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Developmental Psychology Early Childhood > Ch 7-11 > Flashcards

Ch 7-11 Flashcards

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1
Q

ADHD

A

difficulty concentrating for more than a few moments; inattentive, impulsive, & overactive, ‘externalizing problem’

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2
Q

4 lessons from developmental psychopathology

A
  1. abnormality is normal
  2. disability changes year by year
  3. adulthood may be better or worse
  4. diagnosis & treatment depends on social context
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3
Q

Criticisms of IQ testing

A

no one can measure potential without also measuring achievement; every test score reflects the culture of people who wrote and administer it; intellectual potential changes over time (lifespan); humans could have multiple intelligence’s

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4
Q

mental retardation

A

slow or late thinking; score below a 70 on IQ test and markedly behind peers in adaptation to daily life

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5
Q

Weschler Intelligence scale for children

A

an IQ test designed for school-age children that assesses potential in many areas including vocabulary, general knowledge, memory, spatial comprehension

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6
Q

Flynn Effect

A

rise in average IQ scores that’s occurred over the decades in many nations; believed to be an increase in abstract problem solving; no intelligence

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7
Q

Aptitude

A

POTENTIAL to master a particular skill or learn a particular body of knowledge

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8
Q

Achievement

A

MASTERY or PROFICIENCY in reading, math, writing, and science

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9
Q

Measuring the ‘mind’

A

repeated brain scans such as FMRI; the cortex (top layers of the brain) is relatively thin @ the beginning of childhood then grows thicker during school years peak at about age 8

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10
Q

Advances in Brain Functioning

A

Increasing myelination result at 7 or 8 yrs. in a massively interconnected brain; reaction time, selective attention, automatization (repetition of thoughts makes sequence routine)

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11
Q

Physical Development

A

Physical activity; active play benefits children in every way; benefits that can last a lifetime-better overall health, less obesity; appreciation of cooperation & fair play; improved problem-solving abilities, respect for teammates and opponents

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12
Q

Influences for size & shape

A

genetic component (activity level, body type); environmental effects (a. caloric intake v. consumption, b. child-rearing, embedded in the context, c. active v. passive lifestyle hobbies

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13
Q

Middle Childhood: Size & Shape

A

rate of GROWTH SLOWS down allowing school-age children to undertake their basic self-care; muscles grow stronger; children can master any motor skill; lung capacity expands- children can run faster, without breathing heavily

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14
Q

‘Middle Childhood’

A

between early childhood and early adolescence approx. age 7-11, genetic and environmental factors safeguard children most fatal diseases and accidents occur before age 7

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15
Q

Bullying Aggression

A

unprovoked, REPEATED physical or verbal attacks, especially on a victim UNLIKELY to defend themselves

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16
Q

Reactive Aggression

A

an impulsive retaliation for another person’s intentional or accidental actions, physical/verbal

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17
Q

Instrumental Aggression

A

hurtful behavior that’s intended to get or keep something that another person has

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18
Q

Punishment techniques (3)

A

time-outs (must be used consistently), withdrawal of love (questionable),induction (increases emotional closeness and fosters social cognitive development

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19
Q

Discipline & Punishment

A
  1. clarity & consistency 2. remember what child’s able to do, we often forget how immature children’s control over bodies and minds is
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20
Q

Authoritarian Parenting

A

raise children who become conscientious, obedient, and quiet, but not exactly happy; INTERNALIZING difficulties; guilty/depressed; blaming others, often rebellious as adolescents; high behavior standards punishment of misconduct; coercion (in your face, explicit discipline), psychological control (invasion of privacy, manipulative, withdrawal of love)

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21
Q

Permissive Parenting

A

high nurture and communication but RARELY punishment, guidance or control; unhappy kids, lack self-control, inadequate emotional regulation, immature, trouble in friendships; dependent on parents; EXTERNALIZING DIFFICULTIES

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22
Q

Authoritative Parenting

A

BEST=authoritative, sets limits, but listens to children and are flexible; higher academic and pro social behavior

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23
Q

Emotional Balance

A

Externalizing difficulties: difficulty with emotional regulation that involves expressing emotion in uncontrolled ways; aggression in early childhood

Internalizing difficulties: turning emotional distress inward, feeling excessively guilty, ashamed, or worthless
social withdrawal/depression

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24
Q

Erikson’s initiative v. guilt

A

-Adaptive emotional development (secure attachment) facilitates initiative & agency (dependence)
Guilt: blaming oneself for doing something wrong
Shame: people feel others are blaming them

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25
Q

Secondary, ‘complex’ emotions

A

key to emerging emotional regulation and effortful control; require more advanced social cognitive skills, social learning/socialization, comes basic understanding of rule and norms

26
Q

fast-mapping

A

speed, sometimes imprecise, way children learn new words by tentatively placing them in mental categories according to their perceived meaning

27
Q

Zone of Proximal Development

A

skills that a person can exercise ONLY with assistance, not yet independently

28
Q

Scaffolding

A

temporary support tailored to a learner’s needs and abilities aimed at helping the learner master the NEXT task

29
Q

Vygotsky’s Social Learning

A

FOCUSED ON POTENTIAL
emphasized each person’s thinking is shaped by wishes and goals; MENTORS matter; cognitive development is embedded in SOCIAL CONTEXT children are curious and observant

30
Q

Obstacles to Logical Operation

A
  1. centration
  2. egocentrism
  3. focus on appearance
  4. static reasoning
  5. irreversibility
31
Q

[Piaget’s] Preoperational Intelligence

A

2 to 6 years language and imagination; senses and motor skills of infancy; logic, operational thinking is not yet possible; challenges understanding conservation

32
Q

Consequences of Child Maltreatment

A

injured, hospitalized social issues, bullies or victims or both
bio-social effects: stress may have averse effects on the brain, depends on severity and level o social support
social-cognitive: mental representations of people and social interactions develop; stored in LTM; activated in subsequent social encounters

33
Q

3 Levels of Maltreatment Prevention

A

primary, secondary, tertiary

34
Q

Child Neglect

A

FAILURE to meet a child’s basic needs of physical, emotional, or educational needs

35
Q

Child Maltreatment

A

INTENTIONAL HARM to, or avoidable endangerment of anyone under 18

a. reported- harm/endangerment which authorities were notified
b. substained- has been reported, investigated, and verified

36
Q

Motor kills

A

maturations of the prefrontal cortex improves impulse control; myelination of the corpus callosum & lateralization of the brain permits better coordination; Fine Motor Skills: during play years, children are imaginative, creative, and not yet very self-critical, artistic, maturation of the brain is gradual and comes with practice

37
Q

Emotions: The Limbic System

A

Amygdala, Hippocampus, Hypothalamus

38
Q

Amygdala

A

Registers emotions, particularly fear & anxiety

39
Q

Hippocampus

A

center processor of memory, especially the memory of location

40
Q

Hypothalamus

A

responds to the amygdala and the hippocampus, to produce hormones that active other parts of the brain and body

41
Q

Goal-Oriented Action & Attention

A

prefrontal cortex, higher-order cognition like planning and goal-oriented behavior; “executive” part; maturation occurs from ages 2 to 6, sleep regulation and tantrums decrease; major function to focus attention and curb impulsiveness; preservation, tendency to stick to one thought occurs

42
Q

left half of the brain

A

the left half controls the RIGHT side of the body and controls the areas dedicated to logical reasoning, detailed analysis and the basics of language

43
Q

Right half of the brain

A

controls the LEFT side of the body and contains areas generalized emotion and creative impulses, including appreciation of art, music, and poetry

44
Q

connecting the brain’s hemispheres

A
  1. CORPUS CALLOSUM: long band of nerve fibers that connect the left and right hemispheres of the brain
  2. LATERALIZATION: the specialization of certain functions by each side of the brain; one side dominant for each activity
45
Q

Brain development: Speed of Thought

A

after infancy, continued proliferation of communication pathways (axons & dendrites), results in some brain growth
the effects of MYELINATION are most noticeable in early childhood- axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron

46
Q

Why/How Attachment affects Social Development:

A
  • A fundamental emotional experience activated in close relationships
  • Internal working model of relationships (activated from LTM in social encounters; situation-specific information processing & behavior)
  • increasing understanding of paternal attachment
  • Psychologically relationship has no source
47
Q

Disorganized attachment

A

infant’s inconsistent reactions to caregivers departure/return; mother leaves- may yell, stare, look scared/confused, mother returns- may act odd, scream, hit self, throw things

48
Q

Insecure/Resistant-Ambivalent Attachment

A

anxiety & uncertainty evident, as when infant’s very upset at separation from the caregiver and both resists/seeks comfort in the reunion; child may cry, hit mother, angry when she returns, future child may have low self-esteem, depression, internalizing difficulties

49
Q

Insecure-Avoidant Attachment

A

avoids connection with caregiver, doesn’t care about presence, return or departure
future: externalizing difficulties; behavioral aggression

50
Q

Secure Attachment

A

infant obtains both comfort and confidence from caregiver; caregiver is a base for exploration, contact-maintaining; mother leaves= child pauses, unhappy, welcomes returns and plays

51
Q

Attachment

A

“an affectional tie” (Ainsworth) Strange Situation
Early parent-child interactions described as synchrony, mutual exchange that requires split-second timing evident first three months, then becomes more frequent and elaborate

52
Q

[Erikson] Trust & Autonomy

A

Trust v. Mistrust: infants learn whether the world can be trusted to satisfy basic needs

Autonomy vs. Shame/Doubt (18 months): self-awareness emerges desire autonomy over bodies and actions; without it they feel shame/doubt

53
Q

Temperament

A

inborn, biologically-based differences in emotions, activity, and self-control; originates from GENES, but implications for adjustment depend on NURTURE (epigenetic)

54
Q

Core, ‘primary’, emotions

A

present already in infants, universal, require no to little social LEARNING; thought to have deep BIOLOGICAL ROOTS (evolutionary theory)

55
Q

Fully Formed Fear (@ 9 months)

A

stranger wariness: no longer smiles at friendly faces, and cries if unfamiliar person moves to close

separation anxiety: tears, dismay, or anger when familiar caregiver leaves normally at age 1, intensifies at age 2, subsidies after that

56
Q

Early Emotions

A

infants progress from pleasure to pain; happy and relaxed when feed & drift off to sleep; cry when hurt or hungry, are tried; @ 6 weeks smiles are evoked by human face–anger evident @ 6 months, sadness= increased CORTISOL levels

57
Q

Evolutionary Theory: Early Dev.

A

Emotions for survival oxytocin increases bond to others, needed for caregiving; over human history, attachment, with proximity- seeking and contact- maintaining, promoted species survival by keeping toddlers near caregivers

58
Q

Cognitive Theory: Early Dev.

A

Early experiences help infants develop a “working model”–a set of assumptions that individual uses to organize perceptions & experiences; infants INTERPRETATION of early experiences is pivotal

59
Q

Behaviorism: Early Dev.

A

Infants learn from people (social learning), Bandura “Bobo” experiment,
proximal parenting: physically close to baby, holding & touching

distal parenting: caregiver distant from baby, providing toys, food face-to-face but minimal touching and holding

60
Q

Freud: Oral & Anal Stages

A

Part of the Psychoanalytical Theory
First yr. ORAL STAGE: mouth is the primary source of gratification
Second yr: ANAL STAGE pleasure from satisfaction of bowel movements
oral fixation if not satisfied anal- self-control

61
Q

3 dimensions of temperament

A

effortful control- able to regulate attention and emotion to self-soothe
negative mood: fearful, angry, unhappy
Exuberant: active, social, not shy

62
Q

Parents Role in Temperament

A

infant temperament often changes with adult guidance
parents should find a GOODNESS OF FIT= similarity of temperament and values that produces a smooth interaction between an individual & his/her social context

Developmental Psychology Early Childhood (1 decks)

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