6: Middle Childhood Flashcards
a state developed when we feel incapable of affecting the outcome of events, and so give up without trying
learned helplessness
tendency of unusually aggressive children to misread other people’s actions as threatening when they are actually benign
hostile attributional bias
personality style that involves acting on immediate impulses and behaving disruptively, aggressively
externalizing tendencies
learning strategy in which people repeat information to embed it in memory
rehearsal
hostile or destructive acts carried out in response to being frustrated or hurt
reactive aggression
most common childhood learning disorder in the U.S., especially in boys - defined by inattentiveness and distractibility
attention-deficit/hyperactivity disorder (ADHD)
capacity to observe our abilities and actions from an outside frame of reference, reflect on our inner state
self-awareness
personal acts in support of others (helping, sharing, caring)
prosocial behavior
applauding or passively watching as someone is being victimized, and so encouraging a bully’s behavior
bystander behavior
learning strategy in which we manage our awareness so as to focus only on what is relevant and filter out unneeded information
selective attention
abilities that allow us to plan and direct our thinking and control our immediate impulses
executive functions
second phase of childhood, from roughly age 7-12, when children first grasp “adult world”
middle childhood
hostile or destructive acts carried out to achieve a goal
proactive aggression
area at the front uppermost part of the brain, responsible for reasoning and planning actions
frontal lobes
systematic harassment conducted online, via text, etc.
cyberbullying
ideal discipline style for encouraging prosocial behavior, involving getting children who behaved hurtfully to empathize with the pain they caused other people
induction
discounting immoral behavior by invoking justifications (“they deserved it”, “people like them don’t deserve respect”)
moral disengagement
capacity to manage our emotional state so it does not interfere with life
emotion regulation
limited-capacity gateway system containing all material we can keep in awareness at a single time - either processed for more permanent storage or lost
working memory
ratio of a person’s weight to height - main indicator of being overweight or underweight
body-mass index (BMI)
feeling upset about harming others or violating internal standards of behavior
guilt
any hostile or destructive act designed to cause harm
aggression
state necessary for acting prosocially, involving feeling upset for a person who needs help
sympathy
evaluating ourselves as either “good” or “bad” based on comparisons to other people
self-esteem
personality style that involves fear, social inhibition, and often depression
internalizing tendencies
directly feeling the emotions another person is experiencing
empathy
exceptionally aggressive children who repeatedly victimize others and get victimized themselves as a result
bully-victims
hostile or destructive acts designed to harm others’ relationships
relational aggression
when children (or adults) harass or target a specific person for systematic abuse
bullying
BMI at or above the 95th percentile compared to U.S. norms established for children in 1970s
child obesity
