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Psyc 171 test 4 > Ch 7-10 > Flashcards

Ch 7-10 Flashcards

1
Q

ADHD

A

A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity.

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2
Q

ASD

A

Also called pervasive developmental disorders, they range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome. These disorders are characterized by problems in social interaction, verbal and nonverbal communication, and repetitive behaviors.

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3
Q

convergent thinking

A

The type of thinking that produces one correct answer and is typically assessed by standardized intelligence tests.

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4
Q

creative thinking

A

The ability to think in novel and unusual ways and to come up with unique solutions to problems.

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5
Q

divergent thinking

A

Thinking that produces many answers to the same question and is characteristic of creativity.

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6
Q

cultural-familial intellectual disability

A

Intellectual disability in which there is no evidence of organic brain damage, but the individual’s IQ generally is between 50 and 70.

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7
Q

organic intellectual disability

A

Intellectual disability that involves some physical damage and is caused by a genetic disorder or brain damage.

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8
Q

gifted

A

Having above-average intelligence (an IQ of 130 or higher) and/or superior talent for something.

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9
Q

elaboration

A

An important strategy that involves engaging in more extensive processing of information.

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10
Q

strategies

A

Deliberate mental activities designed to improve the processing of information.

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11
Q

fuzzy trace theory

A

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace and (2) gist. In this theory, older children’s better memory is attributed to the fuzzy traces created by extracting the gist of information.

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12
Q

thinking

A

Manipulating and transforming information in memory.

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13
Q

inclusion

A

Educating a child who requires special education full-time in the regular classroom.

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14
Q

least restrictive environment (LRE)

A

The concept that a child with a disability should be educated in a setting that is as similar as possible to the one in which children who do not have a disability are educated.

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15
Q

individualized education plan (IEP)

A

A written statement that spells out a program tailored to a child with a disability.

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16
Q

intellectual disability

A

A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional test of intelligence, and has difficulty adapting to the demands of everyday life.

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17
Q

intelligence

A

Problem-solving skills and the ability to learn from, and adapt to, the experiences of everyday life.

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18
Q

mental age (MA)

A

Binet’s measure of an individual’s level of mental development, compared with that of others.

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19
Q

intelligence quotient (IQ)

A

A person’s mental age divided by chronological age and multiplied by 100.

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20
Q

culture-fair tests

A

Tests of intelligence that are designed to be free of cultural bias.

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21
Q

stereotype threat

A

Anxiety that one’s behavior might confirm a negative stereotype about one’s group, such as an ethnic group.

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22
Q

learning disability

A

Difficulty understanding or using spoken or written language or doing mathematics. To be classified as a learning disability, the problem is not primarily the result of visual, hearing, or motor disabilities; intellectual disability; emotional disorders; or due to environmental, cultural, or economic disadvantage.

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23
Q

long-term memory

A

A relatively permanent type of memory that holds huge amounts of information for a long period of time.

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24
Q

metacognition

A

Cognition about cognition, or knowing about knowing

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25
Q

metalinguistic awareness

A

Knowledge about language, such as knowing what a preposition is or being able to discuss the sounds of a language.

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26
Q

neo-Piagetians

A

Developmentalists who have elaborated on Piaget’s theory, giving more emphasis to how children use attention, memory, and strategies to process information.

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27
Q

normal distribution

A

A symmetrical distribution with most scores falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range.

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28
Q

triarchic theory of intelligence

A

Sternberg’s theory that intelligence consists of analytical intelligence, creative intelligence, and practical intelligence.

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29
Q

phonics approach

A

The idea that reading instruction should teach the basic rules for translating written symbols into sounds.

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30
Q

seriation

A

The concrete operation that involves ordering stimuli along a quantitative dimension (such as length).

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31
Q

transitivity

A

The ability to logically combine relations to understand certain conclusions.

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32
Q

whole-language approach

A

An approach to reading instruction based on the idea that instruction should parallel children’s natural language learning. Reading materials should be whole and meaningful.

33
Q

working memory

A

A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.

34
Q

perspective taking

A

The social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings.

35
Q

self-esteem

A

The global evaluative dimension of the self. Self-esteem is also referred to as self-worth or self-image

36
Q

self-concept

A

Domain-specific evaluations of the self.

37
Q

self-efficacy

A

The belief that one can master a situation and produce favorable outcomes.

38
Q

preconventional reasoning

A

The lowest level in Kohlberg’s theory of moral development. The individual’s moral reasoning is controlled primarily by external rewards and punishment.

39
Q

conventional reasoning

A

The second, or intermediate, level in Kohlberg’s theory of moral development. At this level, individuals abide by certain standards, but they are the standards of others, such as parents or the laws of society.

40
Q

postconventional reasoning

A

The highest level in Kohlberg’s theory of moral development. At this level, the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code.

41
Q

justice perspective

A

A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.

42
Q

care perspective

A

The moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others.

43
Q

domain theory of moral development

A

Theory that identifies different domains of social knowledge and reasoning, including moral, social conventional, and personal domains. These domains arise from children’s and adolescents’ attempts to understand and deal with different forms of social experience.

44
Q

social conventional reasoning

A

Thoughts about social consensus and convention, in contrast with moral reasoning, which stresses ethical issues.

45
Q

gender stereotypes

A

Broad categories that reflect society’s impressions and beliefs about females and males.

46
Q

popular children

A

Children who are frequently nominated as a best friend and are rarely disliked by their peers.

47
Q

average children

A

Children who receive an average number of both positive and negative nominations from their peers.

48
Q

neglected children

A

Children who are infrequently nominated as a best friend but are not disliked by their peers.

49
Q

rejected children

A

Children who are infrequently nominated as a best friend and are actively disliked by their peers.

50
Q

controversial children

A

Children who are frequently nominated both as someone’s best friend and as being disliked.

51
Q

constructivist approach

A

A learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher.

52
Q

direct instruction approach

A

A structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on learning tasks, and efforts by the teacher to keep negative affect to a minimum.

53
Q

mindset

A

The cognitive view that individuals develop for themselves

54
Q

puberty

A

A brain-neuroendocrine process occurring primarily in early adolescence that provides stimulation for the rapid physical changes that occur in this period of development.

55
Q

menarche

A

A girl’s first menstruation

56
Q

hormones

A

Powerful chemical substances secreted by the endocrine glands and carried through the body by the bloodstream.

57
Q

hypothalamus

A

A structure in the higher portion of the brain that monitors eating and sex.

58
Q

pituitary gland

A

An important endocrine gland that controls growth and regulates other glands, including the gonads.

59
Q

gonads

A

The sex glands—the testes in males and the ovaries in females.

60
Q

corpus callosum

A

The location where nerve fibers connect the brain’s left and right hemispheres.

61
Q

limbic system

A

A lower, subcortical system in the brain that is the seat of emotions and experience of rewards.

62
Q

amygdala

A

The region of the brain that is the seat of emotions.

63
Q

sexually transmitted infections (STIs)

A

Infections contracted primarily through sexual contact, including oral-genital and anal-genital contact.

64
Q

anorexia nervosa

A

An eating disorder that involves the relentless pursuit of thinness through starvation.

65
Q

bulimia nervosa

A

An eating disorder in which the individual consistently follows a binge-and-purge pattern.

66
Q

hypothetical-deductive reasoning

A

Piaget’s formal operational concept that adolescents have the cognitive ability to develop hypotheses, or best guesses, about ways to solve problems.

67
Q

adolescent egocentrism

A

The heightened self-consciousness of adolescents.

68
Q

imaginary audience

A

Involves adolescents’ belief that others are as interested in them as they themselves are; attention-getting behavior motivated by a desire to be noticed, visible, and “on stage.”

69
Q

personal fable

A

The part of adolescent egocentrism that involves an adolescent’s sense of uniqueness and invincibility (or invulnerability).

70
Q

top-dog phenomenon

A

The circumstance of moving from the top position in elementary school to the lowest position in middle or junior high school.

71
Q

crisis

A

Marcia’s term for a period of identity development during which the adolescent is exploring alternatives.

72
Q

commitment

A

Marcia’s term for the part of identity development in which adolescents show a personal investment in forming an identity.

73
Q

identity diffusion

A

Marcia’s term for adolescents who have not yet experienced a crisis (explored meaningful alternatives) or made any commitments.

74
Q

identity foreclosure

A

Marcia’s term for adolescents who have made a commitment but have not experienced a crisis.

75
Q

identity moratorium

A

Marcia’s term for adolescents who are in the midst of a crisis, but their commitments are either absent or vaguely defined.

76
Q

identity achievement

A

Marcia’s term for adolescents who have undergone a crisis and have made a commitment.

77
Q

ethnic identity

A

An enduring, basic aspect of the self that includes a sense of membership in an ethnic group and the attitudes and feelings related to that membership.

78
Q

rite of passage

A

A ceremony or ritual that marks an individual’s transition from one status to another. Most rites of passage focus on the transition to adult status.

79
Q

juvenile delinquent

A

An adolescent who breaks the law or engages in behavior that is considered illegal.

Psyc 171 test 4 (1 decks)

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