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Canadian Nurse Practitioner Examination: Family/All Ages - Reviews

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Canadian Nurse Practitioner Examination: Family/All Ages - Test Reviews Sample Questions

In terms of the psychosocial development of infants, the New York Longitudinal Study (NYLS) defined nine dimensions of temperament. Which of the following is NOT one of them?

Correct Answer:

the new york longitudinal study (nyls), spearheaded by psychiatrists alexander thomas and stella chess, investigated the concept of temperament in infants and identified nine specific dimensions that characterize early behavioral patterns. these dimensions are crucial in understanding how infants interact with their environment and how their early personality traits begin to form. the dimensions listed in the nyls include: activity level, rhythmicity (regularity), approach or withdrawal, adaptability, intensity of reaction, threshold of responsiveness, quality of mood, distractibility, and attention span and persistence.

activity level refers to the general level of physical energy evident in daily activities. rhythmicity describes the predictability of biological functions like sleep and hunger. approach or withdrawal considers the child’s initial response to new stimuli—whether they accept new experiences or pull away. adaptability measures how easily a child adjusts to changes in their environment. intensity of reaction looks at the energy level of a response, whether mild or intense. threshold of responsiveness is about how much stimulation is required to elicit responses from the child. quality of mood assesses the general positivity or negativity in a child's outlook. distractibility indicates the degree to which extraneous stimuli interfere with the child's current focus. finally, attention span and persistence evaluate how long a child can focus on a particular activity and their perseverance when faced with challenges.

the term "synchrony," however, does not appear among these nine temperament dimensions. instead, synchrony refers to the coordinated interaction between the caregiver and the infant, involving reciprocal patterns of action and reaction. this concept is different from temperament as it involves two-way interactions that can influence an infant's development of attachment and emotional regulation rather than innate individual traits. synchrony is often discussed within the context of attachment theory and developmental psychology rather than as a standalone aspect of temperament. therefore, in the context of the nyls and the specific question regarding dimensions of temperament, "synchrony" is correctly identified as not being one of the defined temperament dimensions.

In terms of infant growth and development from birth to 2 years, major tasks in the cognitive development domain include all of the following EXCEPT:

Correct Answer:
preconceptual thinking in older infants
in the realm of infant growth and development from birth to 2 years, the cognitive domain encompasses a variety of developmental tasks and milestones that represent significant steps in a child's early learning and mental processing capabilities. here, we explore these tasks, focusing on which are typical of this age range and which are not.

one of the major cognitive tasks during this period is for infants to imitate some gestures and behaviors. this ability is foundational as it signals the beginning of observational learning, where infants start to replicate the actions of others, a process that is crucial for both cognitive and social development. this skill starts as early as a few months old when babies might begin to mimic facial expressions and simple actions.

another significant development in the cognitive domain during this period is a greater auditory acuity for high rather than low frequency sounds. infants typically show a preference for high-pitched tones, which is why baby talk, often characterized by a higher pitch, is particularly engaging for them. this auditory sensitivity helps in language development, as it enhances the ability to distinguish between different sounds and phonemes, which are critical for language acquisition.

binocular vision is also a critical cognitive development task that occurs during this period. this refers to the ability of both eyes to focus on an object to create a single visual image. the development of binocular vision typically begins around the age of four months and is crucial for depth perception, which is important for interpreting visual information accurately and for physical coordination.

however, preconceptual thinking does not typically emerge in this developmental timeframe. preconceptual thinking is part of the preoperational stage of cognitive development, as defined by jean piaget, which generally spans the ages of 2 to 7 years. in this stage, children begin to engage in symbolic play and learn to manipulate symbols, but they do not yet understand concrete logic. during the specified age range of birth to 2 years, infants and toddlers are primarily in the sensorimotor stage, where they learn about the world through their senses and actions. in this stage, they develop object permanence and gradually become capable of forming mental representations of objects, but they do not engage in the more advanced symbolic thinking that characterizes preconceptual thought.

in conclusion, while imitating gestures and behaviors, responding more acutely to high-frequency sounds, and developing binocular vision are all tasks that fit within the cognitive development of infants from birth to 2 years, preconceptual thinking is not a part of this stage. instead, it emerges in the later preoperational stage, beginning around the age of 2 years. understanding these developmental stages helps in assessing child development and providing appropriate educational and developmental support.