Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

geology test 1 > Child Psychology Test 2 > Flashcards

Child Psychology Test 2 Flashcards

1
Q

cerebral cortex

A

the outer, folded mantle of the brain, responsible for thinking, reasoning, perceiving, and all conscious responces

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

axon

A

a long nerve fiber that usually conducts impulses away from the cell body of a neuron

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

dendrite

A

a branching fiber that receives information and conducts impulses toward the cell body of a neuron

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

synapse

A

the gap between the dendrites of one neuron and the axon of another, over which impulses flow

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

synaptogenesis

A

forming of connections between neurons at the synapses. this process, responsible for all perceptions, actions, and thoughts, is most intense during infancy and childhood but continues throughout life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

myelination

A

formation of a fatty layer encasing the axons of neurons. this process, which speeds the transmission of neural impulses, continues from birth into early adulthood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

plastic

A

malleable, or capable of being changed (refers to neural or cognitive development)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

sucking reflex

A

the automatic, spontaneous sucking movements newborns produce, especially when anything touches their lips

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

rooting reflex

A

newborns automatic response to a touch on the cheek, involving turning toward that location and beginning to suck

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

reflex

A

a response or action that is automatic and programmed by noncortical brain centers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

undernutrition

A

a chronic lack of adequate food

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

stunting

A

excessively short stature in a child, caused by chronic lack of adequate nutrition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

micronutrient deficiency

A

chronically inadequate level of a specific nutrient important to development and disease prevention, such as vitamin a, zinc, and or iron

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

food insecurity

A

worrying about not having enough food at the end of the month, or having to go Hungary due to lack of money

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

colic

A

a baby’s frantic continual crying during the first three months of life; caused by an immature nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

skin to skin contact

A

an effective calming strategy that involves holding a young infant next to a caregiver’s body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

kangaroo care

A

carrying a young baby in a sling close to a caregiver’s body. used to sooth an infant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

REM sleep

A

the phase of sleep involving rapid eye movements, when the leg looks almost like it does during waking. rem sleep decreases as infants mature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

self- soothing

A

children’s ability, usually beginning at about 6 months of age, to put themselves back to sleep when they wake at night

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

co- sleeping

A

the standard custom, in collectivist cultures, of having a child and parent share a bed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

sudden infant death syndrome (sids)

A

the unexplained death of an apparently healthy infant, often while sleeping, during the first year of life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

preferential- looking paradigm

A

a research technique to explore early infant sensory capacities and cognition, drawing on the principle that we are attracted to novelty and prefer to look at new things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

habituation

A

the predictable loss of interest that develops once a stimulus becomes familiar; used to explore infant sensory capacities and thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

face-perception studies

A

research using preferential looking and habituation to explore what very young babies know about faces

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

fear bias

A

the human tendency to be hypersensitive to fearful facial cues that, by alerting us to danger, may prevent us from getting injured or killed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

depth perception

A

the ability to see (and fear) heights

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

visual cliff

A

a table that appears to “end” in a drop-off at its midpoint; used to test infant depth perception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

baby- proofing

A

making the home safe for a newly mobil infant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

sensorimotor stage

A

Piaget’s first stage of development lasting from birth to age 2, when babies’ agenda is to pin down the basics of physical development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

circular reactions

A

in Piagets framework, repetitive action oriented schemes (or habits) characteristics of babies during the sejnsorimeter stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

primary circular reactions

A

in Piagets framework, the first infant habits during the sensorimotor stage, centered on the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

secondary circular reactions

A

in Piagets framework, habits of the sensorimotor stage lasting from about 4 months of age to the babies first birthday, centered on exploring the external world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

tertiary circular reactions

A

in Piagets framework “little scientist” activities of the sensor miter stage beginning around age 1 involving flexibility exploring the properties of objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

little- scientist phase

A

the time around age 1 when babies use tertiary circular reactions to actively explore the properties of objects, experimenting with them like scientists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

means- end behavior

A

in Piagets framework, performing a different action to get to a goal - an ability that emerges in the sensorimotor stage as babies approach age 1

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

object permanence

A

in Piagets framework, the understanding that objects continue to exist even when we can no longer see them, which gradually emerges during the sensorimotor stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

a- not- b error

A

in Piagets framework, a classic mistake made by infants in the sensorimotor stage, whereby babies approaching age 1 go back to the original hiding place to look for an object even though they have seen it get hidden in a second place

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

information - processing approach

A

a perspective on understanding cognition that divides thinking into specific steps and component process, much like a computer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

social cognition

A

any skill related to understanding feelings and negotiating interpersonal interactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

grammer

A

the rules and word arranging systems that every human language employs to communicate meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

language acquisition device

A

Chomsky’s term for hypothetical brain structure that enables our species to learn and produce language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

social - interactionist perspective

A

an approach to language development that emphasizes its social function, specifically that babies and adults have a mutual passion to communicate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

babbling

A

the alternating vowel and consonant sounds that babies repeat with variations of intonation and pitch and that precede the first words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

holophrase

A

first clear evidence of language, when babies use a single word to communicate a sentence or complete thought

45
Q

telegraphic speech

A

first stage of combining words in which a toddler pares down a sentence to its essential words

46
Q

infant - directed speech

A

the simplified, exaggerated, high pitched tones that adults and children use to speak to infants that function to help teach language

47
Q

attachment

A

theory formulated by John Bobby centering on the crucial importance to our species survival of being closely connected with a caregiver during early childhood

48
Q

toddlerhood

A

the important transitional stage after babyhood, from roughly age 1 year to 2 1/2

49
Q

primary attachment figure

A

the closest person in a Childs or adults life

50
Q

proximity - seeking behavior

A

acting to maintain physical contact or to be close to an attachment figure

51
Q

preattachment phase

A

the first phase of John bowlby’s developmental attachment sequence, during the first three months of life, when infants show no visible signs of attachment

52
Q

social smile

A

the first real smile, occurring at about 2 months of age

53
Q

attachment in the making

A

second phase of bowlbys attachment sequence, when, from 4 to 7 months of age, babies slightly prefer the primary caregiver

54
Q

clear - cut (focused) attachment

A

critical attachment phase, from 7 months through toddlerhood, defined by the need to have a primary caregiver nearby

55
Q

separation anxiety

A

when a baby gets upset as a primary caregiver

56
Q

stranger anxiety

A

beginning at about age 7 months, when baby grows wary of people other than a caregiver

57
Q

social referencing

A

a baby’s monitoring a caregiver for cues as to how to behave

58
Q

working model

A

in bowlbys theory, the mental representation of a caregiver that enables children over age 3 to be physically apart from their caregiver

59
Q

strange situation

A

procedure to measure attachment at age 1, involving separations and reunions with a caregiver

60
Q

secure attachment

A

ideal attachment response when a child responds with joy at being reunited with a primary caregiver

61
Q

insecure attachment

A

deviation from the normally joyful response of being reunited with a primary caregiver, signaling problems in the caregiver - child relationship

62
Q

avoidant attachment

A

an insecure attachment style characterized by a Childs indifference to a primary caregiver at being reunited after separation

63
Q

anxious - ambivalent attachment

A

an insecure attachment style characterized by a child’s intense distress when reunited with a primary caregiver after separation

64
Q

disorganized attachment

A

an insecure attachment style characterized by responses such as freezing or fear when a child is reunited with a primary caregiver in the strange situation

65
Q

synchrony

A

the reciprocal aspect of the attachment relationship, with a caregiver and infant responding emotionally to each other in a sensitive, exquisitely attuned way

66
Q

temperament

A

a persons characteristic, inborn style of dealing with the world

67
Q

oxytocin

A

the hormone whose production is centrally involved in bonding, nurturing, and careginving behaviors in our species and other mammals

68
Q

dose - response effect

A

the fact that the amount (dose) of a substance, in this case the depth and length of deprivation, determines its probable effect or impact on the person.

69
Q

autonomy

A

eriksons second psychosocial task, when toddlers confront the challenge of understanding that they are separate individuals

70
Q

self - conscious emotions

A

feelings of pride, shame, or guilt, which first emerge around age 2 and show the capacity to reflect on the self

71
Q

socialization

A

how children are taught to behave in socially appropriate ways

72
Q

power assertion

A

an ineffective socialization strategy that involves yelling, screaming, or hitting a child

73
Q

goodness of fit

A

an ideal parenting strategy that involves arranging children’s environments to suit their temperaments, by minimizing their vulnerabilities and accentuating their strengths

74
Q

early childhood

A

the first phase of childhood, lasting from age 3 through kindergarten, or about age 6

75
Q

middle childhood

A

the second phase of childhood, comprising the ages from roughly 7 to 12 years

76
Q

initiative

A

erik Eriksons term for the early childhood psychosocial task that involves exuberantly testing skills

77
Q

industry

A

Erik eriksons term for the middle childhood psychosocial task involving bending to adult reality and needing to work for what we want

78
Q

gross motor skills

A

physical abilities that involve large muscle movements, such as running and jumping

79
Q

fine motor skills

A

physical abilities that involve small, coordinated movements, such as drawing and writing ones name

80
Q

preoperational thinking

A

in Piagets theory the type of cognition characteristic of children aged 2 to 7 marked by an inability to step back from ones immediate perceptions and think conceptually

81
Q

concrete operational thinking

A

in Piagets framework, the type of cognition characteristic of children aged 8 to 11, marked by the ability to reason about the world in logical, adult ways

82
Q

conservation tasks

A

piagetian tasks that involve changing the shape of substances to see whether children can go beyond the way that substance visually appears to understand that the amount remains the same

83
Q

reversibility

A

in Piagets conservation tasks, the concrete operational child’s knowledge that a specific change in he way a given substance looks can be reversed

84
Q

centering

A

in Piagets conservation tasks, the preoperational child’s tendency to fix on the most visually striking feature of a substance and not take into account other dimensions

85
Q

decentering

A

in Piagets conservation tasks, the concrete operational Childs ability to look at several dimensions of an object or substance

86
Q

class inclusion

A

the understanding that a general category can encompass several subordinate elements

87
Q

identity constancy

A

in Piagets theory, the preoperational child’s inability to grasp that a person’s core “self” stays the same despite changes in external appearance

88
Q

animism

A

in Piagets theory the preoperational child’s belief that inanimate objects are alive

89
Q

artificialism

A

in Piagets theory, the preoperational child’s belied that human beings make everything in nature

90
Q

egocentrism

A

in Piagets theory the preoperational child’s inability to understand that other people have different points of view from ones own

91
Q

zone of proximal development

A

in vygotsky’s theory the gap between a child’s ability to solve a problem totally on his own and his potential knowledge if taught by a more accomplished person

92
Q

scaffolding

A

the process of teaching new skills by entering a child’s zone of proximal development and tailoring one’s efforts to that person’s competence level

93
Q

inner speech

A

in vygotskys theory the way in which human beings learn to regulate their behavior and master cognitive challenges, through silently repeating information or talking to themselves

94
Q

phoneme

A

the sound units that convey meaning in a given language - for example, in English, the c sound of cat and the b sound of bat

95
Q

morpheme

A

the smallest unit of meaning in a particular language - for example, boys contain two morphemes; boy and the plural suffix -s

96
Q

mean length of utterance

A

the average number of morphemes per sentence

97
Q

syntax

A

the system of grammatical rules in a particular language

98
Q

semantics

A

the meaning system of a language - that is, what the words stand for

99
Q

overregulation

A

an error in early language development, in which young children apply rules for plurals and past tenses even to exceptions, so irregular forms sound like regular form

100
Q

overextension

A

an error in early language development in which young children apply verbal labels too broadly

101
Q

autobiographical memories

A

recollections of events and experiences that make up ones life history

102
Q

theory of mind

A

children’s first cognitive understanding, which appears at about age 4, that other people have different beliefs and perspectives from their own

103
Q

exercise play

A

running and chasing play that exercises children’s physical skills

104
Q

rough - and - tumble play

A

play that involves shoving, wrestling, and hitting, but in which no actual harm is intended; especially characteristic of boys

105
Q

fantasy play

A

pretend play in which a child makes up a scene, often with a toy or prop

106
Q

collaborative pretend play

A

fantasy play in which children work together to develop and act out scenes

107
Q

gender - segregated play

A

play in which boys and girls associate only with members of their own sex

108
Q

gender schema theory

A

explanation for gender - stereotyped behavior that emphasizes the role of cognitions; specifically, the idea that once children know their own gender label, they selectively watch and model their own sex

109
Q

autism spectrum disorders

A

conditions characterized by persistent, severe, widespread social and conversational deficits; lack of interest in people and their feelings; and repetitive, restricted behavior patterns, such as rocking, ritualized behavior, hypersensitivity to sensory input, and a fixation on inmate objects. a core characteristic of these disorders is impairments in theory of mind

geology test 1 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions