2017-04-06 Exam 2 Flashcards
Theory of mind
- thinking about thinking
- realizing that people believe other things
- important for social skills
- usually around four years old
Childhood egocentrism
everyone believes the same thing you believe
EX: everyone likes the same dessert as you
overregularization
- common language error
- using tenses incorrectly
“I doned it”
overextension
- common language error
- calling everything the same thing
“cat is all animals”
underextension
- common language error
- only calling one thing that thing
“only a banana is a fruit
Vygotsky’s theory of early childhood cognitive development
- 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)
Piaget’s theory of early childhood cognitive development
- pre-operational stage: can’t understand conservation but they can represent things in their mind (mental pictures)
language development in multilingual children
can get them confused, but then fades out, only keeps if they continue to use the other language(s)
benefits of reminiscing
- helps children think abstractly about things that aren’t tangible
- helps with emotional development, regulation, narrative skills, theory of mind sooner
early childhood education
- 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
Marshmallow test
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
Authoritarian child-rearing style
- 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
Authoritative child-rearing style
- 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
Permissive child-rearing style
- 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.
gender typing
children assign gender to objects and people based on appearance
- EX: children thinking someone is a girl for having ears pieced
gender role conformity
- 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!)
gender and sex
- 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])
gender identity
internal feelings of identity in terms of gender
gender expression
- manifestations of characteristics culturally defined by masculine or feminine
- ways we express our internal feelings of gender
factors that influence physical activity
- boys are encouraged to be active
- SES
factors that influence obesity
- nutrition
- SES
- physical activity
- gender norms
- bullying
- heredity (influences tendency)
- family stress
second language acquisition
- sensitive period: becoming multilingual (no age cutoff, but younger = better)
- infancy > early childhood > middle childhood > adolescence
learning styles
- 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
IQ tests
- IQ: intelligence quotient
- shows ability to: reason, plan, solve problems, plan abstractly, comprehend complex ideas, learn quickly, and learn from experience
fixed mindset
- person praise = fixed mindset
- challenging tasks→anxiety
- failure→learned helplessness
EX: “way to go smarty pants!”
growth mindset
- process praise = growth mindset
- can improve, mastery orientation
- failure→motivation to improve
EX: “Your hard work really paid off!”
Piaget vs Vygotsky: theories of cognitive development
Piaget: egocentrism and conservation
Vygotsky: language development
executive functioning
effortful control:
- ability to regulate emotions and delayed gratification,
- ability to plan and problem solve
Peer popularity
popular: well liked, gets the popular votes
Peer rejection
rejection: dislikes, gets the negative votes
popular-prosocial
combine social and academic competence
popular-antisocial
admired for social skills, but often puts other down, excludes them, etc
rejected-aggressive
lots of conflict, physically aggressive, impulsive
rejected-withdrawn
passive and socially awkward
social comparison
- noticing differences
- comparing yourself to other people
EX: discrimination; noticing you’re good at math/art
psychological consequences of racial discrimination
because of racial prejudices, children can have low self esteem
Bullying
peer victimization:
- certain children become targets of verbal/physical attacks
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
how to determine causation
- experimental design with random assignment
- get rid of cofounding variables
cross sectional research
research on different subjects from the same cohort at the same time
longitudinal research
research on the same subject(s) over a short or long period of time
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
Secure attachment
- infants use parents as secure base
- may cry if parent leaves
- actively seek parent to return
Avoidant attachment
- infants are unresponsibe to parent
- aren’t distressed when parent leaves
- avoid parent when they come back
Resistant attachment
- distressed when parent leaves and returns
- they are angry or upset
Disorganized attachment
- confused and contradictory emotions upon reunion with parent
postpartum depression
- sadness, distress, withdrawl that emerges/strengthens after childbirth
- can cause developmental problems for child
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
