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Lifespan Development > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

Why is early childhood an important period in lifespan development?

A

Early childhood represents a time period of continued rapid growth, especially in the areas of language and cognitive development

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2
Q

What is the overall physical growth rate during early childhood?

A

Grow about 3 inches in height and gain 4-5 lbs each year

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3
Q

True or False: unlike in infancy, growth occurs in spurts rather than continually during early childhood

A

False: just as in infancy, growth occurs in spurts rather than continually during early childhood

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4
Q

True or False: growth rate in early childhood is slower than that of infancy and is accompanied by a reduced appetite between the ages of 2 and 6

A

True

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5
Q

By age 3, the brain is at ~_______ its adult weight

A

75%

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6
Q

By age 6, the brain is at ________ its adult weight

A

95%

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7
Q

Corpus Callosum

A

A dense band of fibers that connects the two hemispheres of the brain

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8
Q

What happens with the corpus callosum during the ages 3-6?

A

The corpus callosum undergoes a growth spurt between ages 3 and 6, and this results in improved coordination between right and left hemisphere tasks

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9
Q

True or False: early childhood is the time period when most children acquire the basic skills for locomotion, such as running, jumping, and skipping, and object control skills, such as throwing, catching, and kicking

A

True

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10
Q

How does children’s art show progress during development?

A

Changes in a child’s drawing abilities are a function of improvement in motor skills, perceptual development, and cognitive understanding of the world

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11
Q

When does toilet training typically occur?

A

During the first two years of early childhood (24-36 months)

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12
Q

What are some elimination disorders that would need intervention by a child’s pediatrician?

A
  • Enuresis
  • Encopresis
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13
Q

Enuresis

A

Elimination disorder characterized by repeated voiding of urine into bed or clothes (involuntary or intentional)

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14
Q

Encopresis

A

Elimination disorder characterized by repeated passage of feces into inappropriate places (involuntary or intentional)

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15
Q

True or False: malnutrition by an imbalanced diet is an issue in the United States

A

True

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16
Q

What are some tips for establishing healthy eating habits in children?

A
  • Recognize that appetite varies
  • Keep it pleasant
  • No short order chefs (don’t go off making different meals)
  • Limit choices
  • Serve balanced meals
  • Do not bribe
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17
Q

Preoperational Stage

A

Piaget’s stage among 2-7 year olds where children use symbols to represent words, images, and ideas

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18
Q

Operational

A

Logical manipulation of information

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19
Q

What are the two stages of the preoperational period?

A
  • Symbolic function substage
  • Intuitive thought substage
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20
Q

Symbolic Function Substage

A

Occurs between 2 and 4 years of age and is characterized by the child being able to mentally represent an object that is not present and a dependence on perception in problem solving

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21
Q

Intuitive Thought Substage

A

Lasting from 4 to 7 years and is marked by greater dependence on intuitive thinking rather than just perception

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22
Q

Why Piaget thought that pretend play is important during the preoperational stage?

A

Piaget believed that children’s pretend play helped children solidify new schemata they were developing cognitively and this play, then, reflected changes in their conceptions or thoughts

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23
Q

Egocentrism

A

Tendency of young children not to be able to take the perspective of others, and instead the child thinks that everyone sees, thinks, and feels just as they do

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24
Q

Conservation

A

Ability to recognize that moving or rearranging matter does not change the quantity

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25
Q

Centration

A

Focused on only one characteristic of an object to the exclusion of others

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26
Q

Transductive Reasoning

A

Making faulty inferences from one specific example to another

27
Q

Animism

A

Refers to attributing life-like qualities to objects

28
Q

Zone of Proximal Development (ZPD)

A

Occurs when one can almost perform a task, but not quite on their own without assistance

29
Q

Scaffolding

A

The temporary support that parents or teachers give a child to do a task

30
Q

Egocentric Speech

A

Speech that is focused on the child and does not include another’s point of view

31
Q

Private Speech

A

Inner speech

32
Q

Divided Attention/Multi-Tasking

A

Ability to switch our focus between tasks or external stimuli

33
Q

Selective Attention

A

Ability to focus on a single task or stimulus, while ignoring distracting information

34
Q

Sustained Attention

A

Ability to stay on task for long periods of time

35
Q

Sensory Memory

A
  • First stage of the memory system
  • Stores sensory input in its raw form for a very brief duration; essentially long enough for the brain to register and start processing the information
36
Q

Short-Term/Working Memory

A

Component of memory in which current conscious mental activity occurs

37
Q

Executive Function

A

Self-regulatory processes, such as the ability to inhibit a behavior or cognitive flexibility, that enable adaptive responses to new situations or to reach a specific goal

38
Q

Clustering Rehearsal

A

Person rehearses previous material while adding in additional information

39
Q

Long-Term Memory

A

Permanent memory

40
Q

What are the two divisions of long-term memory?

A
  • Declarative memories
  • Non-declarative memories
41
Q

Declarative/Explicit Memories

A

Memories for facts or events that we can consciously recollect

42
Q

Non-Declarative/Implicit Memories

A

Typically automated skills that do not require conscious recollection

43
Q

What are the two divisions of declarative memories?

A
  • Semantic memories
  • Episodic memories
44
Q

Semantic Memories

A

Memories for facts and knowledge that are not tied to a timeline

45
Q

Episodic Memories

A

Memories tied to specific events in time

46
Q

Autobiographical Memory

A

Our personal narrative

47
Q

Autographical memory is a component of _____________

A

Episodic memory

48
Q

Neo-Piagetians

A

Theorists who provide “new” interpretations of Piaget’s theory

49
Q

Constructivism

A

Children actively try to understand the world around them

50
Q

Cognitive Constructivist

A

Focuses on independent learning

51
Q

Social Constructivist

A

Relying on social interactions for learning

52
Q

Theory-Theory

A

Tendency of children to generate theories to explain everything they encounter

53
Q

Theory of Mind

A

Ability to think about other people’s thoughts

54
Q

What are components of Theory of Mind?

A
  • Diverse-desires
  • Diverse-beliefs
  • Knowledge access
  • False belief
55
Q

What does diverse-desires mean in Theory of Mind?

A

Understanding that two people may have different desires regarding the same object

56
Q

What does diverse-beliefs mean in Theory of Mind?

A

Understanding that two people may hold different beliefs about an object

57
Q

What does knowledge access mean in Theory of Mind?

A

Understanding that people may or may not have access to information

58
Q

What does false beliefs mean in Theory of Mind?

A

Understanding that someone might hold a belief based on false information

59
Q

Fast-Mapping

A

Words are easily learned by making connections between new words and concepts already known

60
Q

Mutual-Exclusivity Bias

A

The assumption that an object has only a single name

61
Q

Self-Concept

A

Our self-description according to various categories, such as our external and internal qualities

62
Q

Self-Esteem

A

An evaluative judgment about who we are

63
Q

Categorical Self

A

Focus on external qualities

Lifespan Development (5 decks)

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