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Ed Psych 331 > 331 Final exam > Flashcards

331 Final exam Flashcards

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1
Q

Define cultural capital

A

Knowledge and relationships that allow you to succeed in that culture

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2
Q

Example of ‘nurture’

A

environment

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3
Q

Example of ‘nature’

A

genes

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4
Q

Children who are underreactive to stress typically behave like what?

A
  • Over regulation of emotions
  • Externalizing behaviors
  • Not adverse to punishment
  • Impulsively, aggressively
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5
Q

Children who are overreactive to stress behave like what?

A
  • Cortisol levels are very high
  • Can result in violence, heavy breathing,
  • More internalizing problems
  • High anxiety, depression
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6
Q

What is brain plasticity?

A

The brain changes as a result of development

Two types: 
- Experience-expectant plasticity:
•	Normative experiences 
•	i.e. language 
- Experience-dependent plasticity:
•	Superfluous to normal human experience; don’t really need, but have some ‘extra’
•	i.e. music ability, sports ability
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7
Q

What SES group is most likely to be obese?

A

those in poverty; low SES

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8
Q

parenting styles are categorized based on what two dimensions?

A

warmth and control

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9
Q

Styles of parenting

A

o Authoritative—encourages communication; high warmth, high control
o Authoritarian—controlling, no discussion; low warmth, high control
o Permissive-indulgent—speak your mind, little rules set; low control, high warmth
o Permissive-neglectful—detached, less responsive; low warmth and low control

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10
Q

Most proximal system in Bioecological model

A

Microsystem–family, childcare, school

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11
Q

Differences in parenting styles are typically attributed to what?

A

Quality and reliability

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12
Q

What does ‘serve and return’ mean?

A

o Parent-child relationships are bidirectional, meaning there is a give and take between child and parent.
o Signals and responding

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13
Q

Development is organized into what and what?

A

Domains and periods

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14
Q

What are the two developmental periods associated with rapid physical growth?

A

Infancy and adolescence

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15
Q

What are the consequences of obesity?

A 
o	Early onset puberty in girls
o	Asthma
o	Problems with joints
o	Depression and anxiety
o	Low self-esteem and peer acceptance
o	Type 2 diabetes
o	High blood pressure
o	Sleep apnea
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16
Q

Predictors/risk factors of obesity

A
  • Diet
  • Exercise
  • Sleep deprivation
  • Television viewing
  • Parent behavior
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17
Q

Two models that explain how poverty influences child development

A

Family investment model

Family stress model

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18
Q

Define family investment model

A
  • Less investment

* Lower quality home learning environment

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19
Q

Define family stress model

A
  • Parent stress leads to lower quality parenting
  • More marital issues
  • “Gets under the skin”
  • Dramatically higher stress hormones in children
  • Gets into biology and physiology of child
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20
Q

Define risk factor

A
  • Established predictors of undesirable outcomes

* i.e. poverty, teenage mother, child maltreatment, moving frequently, born prematurely, etc.

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21
Q

Define protective factor

A
  • Vaccine against risk factors

* i.e. effective caregiving and close relationships, high cognitive skills, hope, effective schools

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22
Q

Define resilience

A

o When protective factors accumulate, children are more likely to become resilient
o High frequent mover still is able to achieve at outstanding academic test results

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23
Q

What are the basic stress reactions in children (behavioral, emotional, physical)?

A

Behavioral
• Depends on age: sucking and biting hair, biting fingernails, inattention, clinging
• Regression
• Poor self-control

Emotional
• Depends on age: irritability, acting out, worry, anger, mood swings, numbing

Physical
• Depends on age: upset stomach, headaches, unexplained aches and pains, loss of appetite, bedwetting, rashes, recurrent blinking
• Tends to be with younger children

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24
Q

What is physical development comprised of?

A

Motor skills and growth

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25
Q

Define development

A

o Patterns of growth and change that occur in human beings between conception and death

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26
Q

What are some factors that influence growth and development?

A

o Genes, exercise (can promote gross motor skills), nutrition (under/ overnutrition), quality of parent-child relationships (nonorganic failure to thrive when lack of responsive and attentive caregiving)

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27
Q

What research design allows you to infer causation?

A

Experimental research design

  • When change something in child’s environment and measure results
  • 2 components: at least 2 groups, random assignment
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28
Q

What are the limitations of correlation?

A

o Measure of relationship between two variables; study how things naturally occur without manipulation
o Measures strength and direction of relationship

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29
Q

Define theory

A

o An organized group of concepts or principles used to describe, explain, and predict a particular aspect of human development
o Theory guides research
o i.e. attachment theory

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30
Q

What better predicts academic achievement, intelligence, or self regulation?

A

self regulation

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31
Q

Behaviorism emphasized what?

A

Defines learning as a relatively permanent change in behavior that occurs as a RESULT OF EXPERIENCE

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32
Q

What two theorists are associated with constructivism?

A

Piaget and Vygotsky

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33
Q

Define zone of proximal development (ZPD)

A

• Range of tasks too difficult to do alone; can succeed with more skilled help

34
Q

Define scaffolding

A

adjusting support to fit children’s level

• Giving hints/helping but eventually hand over task so child can do independently

35
Q

Define private speech

A

Self-directed speech to get to verbal thought
• Used to guide attention and organize concepts (to guide and regulate actions)
• PS as foundation for all higher-order cognitive processes

36
Q

Basic tenets of Vygotsky’s theories

A

o Emphasized social interactions drive cognitive development
• A → cultural tool → B
o Emphasized SOCIAL and CULTURAL influences on cognitive development
• Cognition is INHERENTLY SOCIAL and,
• Cognition is INHERENTLY LANGUAGE BASED
o Children’s cognitive development as SOCIALLY INFORMED
• Social interactions are ENGINES OF DEVELOPMENT

37
Q

Define intelligence

A

Individual differences in cognitive abilities
• Ability to reason, plan, problem solve, think abstractly, learn quickly
• Measures more scholastic abilities of cognition

38
Q

What seems to underlie self-control and ability to delay gratification?

A

executive functioning

39
Q

What are the “before school” causes of the academic achievement gap?

A
  • The Word Gap (30 million word gap)
  • Parent stress
  • Child care—preschool programs or high-quality, enriching settings
40
Q

What are the “during school” causes of the academic achievement gap?

A
  • Once you’re behind, very difficult to catch up
  • Teacher bias
  • Learned helplessness
  • Segregation—urban vs. suburb districts
  • Cultural match—between student and teacher
  • Poverty related issues—hierarchy of needs, parent support, peer pressure, summer declines
41
Q

3 components of executive functioning

A

o Working memory: capacity to hold and manipulate information over short periods of time
o Inhibitory control: filter our thoughts and impulses to think before we act
o Cognitive flexibility: capacity to nimbly switch gears and adjust to change in demands

42
Q

Define school readiness

A

o “Children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life” (Heat Start)

43
Q

Basis of Piaget’s theory

A

o Emphasized biology, solitary, exploration, and discovery

• A → biological readiness (maturation or age) → B

44
Q

What comprises school readiness?

A 
o	Pre-literacy skills
o	Early math and science skills
o	Self regulation
o	Emotional development
o	Attitudes toward learning and school
45
Q

Two general components of temperament

A

Emotion and activity

46
Q

What is the typical behavior of disorganized attachment?

A

o Disorganized children are often DAZED and CONFUSED. Their parents use FRIGHTENING parenting behavior. Often when children are abused, they are in this category.

47
Q

What is the typical behavior of avoidant attachment?

A

o Avoidant children AVOID their parents because their parents tend to be INTRUSIVE and INAPPROPRIATE with their attention. It’s like they’re trying to regain control from over- and inappropriate arousal.

48
Q

Key behaviors of caregiving behavior implicated in secure attachment

A

Their parents are SENSITIVE and RESPONSIVE

49
Q

Define induction

A

Type of discipline

o When adult explains reason for rules and points out the consequences of breaking the rules

50
Q

Corporal punishment predicts what in the long term?

A

o Does more HARM than good
• No better at short term compliance than other techniques
o Many unintended consequences of corporal punishment
• Associated with less obedience in the long term
• Children will become aggressive and antisocial over time

51
Q

Most common form of child malntreatment

A

Emotional–neglect

52
Q

Basic emotions

A
  • Interest
  • Joy/happiness
  • Sadness
  • Anger
  • Disgust
  • Fear
53
Q

Complex emotions

A

Self-conscious and social emotions: guilt, shame, embarrassment, envy, and pride

54
Q

What is the typical adolescence emotional development?

A

extreme moodiness is a myth; reported being more happy than moody or depressed

55
Q

Gender differences associated with internalizing disorders

A

o Girls tend to report more internalizing issues

o Boys tend to report more externalizing issues

56
Q

Example of internalizing disorder and externalizing disorder

A

Internalizing: depression, anxiety, eating disorders
Externalizing: aggression, hostile behavior, something that disrupts daily activity

57
Q

Similarities of temperament and personality

A

o Both ways of describing individual differences

o Temperament is a subset of personality

58
Q

Define social cognition

A

o How children understand and interpret their experiences, and particularly social experiences

59
Q

Define theory of mind; example?

A

o Def: understanding that other people have mental states—beliefs, desires, knowledge, and intentions—that are different from their own and to the ability to infer or figure out others’ mental states
o Ex: your mental states (desires, beliefs, and intentions) are different from mine

60
Q

Define false belief task

A

o Theory of mind assessment
o George leaves an object in one location
o While he is gone, someone moved the object to a new location
o He will first look for the object upon return

61
Q

Children diagnosed with autism have deficits in what?

A

o Social interaction and communication

o Repetitive behaviors

62
Q

Why is theory of mind important?

A

o For kids to understand other students

o For teacher and parents to understand they make mistakes and are subjective

63
Q

First stage of Kohlberg’s moral development model

A

Right is being obedient, not breaking laws, and not damaging others or property. The reason for doing right is to avoid punishment.

64
Q

Second stage of Kohlberg’s moral development model

A

Right is fairness, or following rules when it is to your advantage. The reason for doing right is to serve your own interests.

65
Q

What are the major criticisms of Kohlberg’s moral development model?

A

o Disagreement with Kohlberg’s ranking of supposedly higher stages
o Not clear where some values fit into the model
o Doesn’t necessarily move along as you get older

66
Q

Define prosocial behavior

A

o Concerts quality, not amount
o Voluntary behavior that benefits others
o Children are more selective with helping behavior overtime—higher moral judgment; higher self esteem and self regulation

67
Q

Define conduct disorder

A

o Type of antisocial behavior
o 18 years or younger
o Past twelve months
o Aggressive behavior toward humans or animals

68
Q

Define physical aggression

A

behavior that harms other through physical means such as hitting, pushing, kicking

69
Q

Define verbal aggression

A

behavior that harms other through verbal means such as threatening or name calling

70
Q

Define social aggression

A

behavior that harms other through manipulating their relationships or peer-group status, such as spreading rumors or excluding the victim from a social clique

71
Q

5 types of peer statuses

A

o Popular children—liked by many and disliked by few
o Rejected children—disliked by many and liked by few (Involves active dislike, avoidance, and exclusion by peers)
o Neglected children—receive few liked or dislike votes; go unnoticed by most
o Controversial children—receive many liked and disliked votes
o Average children—moderately liked and disliked

72
Q

Consequences of being highly rejected child

A

o Aggression
o Low academic achievement
o Physiological distress

73
Q

What is a child’s peer status largely a result of?

A

Prosocial behavior and aggression

74
Q

What is the key to improving a child’s peer status?

A

o Help student reduce aggression and increase prosocial behavior
o Help student develop better emotion regulation abilities
o Promote student’s academic skills
o Capitalize on the student’s strengths
o Pair student with a buddy
o Arrange for student to work or play with younger students

75
Q

Know Erikson’s stages for adolescence and emerging adulthood

A

Adolescence:
Identity vs. identity confusion–the child seeks an identity and a profession or occupation; child may experience role confusion (sexual identity); cliquish

Adulthood:
Generativity vs. stagnation: adults need to be needed; wish to guide next generation, usually their own children; may feel need for pseudo-intimacy and may fall into stagnation and personal impoverishment

76
Q

Bullying is what type of aggression?

A

o Peer victimization—proactive type of aggression

o Repetitive and intentional form of aggression; involves imbalance of power

77
Q

What are the common characteristics of victims of bullying?

A

Passive and inhibited, often smaller, fearful demeanor

78
Q

What is the typical trajectory of aggression over childhood?

A

Decreases

79
Q

Define coercive family cycle

A

o AKA social learning
o Def: cycle of negative reinforcement in hostile families in which negative parenting leads to child aggression, which leads to more parental hostility, which leads to more child aggression, and so on

Mutual reinforcement
• Parent gives directive → child ignores/talks back → parent escalates/argues/attacks → child escalates → parent backs off, reinforcing child for being aggressive

80
Q

Define hostile attribution bias

A

o The tendency to assume hostile intent on the part of others in situations where it is not clear if there is hostile intent or not
o Predicts individual differences in antisocial behavior
o i.e. Evan accidentally bumped into Allen who immediately tackled him to the floor and tried to punch him

81
Q

Techniques for decreasing aggression

A

1) Avoid holding students back
2) Eliminate hunger and tiredness
3) Be thoughtful about what behavior you reinforce
4) Build academic skills
5) Establish responsive teacher-child relationship
6) Promote positive school and classroom environment
7) Model appropriate behavior (avoid power assertion and psychological control)
8) Supervise and enforce strict rules against bullying
9) Catch it early (before age 8)
10) Use engagement over power assertion

82
Q

Most common type of peer status

A

Average children

Ed Psych 331 (5 decks)

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