DEV CHAPTER 4 | EARLY CHILDHOOD Flashcards
1
Q
a dense band of fibers that connects the two hemispheres of the brain.
A
CORPUS CALLOSUM
1
Q
the ability to stop a behavior that has already begun
A
RESPONSE INHIBITION
2
Q
the repeated voiding of urine into bed or clothes (involuntary or intentional)
A
ENURESIS
2
Q
young children (age 3-4) have considerable difficulties in dividing their attention between two tasks
A
DIVIDED ATTENTION
2
Q
the assumption that an object has only a single name
A
MUTUAL-EXCLUSIVITY BIAS
2
Q
the ability to not initiate a behavior before you have evaluated all the information
A
RESPONSE INITIATION
2
Q
the absence of, or an imperfect, second X chromosome
A
TURNER SYNDROME
2
Q
parenting involves holding expectations of children that are below what could be reasonably expected from them.
A
PERMISSIVE
3
Q
focus on external qualities (e.g., physical descriptors, favorite activities/possessions)
A
CATEGORICAL SELF
3
Q
all types of abuse, neglect, and other potentially traumatic experiences that occur before the age of 18.
A
ADVERSE CHILDHOOD EXPERIENCES (ACES)
4
Q
typically occurs during the first two years of early childhood (24-36 months).
A
TOILET TRAINING
5
Q
preoperational children have difficulty understanding that an object can be classified in more than one way.
A
CLASSIFICATION ERRORS
5
Q
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.
A
SENSORY MEMORY/REGISTER
6
Q
is common in early childhood for both boys and girls.
A
Self-stimulation
7
Q
typically automated skills that do not require conscious recollection.
A
NON-DECLARATIVE MEMORIES / IMPLICIT MEMORIES
8
Q
the ability to stay on task for long periods of time
A
SUSTAINED ATTENTION
9
Q
relying on social interactions for learning.
A
SOCIAL CONSTRUCTIVIST (Vygotsky)
9
Q
Children’s behavior seems more random and without a specific goal. This is the least common form of play.
A
UNOCCUPIED PLAY
10
Q
Children play by themselves, do not interact with others, nor are they engaging in similar activities as the children around them.
A
SOLITARY PLAY
11
Q
A child’s vocabulary expands from about 200 words to over 10,000 words.
A
VOCABULARY GROWTH (2-6yrs old)
12
Q
the expectations associated with being male or female
A
GENDER ROLES
12
Q
defined as any sexual contact between a child and an adult or a much older child.
A
SEXUAL ABUSE:
13
Q
children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration
A
THE IMPACT OF TRAINING
14
Q
states that many of our gender stereotypes are so strong because we emphasize gender so much in culture.
A
DEVELOPMENTAL INTERGROUP THEORY
15
is the temporary support that parents or teachers give a child to do a task.
SCAFFOLDING
16
focused on only one characteristic of an object to the exclusion of others
CENTRATION
17
argues that behavior is learned through observation, modeling, reinforcement, and punishment
SOCIAL LEARNING THEORY (Bandura, 1997)
18
meaning that they understand and use two languages
BILINGUAL
19
refers to the ability to think about other people’s thoughts..
THEORY OF MIND
20
our ability to focus on a single task or stimulus, while ignoring distracting information.
SELECTIVE ATTENTION
21
making faulty inferences from one specific example to another.
TRANSDUCTIVE
22
refers to sexual contact between a child and family members.
INCEST
23
characterized by the child being able to mentally represent an object that is not present and a dependence on perception in problem solving
SYMBOLIC FUNCTION SUBSTAGE (2-4yrs)
24
both Piaget and Vygotsky believed that children actively try to understand the world around them
CONSTRUCTIVISM
25
which is also known as permanent memory. third component in memory
LONG-TERM MEMORY
26
the cultural, social and psychological meanings associated with masculinity and femininity
GENDER
27
children use symbols to represent words, images, and ideas, which is why children in this stage engage in pretend play
PREOPERATIONAL STAGE
28
refers to logical manipulation of information, so children at this stage are considered pre-operational
OPERATIONAL
29
genetic disorder caused by an increased production of androgens
CONGENITAL ADRENAL HYPERPLASIA
30
During early childhood, there is wide variation in the number of hours of sleep recommended per day.
2yr olds - 15-16 hours per day
6yrs old - 7-8 hours
31
Understanding that two people may hold different beliefs about an object
FALSE BELIEF
32
Children play alongside each other, using similar toys, but do not directly act with each other.
PARALLEL PLAY
33
children can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases.
LITERAL MEANINGS
34
the person rehearses previous material while adding in additional information
CLUSTERING REHEARSAL
35
NUTRITIONAL CONCERNS / Tips for Establishing Healthy Eating Patterns
Recognize that appetite varies.
Keep it pleasant.
No short order chefs.
Limit choices.
Serve balanced meals.
Do not bribe.
36
boys and girls are capable of erections and vaginal lubrication even before birth.
INFANCY
37
ability to switch our focus between tasks or external stimuli
DIVIDED ATTENTION or MULTITASKING
38
Children will interact with each other and share toys but are not working toward a common goal.
ASSOCIATIVE PLAY
39
children’s ability with selective attention tasks improve as they age. However, this ability is also greatly influenced by the child’s temperament
SELECTIVE ATTENTION
40
refers to the ability to recognize that moving or rearranging matter does not change the quantity.
CONSERVATION
41
when a person has one X and one Y chromosome, but is resistant to the male hormones or androgens
ANDROGEN INSENSITIVITY SYNDROME
42
Understanding that people may not always express their true emotions.
HIDDEN EMOTION
43
about 75 percent its adult weight by three years of age. By age 6, it is at 95 percent its adult weight
BRAIN WEIGHT
44
which occurs when they can almost perform a task, but not quite on their own without assistance.
ZONE OF PROXIMAL DEVELOPMENT
45
children learn rules of grammar as they learn language but may apply these rules inappropriately at first.
OVERREGULARIZATION
46
Children’s art highlights many developmental changes.
CHILDREN’S ART
47
the repeated passage of feces into inappropriate places (involuntary or intentional
ENCOPRESIS
48
the component of memory in which current conscious mental activity occurs.
SHORT-TERM OR WORKING MEMORY
49
also emphasizes reinforcement, punishment, and imitation, but adds cognitive processes.
COGNITIVE SOCIAL LEARNING THEORY
50
conceptions of the attributes associated with femaleness or maleness.
GENDER SCHEMAS
51
a Russian psychologist who argued that culture has a major impact on a child’s cognitive development.
LEV VYGOTSKY (1896-1934)
52
parents are supportive and show interest in their kids’ activities but are not overbearing and allow them to make constructive mistakes
AUTHORITATIVE
53
the tendency of children to generate theories to explain everything they encounter.
THEORY
54
children develop their own conceptions of the attributes associated with maleness or femaleness
GENDER SCHEMA THEORY
55
understanding that people may or may not have access to information.
KNOWLEDGE ACCESS (knowledge/ignore)
56
memories for facts or events that we can consciously recollect
DECLARATIVE MEMORIES / EXPLICIT MEMORIES
57
A person’s sense of self as a member of a particular gender
GENDER IDENTITY
58
refers to 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.
EXECUTIVE FUNCTION (EF)
59
words are easily learned by making connections between new words and concepts already known.
FAST-MAPPING
60
A component of episodic memory, our personal narrative.
AUTOBIOGRAPHICAL MEMORY
61
the ability to hold out for a larger reward by forgoing a smaller immediate reward
DELAYED GRATIFICATION
62
focuses on what young children learn about gender from society, including parents, peers, media, religious institutions, schools, and public policies.
GENDER SOCIALIZATION
63
understanding that two people may have different desires regarding the same object.
DIVERSE-DESIRES
64
understanding that two people may hold different beliefs about an object
DIVERSE-BELIEFS
65
those whose gender and sex assignment at birth matched.
CISGENDER CHILDREN
66
focuses on independent learning
COGNITIVE CONSTRUCTIVIST (Piaget)
67
the traditional model of parenting in which parents make the rules and children are expected to be obedient
AUTHORITARIAN
68
Children are interacting to achieve a common goal. Children may take on different tasks to reach that goal.
COOPERATIVE PLAY
69
refers to attributing life-like qualities to objects.
ANIMISM
70
is marked by greater dependence on intuitive thinking rather than just perception (children think automatically without using evidence)
INTUITIVE THOUGHT SUBSTAGE (4-7yrs)
71
memories for facts and knowledge that are not tied to a timeline
SEMANTIC MEMORIES
72
young children (age 3-4) have considerable difficulties in dividing their attention between two tasks
DIVIDED ATTENTION
73
those theorists who provide “new” interpretations of Piaget’s theory.
NEO-PIAGETIANS
74
a marked incongruence between one’s assigned gender and their experienced/expressed.
GENDER DYSPHORIA
75
born with either an absence or some combination of male and female reproductive organs, sex hormones, or sex chromosomes
INTERSEX
76
identifying with the gender opposite their natal sex.
TRANSGENDER
77
the ability to stay on task for long periods of time.
SUSTAINED ATTENTION
78
Pretending is a favorite activity at this time.
PRETEND PLAY
79
are tied to specific events in time.
EPISODIC MEMORIES
80
disengaged from their children. They do not make demands on their children and are non-responsive
UNINVOLVED PARENTS
81
an evaluative judgment about who we are.
SELF-ESTEEM
82
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
CHILD ABUSE AND NEGLECT
83
our self-description according to various categories, such as our external and internal qualities
SELF-CONCEPT
84
Children are observing other children playing. They may comment on the activities and even make suggestions but will not directly join the play.
ONLOOKER PLAY
85
in early childhood refers to the 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
EGOCENTRISM
86
speech that is focused on the child and does not include another’s point of view.
EGOCENTRIC SPEECH
87
CORPUS CALLOSUM
a dense band of fibers that connects the two hemispheres of the brain.
88
RESPONSE INHIBITION
the ability to stop a behavior that has already begun
89
ENURESIS
the repeated voiding of urine into bed or clothes (involuntary or intentional)
90
DIVIDED ATTENTION
young children (age 3-4) have considerable difficulties in dividing their attention between two tasks
91
MUTUAL-EXCLUSIVITY BIAS
the assumption that an object has only a single name
92
RESPONSE INITIATION
the ability to not initiate a behavior before you have evaluated all the information
93
TURNER SYNDROME
the absence of, or an imperfect, second X chromosome
94
PERMISSIVE
parenting involves holding expectations of children that are below what could be reasonably expected from them.
95
CATEGORICAL SELF
focus on external qualities (e.g., physical descriptors, favorite activities/possessions)
96
ADVERSE CHILDHOOD EXPERIENCES (ACES)
all types of abuse, neglect, and other potentially traumatic experiences that occur before the age of 18.
97
TOILET TRAINING
typically occurs during the first two years of early childhood (24-36 months).
98
CLASSIFICATION ERRORS
preoperational children have difficulty understanding that an object can be classified in more than one way.
99
SENSORY MEMORY/REGISTER
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.
100
EARLY CHILDHOOD
Self-stimulation is common in early childhood for both boys and girls.
101
NON-DECLARATIVE MEMORIES / IMPLICIT MEMORIES
typically automated skills that do not require conscious recollection.
102
SUSTAINED ATTENTION
the ability to stay on task for long periods of time
103
SOCIAL CONSTRUCTIVIST (Vygotsky)
relying on social interactions for learning.
104
UNOCCUPIED PLAY
Children’s behavior seems more random and without a specific goal. This is the least common form of play.
105
SOLITARY PLAY
Children play by themselves, do not interact with others, nor are they engaging in similar activities as the children around them.
106
VOCABULARY GROWTH (2-6yrs old)
A child’s vocabulary expands from about 200 words to over 10,000 words.
107
GENDER ROLES
the expectations associated with being male or female
108
SEXUAL ABUSE:
Childhood sexual abuse is defined as any sexual contact between a child and an adult or a much older child.
109
THE IMPACT OF TRAINING
children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration
110
DEVELOPMENTAL INTERGROUP THEORY
states that many of our gender stereotypes are so strong because we emphasize gender so much in culture.
111
SCAFFOLDING
is the temporary support that parents or teachers give a child to do a task.
112
CENTRATION
focused on only one characteristic of an object to the exclusion of others
113
SOCIAL LEARNING THEORY (Bandura, 1997)
argues that behavior is learned through observation, modeling, reinforcement, and punishment
114
BILINGUAL
meaning that they understand and use two languages
115
THEORY OF MIND
refers to the ability to think about other people’s thoughts..
116
SELECTIVE ATTENTION
our ability to focus on a single task or stimulus, while ignoring distracting information.
117
TRANSDUCTIVE
making faulty inferences from one specific example to another.
118
INCEST
refers to sexual contact between a child and family members.
119
SYMBOLIC FUNCTION SUBSTAGE (2-4yrs)
characterized by the child being able to mentally represent an object that is not present and a dependence on perception in problem solving
120
CONSTRUCTIVISM
both Piaget and Vygotsky believed that children actively try to understand the world around them
121
LONG-TERM MEMORY
which is also known as permanent memory. third component in memory
122
GENDER
the cultural, social and psychological meanings associated with masculinity and femininity
123
PREOPERATIONAL STAGE
children use symbols to represent words, images, and ideas, which is why children in this stage engage in pretend play
124
OPERATIONAL
refers to logical manipulation of information, so children at this stage are considered pre-operational
125
CONGENITAL ADRENAL HYPERPLASIA
genetic disorder caused by an increased production of androgens
126
2yr olds - 15-16 hours per day
6yrs old - 7-8 hours
During early childhood, there is wide variation in the number of hours of sleep recommended per day.
127
FALSE BELIEF
Understanding that two people may hold different beliefs about an object
128
PARALLEL PLAY
Children play alongside each other, using similar toys, but do not directly act with each other.
129
LITERAL MEANINGS
children can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases.
130
CLUSTERING REHEARSAL
the person rehearses previous material while adding in additional information
131
Recognize that appetite varies.
Keep it pleasant.
No short order chefs.
Limit choices.
Serve balanced meals.
Do not bribe.
NUTRITIONAL CONCERNS / Tips for Establishing Healthy Eating Patterns
132
INFANCY
boys and girls are capable of erections and vaginal lubrication even before birth.
133
DIVIDED ATTENTION or MULTITASKING
ability to switch our focus between tasks or external stimuli
134
ASSOCIATIVE PLAY
Children will interact with each other and share toys but are not working toward a common goal.
135
SELECTIVE ATTENTION
children’s ability with selective attention tasks improve as they age. However, this ability is also greatly influenced by the child’s temperament
136
CONSERVATION
refers to the ability to recognize that moving or rearranging matter does not change the quantity.
137
ANDROGEN INSENSITIVITY SYNDROME
when a person has one X and one Y chromosome, but is resistant to the male hormones or androgens
138
HIDDEN EMOTION
Understanding that people may not always express their true emotions.
139
BRAIN WEIGHT
about 75 percent its adult weight by three years of age. By age 6, it is at 95 percent its adult weight
140
ZONE OF PROXIMAL DEVELOPMENT
which occurs when they can almost perform a task, but not quite on their own without assistance.
141
OVERREGULARIZATION
children learn rules of grammar as they learn language but may apply these rules inappropriately at first.
142
CHILDREN’S ART
Children’s art highlights many developmental changes.
143
ENCOPRESIS
the repeated passage of feces into inappropriate places (involuntary or intentional
144
SHORT-TERM OR WORKING MEMORY
the component of memory in which current conscious mental activity occurs.
145
COGNITIVE SOCIAL LEARNING THEORY
also emphasizes reinforcement, punishment, and imitation, but adds cognitive processes.
146
GENDER SCHEMAS
conceptions of the attributes associated with femaleness or maleness.
147
LEV VYGOTSKY (1896-1934)
a Russian psychologist who argued that culture has a major impact on a child’s cognitive development.
148
AUTHORITATIVE
parents are supportive and show interest in their kids’ activities but are not overbearing and allow them to make constructive mistakes
149
THEORY
the tendency of children to generate theories to explain everything they encounter.
150
GENDER SCHEMA THEORY
children develop their own conceptions of the attributes associated with maleness or femaleness
151
KNOWLEDGE ACCESS (knowledge/ignore)
understanding that people may or may not have access to information.
152
DECLARATIVE MEMORIES / EXPLICIT MEMORIES
memories for facts or events that we can consciously recollect
153
GENDER IDENTITY
A person’s sense of self as a member of a particular gender
154
EXECUTIVE FUNCTION (EF)
refers to 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.
155
FAST-MAPPING
words are easily learned by making connections between new words and concepts already known.
156
AUTOBIOGRAPHICAL MEMORY
A component of episodic memory, our personal narrative.
157
DELAYED GRATIFICATION
the ability to hold out for a larger reward by forgoing a smaller immediate reward
158
GENDER SOCIALIZATION
focuses on what young children learn about gender from society, including parents, peers, media, religious institutions, schools, and public policies.
159
DIVERSE-DESIRES
understanding that two people may have different desires regarding the same object.
160
DIVERSE-BELIEFS
understanding that two people may hold different beliefs about an object
161
CISGENDER CHILDREN
those whose gender and sex assignment at birth matched.
162
COGNITIVE CONSTRUCTIVIST (Piaget)
focuses on independent learning
163
AUTHORITARIAN
the traditional model of parenting in which parents make the rules and children are expected to be obedient
164
COOPERATIVE PLAY
Children are interacting to achieve a common goal. Children may take on different tasks to reach that goal.
165
ANIMISM
refers to attributing life-like qualities to objects.
166
INTUITIVE THOUGHT SUBSTAGE (4-7yrs)
is marked by greater dependence on intuitive thinking rather than just perception (children think automatically without using evidence)
167
SEMANTIC MEMORIES
memories for facts and knowledge that are not tied to a timeline
168
DIVIDED ATTENTION
young children (age 3-4) have considerable difficulties in dividing their attention between two tasks
169
NEO-PIAGETIANS
those theorists who provide “new” interpretations of Piaget’s theory.
170
GENDER DYSPHORIA
a marked incongruence between one’s assigned gender and their experienced/expressed.
171
INTERSEX
born with either an absence or some combination of male and female reproductive organs, sex hormones, or sex chromosomes
172
TRANSGENDER
identifying with the gender opposite their natal sex.
173
SUSTAINED ATTENTION
the ability to stay on task for long periods of time.
174
PRETEND PLAY
Pretending is a favorite activity at this time.
175
EPISODIC MEMORIES
are tied to specific events in time.
176
UNINVOLVED PARENTS
disengaged from their children. They do not make demands on their children and are non-responsive
177
SELF-ESTEEM
an evaluative judgment about who we are.
178
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
179
SELF-CONCEPT
our self-description according to various categories, such as our external and internal qualities
180
ONLOOKER PLAY
Children are observing other children playing. They may comment on the activities and even make suggestions but will not directly join the play.
181
EGOCENTRISM
in early childhood refers to the 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
182
EGOCENTRIC SPEECH
speech that is focused on the child and does not include another’s point of view.
