chapters 8 and 9 Flashcards
Piaget’s first stage of moral development, in which children view justice and rules as unchangeable properties of the world, removed from people (4-7)
heteronomous morality
children become aware that rules and laws are created by people. Consider consequences and intentions when judging another’s actions (7-10)
autonomous morality
Heteronomous thinker believes if a rule is broken, punishment is immediately meted
immanent justice
parents belief their role is to deny, ignore, or change negative emotions
emotion-dismissing parents
parents who view negative emotions as opportunities for teaching, assisting children in naming emotions
emotion-coaching parents
internal regulations of standards of right and wrong
conscience
sense of one’s own gender
gender identity
expectations that prescribe how females or males should think, act, feel
gender roles
acquisition of traditional gender characteristics
gender typing
theory that gender differences result from contrasting roles of women and men
social role theory
theory that stems from Freud’s view that preschool child develops and rejects sexual attraction to opposite sex parent, and subsequently identifies with the parent and adopts his or her characteristics
psychoanalytic theory of gender
theory that children develop gender through observing and imitating what others do, and through being rewarded and punished for gender-appropriate/inappropriate behavior
social cognitive theory of gender
theory that gender typing emerges as children develop gender schemas of their culture’s gender appropriate/inappropriate behavior
gender schema theory
parenting style that is restrictive, punitive, rigid rules, and shows rage
authoritarian
parenting style that encourages children to be independent but still places limits and controls on actions
authoritative (effective regardless of culture)
uninvolved in child’s life
neglectful parenting (results in children who are socially incompetent, with poor self-control and inability to handle independence. May show patterns of truancy and delinquency in adolescence
highly involved with few demands
indulgent parenting (results in children who rarely learn respect for others and have difficulty with self-control
developmental consequences of abuse
poor emotional regulation, attachment problems, peer relations problems, school, depression, delinquency
Vygotsky’s theory that children develop their ways of thinking and understanding mainly through social interaction
sociocultural cognitive theory
infant behavior allowing pleasure from infants exercising their existing sensorimotor schemas
sensorimotor play
repetition of behaviors to learn skills
practice play
transforming physical environment into symbol (“I’m fixing the car” by working on a block)
pretense/symbolic play
play that combines sensorimotor and repetitive activity with symbolic representation of ideas
constructive play
play that involves social interactions with peers
social play
category of learning disabilities involving severe impairment in reading and spelling
dyslexia
learning disability involving difficulty handwriting
dysgraphia
developmental arithmetic disorder/difficulty in math computation
dyscalculia
one or more of inattention, hyperactivity, and impulsivity
ADHD
concrete operation involves ordering stimuli along a quantitative dimension such as length
seriation
ability to logically combine relations to understand conclusions
transivity
centering of attention on one characteristic to exclusion of all others
centration
deliberate mental activities that improve the processing of info
strategies
important strategy for remembering that involves engaging in more extensive processing of info
elaboration
theory that memory is best understood by considering two types: verbatim memory trace and gist
fuzzy trace theory
most important executive functions for cognitive development and school success
self-control, working memory, flexibility
thinking that process one correct answer and is characteristic of the kind tested by standardized tests
convergent thinking
thinking that produces many answers to the same question and is characteristic of cretivity
divergent thinking
cognition about cognition
metacognition
theory that intelligence comes in three forms: analytical, creative, and practical
triarchic theory of intelligence
reading should parallel children’s language learning
whole-language approach
reading should teach basic rules for translating symbols into sounds
phonics approach
knowledge about language
metalinguistic awareness
