Responds to others
expressions of emotion
1 Year MOTOR:
-Drinks from cup with help, uses
first finger to point/poke
-Feeds self with finger food,
grasps small objects with use of
thumb and finger
-Putting and removing small
blocks from a container, knock
two blocks together
-Sits w/o support, crawl on
hands and knees, stand alone
temp, cooperate in dressing by
holding out limb, pull self up
using furniture

1 Year VISION:
-Explore objects (shake, bang,
throw, drop), find hidden objects
easily
-Looks at correct picture when
image is named
1 Year LANGUAGE:
-Babbles (sounds like talking),
says first word, simple
commands, attention to speech,
respond to no, simple requests,
uses simple gestures (shake

head), recognize family member

names, try to talk, raise arms to
be picked up
(All gone, uh oh, mama)
1 Year SOCIAL:
-Shy/anxious w/ strangers, cries
when parent leaves, enjoy
imitation, preference, tests
responses to actions while
feeding, prefer mother/regular
caregiver, repeats gestures or
sounds for attention
2 Years MOTOR:
-Can walk, drag toy, carry
large/several toys, begin to run,
stand on tiptoe, kick a ball,
climb up and down furniture,
walk up and down stairs holding
on to support
-Scribble spontaneously, turn
over container to pour, hand
preference, build towers
2 Years VISION:
-Sort shapes, complete puzzle,
fit objects together, coordinate
body in space

2 Years LANGUAGE:
-Points to object when named,
recognize names of familiar
people/objects/body parts
-15-18 months, several single
words
-18-24 months, simple phrases
-2-4 word sentences, follow
simple instructions, repeats
words overheard in convo
(more cookies)
2 Year SOCIAL:
-Imitate behaviors (adult/older),
recognize self, increasingly
aware of self as separate,
enthusiastic about company,
independent/defiant
3 Years LANGUAGE:
-Follows 2-part requests (e.g.,
Get the book and put it on the
table)
Uses 3-word phrases, including
verb and noun
-Speech understood by familiar
others most of the time
4 Years LANGUAGE:
-Answer who what where why,
sentence of 4+ words, outside
family can understand
5 Years LANGUAGE:
-Understand most of what is
said at home/school, detail in
sentence, pronunciation and
grammar generally correct

Low Birth Weight and preterm birth

-Prenatal development
Birth weight:
Normal birth weight is 5.5+ pounds
Low is
<5.5 pounds
Very low is <3.3 Pounds
ELBW (extremely low) is <2.2 pounds (1 kg)
Gestational age:
Normal is 37+ weeks
Preterm is <37 weeks
Very Preterm is <32 weeks
Extremely Preterm (EPTB) is <29 weeks
Corrected age is chronological age MINUS months of prematurity
2005,
LBW+VLBW 8.2%+1.5% of US live births (4.1 million)
.7% ELBW, .4% <750 g
Associated Medical Factors:
-Previous preterm birth
-Family history of infertility
-Multiple gestation
-Placental abnormalities
-Uterine abnormalities + infections
-Preeclampsiapregnant woman develops high blood pressure and
protein in urine after 20th week of pregnancy
Demographic differences
-Maleshigher prevalence in neonatal complications and adverse
neurodevelopmental outcomes
-Rates of VLBW/VPTB: 2x in blacks than whites, higher in single
mothers, higher in lower SES families
-Hypothesis as to why:
-Stress on neuron-endocrine system
-Smoking and drug use
-Underutilization of prenatal care
-Susceptibility to genital tract infections
-Combination of low folate intake, G-E interactions
Medical interventions
-Advances in neonatal intensive care in 1960s, increases survival and
reduced morbidity (markedly in VLPT and VLBW cohorts)
-Medical interventions
-Resuscitation
-Assisted ventilation, high-pressure ventilation
-Drug treatments, IV nutrition

-Phototherapy for jaundice, surfactant for immature lungs

-Antenatal steroids and antibiotics
Environmental intervention:
-Environmental exposure to light, loud noise, sleep interruptions
-Positioning and handling procedures
-Parent education and counseling
-Brain growth is rapid in late fetal period
-Increase in total brain volume, proliferation of glial cells, form myelin,
growing axial and dendritic sines; synaptogenesis, axonal pruning (6
steps)
-Primary processes responsible for brain damage in neonates with
VLBW/VPTBhypoxic ischemia (low flow of blood/oxygen in brain) and
associated oxygen/glucose deprivation
Neuropathology:
-Common brain abnormalities
1.) PVL (Periventricular leukomalacia)death of white matter in brain
tissue around ventricle area
2.) Hemorrhagic infarctions (IVHintraventricular hemorrhage)lack of
oxygen in brain leading to tissue death; major complication of
premature birth and is cause of CP (cerebral palsy) and hydrocephalus
3.) Ventriculomegalylateral ventricles dilated
In early development
-Brain regions most affected: subcortical structures and circuits
connecting to frontal and parietal regions
-Diffuse reduction in white matter
-Cortical atrophy
-Lesions in basal ganglia, hippocampus, brain stem, cerebellum
-Larger ventricular volumes
Structual abnormalities
-Thinning of corpus callosum, diffuse reduction in white matter,
ventricular dilation
-Porencephalycyst/cavity filled with CSF develops, rare CNS disorder,
results from stroke/infection
-Intraparenchymal cysts secondary to IVH and PVL
-In neuropsych, risk of cognitive learning and behavioral problems;
LBW+PTBpoor outcomes,complications (IVH PVL chronic lung
disease)
-VLBW/VPTB vs normal: reduced cognitive, executive functions
affected, memory, perceptual motor, memory; higher rates of learning
disorders, special ed, grade repetition
-Weakness in math; inattention
-Late preterm vs very preterm: fewer medical complications but
compared to normal still have more intellectual deficits

-Risks even exist for those only a few weeks premature (medical
complication, neurological development, subtle neuropsych weakness)
-Outcomes significantly different for those born near full-term
compared to LBW/VLBW and full term, more research needed
-Cerebral palsyimpaired movement, cognitive/sensory problems and
epilepsy
-Cerebral palsypermanent, non-progressive, risk increase for
premature (1.5/2k term babies, <28 weeks 1/10 surviving)
Early measures of intellectual aptitude
-Bayley of Infant and Toddler dvlpt, III, 1 month-4 years (cognitive,
motor, language and new scales for social-emotional and adaptive)
-Binet1904, hired by French govt and 1905 made first measure of
intellectual abilities using 30 items of increasing difficulties, sample of
50 N and 45 sub-N; 1908 revised with 58 items age 3-13; 1911 age is
3-13 concept of mental age developed
-Intelligence is not static; most had mental ceiling; 3 criteria
1.) la direction (taking of and maintenance of a given mental set
2.) ladaptation (adaptation of a thought to obtain a given end)
3.) la critique (taking of a critical attitude towards ones though and
correction)
-Relevance of Charles Spearman (Two factor theory, G factor, general
level of mental energy and is related to abstract thinking; and specific
factorsrelated to a specific type of test or to discrete mental abilities
-Lewis Terman: intellectual giftedness, 8-part test of abilities and
created Stanford-Binet, used currently in 5th edition, verbal nonverbal
quant and memory; routing
-Wechsler: both verbal and nonverbal, Bellevue for adultWechsler
Adult Intellectual Scale (WAIS), child version WISC in 1949; 4th edition
for age 6-16
-WPPSIpreschool, age 2.6-7.3
-Standard scores, z-scores, percentile ranks, 4 factor model from WISCIV (Info, comp, matrix, block design)
-Psychometric focus on verbal, nonverbal, working memory and
processing speed
-Emotional intelligence: Daniel Goleman (1995)self-awareness,
social awareness, self-management, relationship management
-Gardners multiple intelligences: Logical-Math, Linguistic, Spatial,
Musical, Bodily-kinesthetic, interpersonal, intrapersonal, existential,
spiritual, etc.
Vision
-Left primary visual cortex receives info from the right visual field of
each eye (REVERSE!); right primaryleft visual field of each eye
-Visual pathways: from retina, through optic nerve, cross over at optic
chiasma, along the optic tract, travel to LGN (lateral geniculate

nucleus), through optic radiation, to primary visual cortex and target

superior colliculus; orient eyes to respond to new stimuli in the visual
fields
-LGN in dorsal thalamus, process info in parallel fashion, visual info
processed
-V1topographic/retinotopic map, left and right V1s in each person,
rep of opposite visual field; V1 map is upside down
-More cortical space dedicated to fovea than periphery; LGN not just
feed forward areas but receive 80% of projections from PVC
-LGN role of integrating spatial and temporal correlations to contribute
to successful vision; V1 stainscytochrome oxidase enzymemakes
energy available to cells
-Blobs-rich cyto, color perception and areas outside for form and
motion perception/orientation (interblob)
-V2stripes, thin=color perception, thick=form perception
pale=motion perception
-V1blobV4 (color/form), also M-cell V2V5 (motion), also V3
(dynamic)
-Calcarine fissureupper/lower halves of visual system, fusiform gyrus
in ventral surface
-V1/V222% of cortex, V4 is 5%
-2 main streams of higher-order visual processing: Where: dorsal
pathways to parieto-occipital association, motion/spatial b/t objects
and bt body and visual
-What: ventral pathways to occiptotemporal association cortex
analyze form, region for face color letter etc. **WHERE VS WHAT
-Object perception: ventral stream, but distinct areas implicated for
object permanence; process of organizing images is pre-organized
-Facial focus in humans over other animalsfusiform face area;
inability=prosopagnosia
-Autism and eye contact
Auditory System
-Pathway: Starts in cochlear nerve, goes to EITHER A.) Dorsal cochlea
nucleus in the medulla or B.) ventral cochlea nucleus in medulla then
go to pons and head to LATERAL LEMNISCUS; ascend pons to inferior
colliculus (midbrain)medial geniculate nucleus (MGN) of
thalamusprimary auditory cortex (Heschels gyrus)
-Ventral cochlea: encodes intensity info
-Dorsal cochlea: encodes info and analyze quality of sound
-Superior olivary nucleus; trapezoid body: locatlization/intensity of
sound
-Lateral lemniscus: acoustic startle, amplitude of sound
-Inferior colliculus: integrate auditory stimuli and actions
-Medial geniculate nucleus of thalamus: process/integration of auditory
stimuli

-Primary auditory cortex: process of sound, noise, etc.

Temporal lobe: tonotopic organization, low frequency sounds anterior,
high f. posterior
-Speech zones in BOTH hemispheres, stimulation=pos/neg, (vocal vs
non-vocal)
-Language lateralization: speech/language areas (Broca, Wernicke) in
both; but left hem is dominant, in 95% right handed, 60-70% left; nondominant hemisphererecognition and production of affective
elements in speechthalamus and basal ganglia
-Nature vs nurture; Nurture: BF Skinner, shaped by reinforcement
when child imitates speech (correct words rewarded, trial and error,
learning process)Nature: Noam Chomskylanguage etched into the
mind; innate; language acquisition device, neuro set of rules, universal
grammar, rule-oriented speech
-Vygotsky: zone of proximal development, social context and
exchange for linguistic acquisition, language leads to thought
-Babble 6 monthstalking age 3, social interactions (motherese)
-Phonemeswordssentencelanguage
-Pragmatics, semantics, grammar, morphology, phonology
-Phonology: phonemic segments, awareness, Morphology: structure
and forming words, compounds, prefix, suffix, roots; Syntaxword
order, sentence patterns
-Speech sound disorder5%, phonological dvlpt, deletion, fronting,
either outgrow or association later (amenable treating)
-High frequency receptors are damaged and lost first with age
-Auditory system fail: 1.) Conducting hearing loss (reduction of sound
level), 2.) Sensorineural hearing lossinner ear harm, irreversible, high
exposure to noise, toxins, head trauma; 3.) mixed hearing lossboth
-Element of wordssegmenting sentences into words; words are
symbols
-Contentknowledge of objects; relationship bt objects and events,
communicative intent and conversational rules
Pragmatics
1.) Using languagegreet, inform, demand, promise, request
2.) Changing languagebaby vs adult, context, environment
3.) Following ruletaking turns, introduce topic, rephrase, signals
Language deficits
-Deficiency in set of language skills that develop with exposure
-Language delaysslowed acquisition in a set of language skills that
develop with exposure;
Disorders
Aphasias: acquired, disturbs language function (Broca and Wernicke)
Communication disorders: Most common developmental disorder in
children under five, can be language, social (pragmatic)
communication, speech-sound, childhood-onset fluency (stuttering) or
unspecified