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Developmental Psych > Chapter 7 > Flashcards

Chapter 7 Flashcards

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1
Q

Children grow rapidly between ages ________, but less quickly than before

A

3 and 6

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2
Q

children normally begin to lose their babyish roundness and take on the slender, athletic
appearance of childhood

A

At about 3

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3
Q

Most U.S. children average about ________ of sleep at night
by age 5 and give up daytime naps

A

11 hours

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4
Q

Height(inch): Boys, 39 : Girls, 36.6
Weight(pounds): Boys, 35.3 : Girls, 34.5
Age: ?

A

3

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5
Q

Height(inch): Boys, 42 : Girls, 41.7
Weight(pounds): Boys, 40.8 : Girls, 40.3
Age: ?

A

4

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6
Q

Height(inch): Boys, 44.8 : Girls, 44.2
Weight(pounds): Boys, 46.6 : Girls, 45.0
Age: ?

A

5

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7
Q

Height(inch): Boys, 47.2 : Girls, 46.7
Weight(pounds): Boys, 52.8 : Girls, 52.4
Age: ?

A

6

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8
Q

may be caused by accidental activation of the brain’s motor control system, by incomplete arousal from a deep sleep, or by disordered breathing or restless leg movements

A

Sleep disturbances

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9
Q

These disturbances tend to run in families and are often associated
with

A

separation anxiety, nasal abnormalities, and overweight

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10
Q

Sleep problems are reported
in 86 percent of such children up to

A

6 years old

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11
Q

A child who experiences a __________ appears to awaken
abruptly from a deep sleep early in the night in a state of agitation

A

night terror

child may scream and sit up in bed, breathing rapidly
and staring or thrashing about. Yet he is not really awake.

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12
Q

generally peak at about 1½ years of age (Petit et al., 2015), are common between 2½ and 4 years of age, and decline thereafter

A

Night terrors

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13
Q

HELPING CHILDREN GO TO SLEEP

A

Establish a regular, unrushed bedtime routine—about 20 minutes of quiet activities, such as reading a story, singing lullabies, or having quiet conversation.
* Allow no scary or loud television shows.
* Avoid highly stimulating, active play before bedtime.
* Keep a small night-light on if it makes the child feel more comfortable.
* Don’t feed or rock a child at bedtime.
* Stay calm but don’t yield to requests for “just one more” story, one more drink of water, or one more bathroom trip.
* Offer rewards for good bedtime behavior, such as stickers on a chart or simple praise.
* Try sending the child to bed a little later. Sending a child to bed too early is a common reason for sleep problems

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14
Q

The occurrence
of nightmares has been related to

A

difficult child temperament, high overall childhood
anxiety, and bedtime parenting practices that promote dependency

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15
Q

repeated, involuntary urination at night by children old enough to be expected to have bladder control, is not unusual

A

Enuresis

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16
Q

_____________________ more commonly boys, wet the bed
regularly, often while sleeping deeply.

A

about 10-15% of 5 year old

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17
Q

More than half outgrow bed-wetting by age ___
without special help

A

8

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18
Q

The discovery of the
approximate site of a gene linked to enuresis points to __________ as a major factor, possibly in combination with slow motor maturation sleep apnea allergies, or poor behavioral control

A

heredity

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19
Q

Enuresis that is particularly persistent is most commonly treated with

A

antidiuretic hormone or night time
alarm

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20
Q

“exuberant connectivity”

A

rapid brain growth; will gradually be pruned over time as a
result of experience, a process that underlies the great plasticity of the human brain; myelin continues to form

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21
Q

fatty substance that coats the axons of nerve fibers and accelerates neural conduction

A

myelin

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22
Q

By age ___ the brain has attained about 90 percent of its peak volume

A

6

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23
Q

From ages _________ rapid brain growth occurs in areas that support associative thinking, language, and spatial relations

A

6 to 11

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23
Q

From ages _________ rapid brain growth occurs in areas that support associative thinking, language, and spatial relations

A

6 to 11

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24
Q

corpus callosum

A

thick band of nerve fibers that connects both hemispheres
of the brain and allows them to communicate more rapidly and effectively with each other allowing improved coordination of the senses, attention and arousal, and speech and hearing

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25
Q

continues to be myelinized throughout childhood and adolescence, with peak volume
occurring later in boys than in girls

A

corpus callosum

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26
Q

gross motor skills

A

Physical skills that involve the large
muscles.

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27
Q

Development of the sensory and motor areas of the _________ permits better coordination between what children want to do and what they can do

A

cerebral cortex

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28
Q

Cannot turn or stop
suddenly or quickly

Can jump a distance of
15 to 24 inches

Can ascend a stairway
unaided, alternating feet

Can hop, using largely
an irregular series of
jumps with some
variations added

A

3-Year-Olds

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29
Q

Have more effective
control of stopping,
starting, and turning

Can jump a distance of
24 to 33 inches

Can descend a long
stairway alternating feet,
if supported

Can hop four to six steps
on one foot

A

4-Year-Olds

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30
Q

Can start, turn, and stop
effectively in games

Can make a running jump
of 28 to 36 inches

Can descend a long
stairway unaided,
alternating
feet

Can easily hop a distance
of 16 feet

A

5-Year-Olds

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31
Q

Physical skills that involve the small
muscles and eye-hand coordination

A

fine motor skills

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32
Q

Increasingly complex combinations of skills, which permit a wider or more precise range of movement and more control of the environment

A

systems of action

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33
Q

Preference for using a particular hand

A

handedness

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34
Q

preference for using one hand over the other, is usually
evident by about age _____

A

3

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35
Q

Because the ________________ of the brain, which controls the right side of the body, is usually dominant, 90 percent of people favor their right side

A

left hemisphere

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36
Q

hinges on increases in caloric intake, changes in diet composition, declining levels of physical activity, and changes in the gut microbiome

A

Excessive weight gain

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37
Q

Trends toward childhood obesity can be identified as early as ___________ of age, and the earlier interventions start for at-risk children, the morelikely they are to be effective

A

6 months

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38
Q

three factors are important in the prevention of obesity:

A

(1) regularly eating an evening meal as a family,
(2) getting adequate sleep, and
(3) watching less than 2 hours of television a day

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39
Q

We call these children stunted

A

appear to be of normal weight but are shorter than they should be for their age and may have cognitive and physical deficiencies; often the result of chronic, persistent hunger

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40
Q

We call these children wasted

A

children are an appropriate height for their age but are thinner than they should be; result of a recent,
rapid weight loss

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41
Q

an underlying cause in about a third of worldwide deaths for children under 5

A

Undernutrition

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42
Q

has the highest level of undernutrition: 35 million children under age 5

A

South Asia

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43
Q

________ of food allergies can be attributed to eight foods: milk, eggs, peanuts, tree nuts, fish, soy, wheat, and shellfish

A

90%

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44
Q

in childhood with two common areas of oral health of concern to parents:

A

thumb sucking and tooth decay

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45
Q

By age __, all the primary (baby) teeth are in place

A

3

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46
Q

permanent teeth, which will begin to appear at about age___, are developing

A

6

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47
Q

______________ in early childhood often stems from overconsumption of sweetened milk and juices in infancy together with a lack of regular dental care

A

tooth decay

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48
Q

a mineral essential for the maintenance and solidification of bones

A

flouride

49
Q

aside from school and home injuries, car accidents, and death, other common causes of death in early childhood includes:

A

cancer, congenital abnormalities
and chromosomal disorders, assault and homicide, heart disease, respiratory diseases
(including both chronic respiratory disease as well as influenza and pneumonia), and septicemia (a bacterial infection that poisons the blood leading to organ failure)

50
Q

Children living in poverty—21 percent of children under the age of ___ and disproportionately minority children—are more likely than other children to have chronic conditions and activity limitations, to lack health insurance, and to have unmet medical and dental
needs

A

6

51
Q

results from circumstances that force people to choose between food, shelter, and other basic needs.

A

homelessness

52
Q

Factors that contribute to homelessness include

A

lack of employment opportunities, declines in public assistance funds, lack of affordable health care,
domestic violence, mental illness, and addiction

53
Q

suffer more physical health problems than poor children who have homes, and they are more likely to have a low birth weight or need neonatal care in infancy; also tend to suffer from depression and anxiety and to have academic and behavior problems

A

homeless children

54
Q

particularly sensitive to the damaging effects of exposure to smoking

A

children, with their still-developing lungs and faster rate of respiration

55
Q

Children exposed to parental ______ are at increased risk of respiratory infections such as bronchitis and pneumonia, ear problems, worsened asthma, and slowed lung growth

A

smoke

56
Q

can seriously interfere with cognitive development and can lead to neurological and behavioral problems

A

Lead poisoning

57
Q

Very high levels of ________________ in the blood may cause headaches, abdominal pain, loss of appetite, agitation, or lethargy, and eventually vomiting, stupor, and convulsions

A

lead concentration

58
Q

Process by which information is
prepared for long-term storage and later retrieval.

A

encoding

59
Q

Retention of information in memory for future use.

A

storage

60
Q

retrieval

A

Process by which information is
accessed or recalled from memory
storage.

61
Q

Initial, brief, temporary storage
of sensory information.

A

sensory memory

62
Q

Short-term storage of information being actively processed.

A

working memory

63
Q

long-term memory

A

Storage of virtually unlimited capacity that holds information for long periods

64
Q

memory can be described as a filing system that has three steps, or processes:

A

encoding, storage, and retrieval.

65
Q

Long term memory is

A

is assisted by two subsystems:
the phonological loop, which aids in the processing of verbal information, and the visuospatial
sketchpad, which maintains and manipulates visual information.

66
Q

Brain imaging studies have found that working memory is located partly in the

A

prefrontal cortex

67
Q

In Baddeley’s model, element of
working memory that controls the
processing of information.

A

central executive

68
Q

Functions controlled by the central executive are found in a variety of regions in the

A

frontal lobes and in some posterior, primarily parietal,
areas

69
Q

Functions controlled by the phonological loop are found in the

A

left hemisphere in the inferior parietal areas and anterior temporal frontal areas, including Broca’s area, the premotor cortex, and the sensory motor association cortex

70
Q

Functions controlled by the visuospatial sketchpad are found in the

A

right hemisphere in the occipital
and inferior frontal areas

71
Q

growth of working memory permits the development of

A

executive function

72
Q

the conscious control of thoughts, emotions, and actions to accomplish goals or to solve
problems

A

executive function

73
Q

enables children to plan and carry out goal-directed mental activity and it is often useful when children need to focus their attention on something or override an inappropriate response

A

executive function

74
Q

emerges around the end of an
infant’s 1st year and develops in spurts with age

A

Executive function

75
Q

Ability to identify a previously
encountered stimulus

A

recognition

76
Q

Ability to reproduce material from
memory.

A

recall

77
Q

types of retrieval:

A

Recognition and recall

78
Q

Memory that produces scripts of familiar routines to guide behavior.

A

generic memory

79
Q

script

A

General remembered outline of a
familiar, repeated event, used to guide behavior.

80
Q

episodic memory

A

Long-term memory of specific
experiences or events, linked to time and place.

81
Q

autobiographical memory

A

Memory of specific events in one’s life.

82
Q

begins at about age 2, produces a script, or general outline
of a familiar, repeated event

A

Generic memory

83
Q

the way adults talk with a child about experiences strongly
affects

A

autobiographical memory

84
Q

social interaction model

A

Model, based on Vygotsky’s sociocultural theory, that proposes children construct autobiographical memories through conversation with adults about shared events.

85
Q

Individual intelligence tests for ages 2 and up used to measure fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory.

child is asked to define words, string beads, build with blocks, identify the
missing parts of a picture, trace mazes, and show an understanding of numbers

yields separate measures of verbal and nonverbal IQ plus composite scores spanning the five cognitive dimensions.

A

Stanford-Binet Intelligence Scales

86
Q

the ability to solve abstract or novel problems

A

fluid reasoning

87
Q

Individual intelligence test for children
ages 2½ to 7 that yields verbal and
performance scores as well as a
combined score.

has separate levels for ages 2½ to 4 and 4 to 7 and yields verbal, performance, and combined scores.

includes subtests designed to measure
both verbal and nonverbal fluid reasoning, receptive versus expressive vocabulary, and
processing speed

has been validated for special populations, such as children with intellectual disabilities, developmental delays, language disorders, and autistic disorders

A

Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

88
Q

simply a measure of how well a child can do certain tasks at a certain time in comparison with other children of the same age

A

IQ score

89
Q

Twin and adoption studies suggest that family life has its strongest influence on IQ in early childhood, and this influence diminishes greatly by adolescence

A

True

90
Q

Between ages __________, children make rapid advances in vocabulary, grammar, and syntax.

A

3 and 6

91
Q

Fun fact!

A

When exposed to rhymes, 5-year-olds from wealthier families show
more localization of language in the left hemisphere (just like adults) than children from poorer
families. This may result from children from wealthier homes being exposed to more complex vocabulary and syntax.
Raizada, Richards, Metlzoff, & Kuhl, 2008

92
Q

Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation.

A

fast mapping

93
Q

At age 3 the average child knows and can use ______________ words

A

900 to 1,000

94
Q

By age ___, a child typically has an expressive (speaking) vocabulary of 2,600 words and understands more than 20,000.

A

6

95
Q

words one can understand

A

passive or receptive vocabulary

96
Q

Using the ______, children seem to
form a quick hypothesis about the meaning of the word

A

context

97
Q

Names of objects (nouns) seem to be easier to fast map than names of actions (verbs), even across different languages

A

true

97
Q

Names of objects (nouns) seem to be easier to fast map than names of actions (verbs), even across different languages

A

true

98
Q

At age __, children typically begin to use plurals, possessives, and past tense and know the difference between I, you, and we. They can ask—and answer—what and where questions.

A

3

99
Q

Between ages _______, sentences average four to five words and may be declarative, negative (“I’m not hungry”), interrogative (“Why can’t I go outside?”), or imperative (“Catch
the ball!”)

A

4 and 5

100
Q

By ages _______, children’s speech has become quite adultlike. They speak in longer and more complicated sentences. They use more conjunctions, prepositions, and articles. They use compound and complex sentences and can handle all parts of speech; they have yet to master many fine points of language. They rarely use the passive voice (“I was dressed by Grandpa”), conditional sentences (“If I were big, I could drive the bus”), or the auxiliary verb have (“I have seen that lady before”)

A

5 to 7

101
Q

When young children discover a rule, such as adding -ed to a verb
for past tense, they tend to
_______________—to use it even with words that do not conform to the rule. Eventually, they notice that -ed is not always used to form the past tense of a verb. Training can help children master such syntactical forms

A

overgeneralize

Young children often make errors because they have not yet learned exceptions to rules.

102
Q

The practical knowledge needed to use language for communicative purposes.

A
103
Q

The practical knowledge needed to use language for communicative purposes.

A

pragmatics

104
Q

Pragmatics is related to _________________ because to understand how to use language
socially, you have to be able to put yourself in other people’s shoes. This includes knowing how to ask for things, how to tell a story or joke, how to begin and continue a
conversation, and how to adjust comments to the listener’s perspective

A

theory of mind

105
Q

Speech intended to be understood
by a listener.

A

social speech

106
Q

Most _________ pay attention to the effect of their speech on others. If people cannot understand them, they try to explain themselves more clearly

A

3-year-olds

107
Q

Most _________ can adapt what they say to what the listener knows. They can now use words to resolve disputes, and they use more polite language and fewer direct commands in talking to adults than to other children.

A

5-year-olds

108
Q

Talking aloud to oneself with no intent to communicate with others.

A

private speech

109
Q

_______ (1962) saw private speech—what he called egocentric speech—
as a sign of cognitive immaturity. He believed that children were simply vocalizing
whatever was on their minds.

A

Piaget

110
Q

________ (1962) viewed private speech as a special form of communication: conversation with the self. He believed private speech was part of the learning process.

A

Vygotsky

111
Q

Fun fact!

A

Research generally supports Vygotsky. Private speech tends to increase when children are trying to solve problems or perform difficult tasks, especially without adult supervision; The use of private speech in young children also predicts their autobiographical memory.

112
Q

About ________ of 3- to 6-year-old children have a communication
disorder, most frequently a problem with speech or language

A

11 percent

113
Q

Boys are more likely than girls to be

A

late talkers

114
Q

One of the largest studies to date determined that ___________ of
children with language delays at age 2 catch up with their peers by age 7

A

80 percent

115
Q

Preschoolers’ development of skills, knowledge, and attitudes that underlie reading and writing.

A

emergent literacy

116
Q

Prereading skills can be divided into two types:

A

(1) oral language skills, such as
vocabulary, syntax, narrative structure, and the understanding that language is used to communicate; and

(2) specific phonological skills (linking letters with sounds) that help in decoding the printed word.

117
Q

The American Academy of Pediatrics (2016) recommends

A

that children from 2 to 5 years of age should spend no more than an hour a day on any screen media and that parents should watch programming with their children and discuss it. For children 6 and older, there should be consistent limits and designated media-free times.

118
Q

Montessori Method

A

based on the belief that children’s
natural intelligence involves rational, spiritual, and empirical aspects

stresses the importance of children learning independently at their own pace, as they work with developmentally appropriate materials and self-chosen tasks

The curriculum is individualized but has a definite scope and prescribed sequencing. Teachers provide an environment of calm productivity, and the classrooms are organized to be orderly, pleasing environments.

119
Q

Reggio Emilia Approach

A

less formal model

Teachers follow children’s interests and support them in exploring and investigating ideas and feelings through words, movement, dramatic play, and music.

Teachers ask
questions that draw out children’s ideas and then create flexible plans to explore these ideas with the children. Classrooms are carefully constructed to offer complexity,
beauty, organization, and a sense of well-being

120
Q

Harlem Children’s Zone

A

an extremely successful current program based in Bronfenbrenner’s bioecological model.

systems approach utilized to
address children’s deficiencies.

focus is as much on the community
as it is on the children, with the goal of bringing about a “tipping point” of enriched events and
environments that will, it is hoped, at some point become self-perpetuating

Developmental Psych (6 decks)

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