2017-04-06 Exam 2 Flashcards
1
Q
Theory of mind
A
- thinking about thinking
- realizing that people believe other things
- important for social skills
- usually around four years old
2
Q
Childhood egocentrism
A
everyone believes the same thing you believe
EX: everyone likes the same dessert as you
3
Q
overregularization
A
- common language error
- using tenses incorrectly
“I doned it”
4
Q
overextension
A
- common language error
- calling everything the same thing
“cat is all animals”
5
Q
underextension
A
- common language error
- only calling one thing that thing
“only a banana is a fruit
6
Q
Vygotsky’s theory of early childhood cognitive development
A
- language skills are the foundation for other skills (problem solving, planning, categorizing_
- EX: kid can’t think of a way to solve a problem if they can’t think of it in words (language)
7
Q
Piaget’s theory of early childhood cognitive development
A
- pre-operational stage: can’t understand conservation but they can represent things in their mind (mental pictures)
8
Q
language development in multilingual children
A
can get them confused, but then fades out, only keeps if they continue to use the other language(s)
9
Q
benefits of reminiscing
A
- helps children think abstractly about things that aren’t tangible
- helps with emotional development, regulation, narrative skills, theory of mind sooner
10
Q
early childhood education
A
- long-term financial pay off
- less incarceration, do well in high school
(less expensive than incarceration) - academic based preschools aren’t good, stress kids out
- child-centered preschools are better, help with socialization
- head-start programs are good but the effects don’t last; help with vocab, oral health, and parental sensitivity
11
Q
Marshmallow test
A
experiment where kids have a marshmallow in front of them, they have to wait to eat it and they can get a second.
- shows they can wait for gratification, and are less impulsive
12
Q
Authoritarian child-rearing style
A
- possibly some rules, but rules used as justification
- low acceptance and involvement, low autonomy granting; high in coercive control
EX: when going to bed: very strict on bedtime, no explanation of rules
13
Q
Authoritative child-rearing style
A
- more explanation with rules, parent-child relationship
- high acceptance and involvement, appropriate autonomy granting, adaptive control
EX: when going to bed: would come to an agreement on bedtime, let child be aware of consequences of staying up
14
Q
Permissive child-rearing style
A
- warm and accepting, but uninvolved
- either overindulgent or unattentive, therefor engage in little control
EX: when going to bed: let kid stay up, no information of consequences, etc.
15
Q
gender typing
A
children assign gender to objects and people based on appearance
- EX: children thinking someone is a girl for having ears pieced
16
Q
gender role conformity
A
- extent to which gender expression adheres to cultural norms (the binary)
- cisgender people can also be gender non-conforming
EX: someone expressing only femininity, or masculinity, but not at once (oh no!)
17
Q
gender and sex
A
- both on a spectrum
- Gender: social-legal status (socially constructed)
- Sex: determined by biological, physical characteristics
(however, “biology” is really referring to the social meaning; and “biological sex” is socially constructed too [ex: intersex people])
18
Q
gender identity
A
internal feelings of identity in terms of gender
19
Q
gender expression
A
- manifestations of characteristics culturally defined by masculine or feminine
- ways we express our internal feelings of gender
20
Q
factors that influence physical activity
A
- boys are encouraged to be active
- SES
21
Q
factors that influence obesity
A
- nutrition
- SES
- physical activity
- gender norms
- bullying
- heredity (influences tendency)
- family stress
22
Q
second language acquisition
A
- sensitive period: becoming multilingual (no age cutoff, but younger = better)
- infancy > early childhood > middle childhood > adolescence
23
Q
learning styles
A
- they don’t exist
- most material should be taught multiple ways, making it more meaningful
- have preferences, but no actual affect on learning and processing
- learning is more conceptual (in the classroom)
- memory based on meaning
24
Q
IQ tests
A
- IQ: intelligence quotient
- shows ability to: reason, plan, solve problems, plan abstractly, comprehend complex ideas, learn quickly, and learn from experience
25
fixed mindset
- person praise = fixed mindset
- challenging tasks→anxiety
- failure→learned helplessness
EX: "way to go smarty pants!"
26
growth mindset
- process praise = growth mindset
- can improve, mastery orientation
- failure→motivation to improve
EX: "Your hard work really paid off!"
27
Piaget vs Vygotsky: theories of cognitive development
Piaget: egocentrism and conservation
Vygotsky: language development
28
executive functioning
effortful control:
- ability to regulate emotions and delayed gratification,
- ability to plan and problem solve
29
Peer popularity
popular: well liked, gets the popular votes
30
Peer rejection
rejection: dislikes, gets the negative votes
31
popular-prosocial
combine social and academic competence
32
popular-antisocial
admired for social skills, but often puts other down, excludes them, etc
33
rejected-aggressive
lots of conflict, physically aggressive, impulsive
34
rejected-withdrawn
passive and socially awkward
35
social comparison
- noticing differences
- comparing yourself to other people
EX: discrimination; noticing you're good at math/art
36
psychological consequences of racial discrimination
because of racial prejudices, children can have low self esteem
37
Bullying
peer victimization:
| - certain children become targets of verbal/physical attacks
38
3 ways to interpret correlation
- Third Party: another component, correlation but not causation, there's a relationship
- reverse causal argument: saying A is causing B, when B was actually causing A
39
how to determine causation
- experimental design with random assignment
| - get rid of cofounding variables
40
cross sectional research
research on different subjects from the same cohort at the same time
41
longitudinal research
research on the same subject(s) over a short or long period of time
42
sensitive periods
periods of time when the brain is most flexible and receptive to learning certain skills
EX: learning language at a certain time is easier (the younger the better
43
Secure attachment
- infants use parents as secure base
- may cry if parent leaves
- actively seek parent to return
44
Avoidant attachment
- infants are unresponsibe to parent
- aren't distressed when parent leaves
- avoid parent when they come back
45
Resistant attachment
- distressed when parent leaves and returns
| - they are angry or upset
46
Disorganized attachment
- confused and contradictory emotions upon reunion with parent
47
postpartum depression
- sadness, distress, withdrawl that emerges/strengthens after childbirth
- can cause developmental problems for child
48
infant learning from audio/video recordings
- do not learn from audio/video recordings
- learn from live interactions
- can learn from videos 2.5-3 years
