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CD106 > Chapter 4: Early Childhood > Flashcards

Chapter 4: Early Childhood Flashcards

1
Q

Corpus callosum

A

Dense band of fibers

connects two hemispheres of the brain

Hemispheres communicate through it

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2
Q

Enuresis

A

Repeated voiding of urine into bed or clothes (involuntary or intentional)

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3
Q

Encopresis

A

Repeated passage of feces into inappropriate places (involuntary or intentional)

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4
Q

Piaget’s Pre-operational Stage

A

2-7

Children use symbols to represent words, images, and ideas (pretend play)

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5
Q

Operational

A

Logical manipulation of information 

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6
Q

Symbolic function substage

A

2-4
Characterized by child being able to mentally represent an object that is not present and dependence on perception in problem-solving

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7
Q

Intuitive thought substage

A

4-7

Marked by greater dependence on intuitive thinking rather than just perception

Ask a lot of questions 

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8
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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9
Q

Conservation

A

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

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10
Q

Centration 🍕🧩

A

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

5 pieces vs 1 piece but same amount

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11
Q

Transductive

A

Making faulty inferences from one specific example to another

No nap = no afternoon 

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12
Q

Animism

A

Attributing life like qualities to objects

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13
Q

Zone of proximal development (ZPD)

Vygotsky

A

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

This is where children should be taught

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14
Q

Scaffolding

A

Temporary support that parents or teachers give a child to do a task

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15
Q

Egocentric speech

A

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

Children talking to themselves

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16
Q

Private speech

A

Inner speech

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17
Q

Divided attention or multitasking

A

Ability to switch our focus between tasks or external stimuli

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18
Q

Selective attention

A

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

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19
Q

Sustained attention

A

Ability to stay on task for long periods of time

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20
Q

Sensory memory (register)

A

First stage of the memory system

stores sensory input in its raw form for a very brief duration;

long enough for brain to register and start processing the information

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21
Q

Working memory

A

Second stage of the memory system

Short term

Component of memory in which current conscious mental activity occurs

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22
Q

Executive function (EF)

A

Self regulatory processes

ability to inhibit behavior or cognitive flexibility, that enable adaptive responses to new situations or to reach a specific goal

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23
Q

Clustering rehearsal

A

Person rehearses previous material while adding in additional information

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24
Q

Long-term memory

A

Third component of memory

permanent memory

Basic division of LTM = declarative and non-declarative

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25
Declarative memories
Explicit memories Memories for facts or events that we can consciously recollect Semantic or episodic
26
Non-declarative memories
Implicit memories Typically automated skills that do not require conscious recollection
27
Semantic memory
Memories for facts and knowledge that are not tied to a timeline
28
Episodic memories
Tied to specific events in time Component of episodic memory is autobiographical memory
29
Autobiographical memory
Our personal narrative
30
Neo-Piagetians
Those theorists who provide new interpretations of Piaget‘s theory
31
Constructivism
Children actively try to understand the world around them
32
Cognitive constructivist
Focuses on independent learning Piaget
33
Social constructivist
Relying on social interactions for learning Vygotsky
34
Theory-theory
Tendency of children to generate theories to explain everything they encounter Implies that humans are naturally inclined to find reasons and generate explanations for why things occur
35
Theory of mind
Ability to think about other peoples thoughts
36
Fast mapping
Words are easily learned by making connections between new words and concepts already known
37
Mutual exclusivity bias
Assumption that an object has only a single name
38
Self-concept
Our self description according to various categories, such as our external and internal qualities
39
Self-esteem
An evaluative judgment about who we are
40
Categorical self
Focus on external qualities
41
Response initiation 🛑🤔
Ability to not initiate a behavior before you have evaluated all the information
42
Response inhibition
Ability to stop a behavior that has already begun
43
Delayed gratification
Ability to hold out for a larger reward by foregoing a smaller immediate reward
44
 gender
Cultural, social and psychological meanings associated with masculinity and femininity
45
Gender identity
A person’s sense of self as a member of a particular gender
46
Gender roles
The expectations associated with being male or female
47
Gender socialization
Focuses on what young children learn about gender from society, including parent, peers, media, religious institutions, schools, and public policies
48
Social learning theory
Argues that behavior is learned through observation, modeling, reinforcement, and punishment
49
Cognitive social learning theory
Emphasizes reinforcement, punishment, and imitation, but adds cognitive processes
50
Gender schema theory
Theory that children develop their own conceptions of the attributes associated with male parts or female parts
51
Developmental intergroup theory
Many of our gender stereotypes are so strong because we emphasize gender so much in culture
52
Transgender
Identifying with the gender opposite their natal sex
53
Gender dysphoria
Distress accompanying a mismatch between one’s gender identity and biological sex
54
Cisgender
Those whose gender and sex assignment at birth matched
55
Intersex
Born with either an absence or some combination of male and female reproductive organs, sex hormones, or sex chromosomes
56
Authoritative
Supportive and show interest in their kids’ activities but are not overbearing and allow them to make constructive mistakes
57
Authoritarian
Traditional model of parenting in which parents make the rules and children are expected to be obedient
58
Permissive
Parenting involves holding expectations of children that are below what could be reasonably expected from them
59
Uninvolved
Parents are disengaged from their children. They do not make demands on their children and are non-responsive
60
Child abuse and neglect
Any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act, which presents an imminent risk of serious harm
61
Sexual abuse
Defined as any sexual contact between a child and an adult or a much older child
62
Incest
Sexual contact between a child and family member
63
Adverse childhood experiences (ACEs)
All types of abuse, neglect, and other potentially traumatic experiences that occur before the age of 18

CD106 (6 decks)

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