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developmental psychology Flashcards

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1
Q

maturational theory of Gesell

A

biologically directed maturation; the same developmental patterns independent of environmental input

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2
Q

cephalocaudal trend

A

from head to foot

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3
Q

proximodistal trend

A

from centre of body to peripheral

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4
Q

McGraw- motor development

A

environment can shape motor development, twin study extra training in swimming skating and climbing

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5
Q

dynamic systems theory

A

development is a complex interaction between properties of the system and the environment

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6
Q

system

A

collection of component that are interrelated (body, family)

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7
Q

dynamic system

A

collection of components that influence each other. describes how a state changes another state over time, self-organisation

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8
Q

Esther thelen Dynamic system theory

A

motor development is shaped by central nervous system, motor skills and environment

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9
Q

behaviourism child development

A

child is passive in its development, environment shapes development

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10
Q

law of recency

A

likelihood of repetition of recent acquired behaviour is higher

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11
Q

law of exercise

A

practice strengthens stimulus response connections

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12
Q

constructivism

A

acquiring knowledge and skills is the result of thinking big children themselves. children learn by connecting new information to what they already know (piagets theory and information processing approach)

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13
Q

assimilation

A

fit knowledge into preexisting schemes

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14
Q

accommodation

A

modify preexisting schemes

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15
Q

equilibration

A

schemes are in balance

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16
Q

information processing theory

A

individuals process info similar to a computer. to understand behaviour we need to understand the mental processes underlying the association between init and output

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17
Q

social constructivism

A

social environment is a critical guide factor in development

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18
Q

zone of proximal development

A

skills that are just a bit too difficult but can be learned with help

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19
Q

scaffolding

A

adopt instruction to the level of the child

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20
Q

cognitive adaptations

A

children developing cognitive awareness of the world as a result they become better able to understand their world

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21
Q

functional invariants

A

processes that o not chang during development, such as accommodation and assimilation

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22
Q

sensorimotor stage

A

first stage, though is based primarily on perception and action and internalised thinking is absent. from birth to 2 yrs

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23
Q

preoperational stage

A

egocentrism, animism, contraption. under the age of 7 are unable to coordinate aspects of problems in order to solve them

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24
Q

concrete operations stage

A

conservation and seriation understood, third stage, reasoning is said to become more logical, systematic and rational in its application to concrete objects

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25
Q

formal operations stage

A

fourth stage, in which the individual acquires the capacity for abstract scientific thought, this includes ability to theorise about impossible events and items

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26
Q

animism

A

children tend to attribute life like qualities to inanimate objects

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27
Q

centration

A

the focusing or centring of attention on one aspect of a situation to the exclusion of others

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28
Q

bottom up

A

building complex systems of knowledge from simpler origins

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29
Q

top down

A

the state of the system is specified or presumed, and then working to discover its components and their development

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30
Q

connectionism

A

in which computers are programmed to stimulate the action of the brain and nerve cells

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31
Q

introspectionism

A

in which observers were ask to reflect on their thoughts feelings and perceptions

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32
Q

law of effect

A

hates that he likelihood of n action being repeated is increased if it leads to a pleasant outcome, and decreased if it leads to an unpleasant outcome

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33
Q

reductionism

A

the claim of complex behaviours and skills such as language and problem solving are formed from simpler processes, such as neural activity and conditioning

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34
Q

precocial species

A

those species of animals where the young are able to locomotive almost immediately after birth or hatching

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35
Q

monotropy

A

the view that the infant has a basic need to form an attachment with one significant person

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36
Q

oedipus complex

A

young boy develops sexual feelings toward his mother but realises that his father is a major competitor for her sexual affections

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37
Q

castration complex

A

where the young boy fears castration at the hands of his father

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38
Q

electra complex

A

where little girls develop feelings toward their father and fear retribution at the hands of their mother

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39
Q

reaction formation

A

the individual may react often unconsciously to negative aspects of their personality

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40
Q

humanistic theory

A

emphasises that humans have free will and are motivated to fulfil their potential

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41
Q

zygote

A

fertalization to week 2

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42
Q

embryo

A

week 2 to week 12

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43
Q

foetus

A

week 12 to birth

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44
Q

morula

A

(day 3) ball of 16 cells cell differentiation starts

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45
Q

blastula

A

day 4-7, cavity arises, embryo arises out of inner cells implantation in uterus

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46
Q

gastrulation

A

week 2 the formation of the 3 germ layers by migration and differentiation of blastula cells

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47
Q

ectoderm

A

skin hair and nervous sytem

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48
Q

mesoderm

A

muscles and bones

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49
Q

endoderm

A

most other organs

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50
Q

neurulation

A

week 3 the formation of the neural plate, neural groove and neural tube from the ectoderm

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51
Q

neurogenesis

A

birth of new neurons, differentiation and migration of cells from neural tube

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52
Q

complete little human, organogenesis is finished in week..

A

8

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53
Q

rating reflex

A

first moving away from touch later towards it

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54
Q

vestibular apparatus

A

(in the inner ear) muscle tension, hearing vision and feeling

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55
Q

kangaroo method

A

skin to skin contact, baby moves together with parent

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56
Q

critical period

A

per in which specific development is optimal, system is vulnerable for lesions

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57
Q

crossectional design

A

not the same children, measuring children at different ages

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58
Q

constructivism, development of new perceptual abilities through interaction of

A

biological maturation and the child actively exploring the external world

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59
Q

ehtology

A

approach which empasizes the evolutionary origins of many behaviour that are important for survival

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60
Q

mechanism

A

(causation) “how does this behaviour occur in an individual?”

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61
Q

adaptive value

A

(function) why is this behaviour adaptive for the species?

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62
Q

ontogeny

A

(development) how does this behaviour arise in an individual?

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63
Q

phylogeny

A

(evolution) how does this behaviour arise in the species?

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64
Q

id

A

motions, impulses, desires

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65
Q

ego

A

mediation between reality and desire

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66
Q

superego

A

the conscious

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67
Q

insecure resistant

A

child keeps crying when caregiver comes back, resisting comfort

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68
Q

ambivalent

A

they seek contact with caregiver, but also hit and kick caregiver

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69
Q

insecure disorganized

A

do not know how to react, seem to be absent minded, repeating behaviour, not really playing and exploring

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70
Q

genetic epistemology (Piaget)

A

study of formation (genesis) of knowledge and how we know what we know (epistemology)

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71
Q

assimilation

A

integrating of new experiences into preexisting schemes

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72
Q

accommodation

A

modification of preexisting schemes in order to adapt to the environment

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73
Q

reflexive schemes

A

use of innate reflexes

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74
Q

primary circular reactions (1-4 m)

A

focused on own body not external world, repetitive behaviour

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75
Q

secondary circular reactions

A

focused on external world, repetitive behaviour (grasping, dropping object)

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76
Q

coordination of secondary chemes

A

goal directed behaviour, combining two schemes , children still make a not b error

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77
Q

A not B error occurs probably because

A

incomplete object permanence, mental representation present but no response perseveration

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78
Q

tertiary circular reactions

A

12 to 18 months, exploring new possibilities of objects, repetitive behaviour, no longer a not b error

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79
Q

mental representations/ beginning of thought

A

invention of new means through mental combination (trial and error no longer necessary), object permanence is fully understood

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80
Q

altirical species

A

in which the young are incapable of moving around on their own and are dependent on their parents for food and safety

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81
Q

precocial species

A

in which the young are physically mobile and able from the moment of birth or hatching

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82
Q

nativism

A

view that many skills or abilities are native or hard wired into the brain at birth, the result of genetic inheritance

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83
Q

empiricism

A

view that humans are not born with built in core knowledge or mental content and that all knowledge results from learning and experience

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84
Q

standardised test

A

test os a psych construct such as personality

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85
Q

genetic determinism

A

the hypothesis that people come who they are as a consequence of their genetic inheritance

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86
Q

familial resemblance

A

the resemblance between relatives whose genetic relationship to each other is known

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87
Q

missing heritability

A

the failure to find any of the genes associated with cognitive abilities

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88
Q

environmental drift

A

changes in developmental functions that result from and are in the direction of changing environments

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89
Q

flynn effect

A

an increase in the average intelligence test scores over generations

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90
Q

ravens progressive matrices

A

a culture free non verbal intelligence test with items arranged in order of difficulty

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91
Q

neonate

A

infant less than a month old

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92
Q

apoptosis

A

programmed cell death

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93
Q

neural plate

A

thickening of endoderm cells that will give rise to the brain

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94
Q

neural tube

A

a hollow structure in the embryo that gives rise to the brain and spinal column

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95
Q

chemosensory system

A

encompasses both the gustatory (taste) and olfactory (smell) senses

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96
Q

colostrum

A

the breast fluid that preceded true milk. rich in minerals and antibodies

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97
Q

transnatal learning

A

learning that occurs during the prenatal period which is remembered during the postnatal period

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98
Q

perinatal

A

the period just before and after birth

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99
Q

dna methylation

A

proces with an important role in gene regulation, consisting of the addition of methyl groups to dna

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100
Q

developmental programming

A

the hypothesis that prenatal conditions have detrimental effects on health into adulthood

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101
Q

ultradian rhythm

A

rhythms or cycles that repeat in less than 24 hour period

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102
Q

maturation

A

aspects of development that are largely under genetic control and hence largely uninfluenced by environmental factors

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103
Q

paradigm

A

pattern or sample, the term is now used to a theoretical or philosophical framework in any scientific discipline

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104
Q

organismic world view

A

the idea that people are inherently active and continually interacting with the environment

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105
Q

mechanistic world view

A

the idea that a person can be represented as being like am machine, which is passive until stimulated by the environment

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106
Q

cohort

A

group of people who were raised in the same environment or who share certain demographic characteristics

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107
Q

micro genetic method

A

method that examines change as it occurs and involves individual children being tested, typically over a short period d of time so that the density of observations is high compared with the typical longitudinal study

108
Q

marker task

A

method designed to elicit a behaviour with a known neural basis

109
Q

catharsis hypothesis

A

the argument that watching aggressive tendencies in others will reduce your own feelings of agression

110
Q

discontinuous (step) function

A

where development takes place in a series of stages, where each new stage appears to be qualitatively different from the preceding (and following) stages

111
Q

u shaped functions

A

behaviour where ability is very good, then decreases and the increases again. or other way around

112
Q

visual acuity

A

the ability to make fine discriminations between the elements in the visual array

113
Q

visual accommodation

A

the ability to focus on objects irrespective of their distance form the eye

114
Q

subjective contour

A

when only parts of an object are presented, the remaining contours are filled in in order that the complete shape can be perceived

115
Q

intonation

A

the rhythmic pattern of speech

116
Q

violation of expectation technique

A

infants are shown an event and are then shown two new events, one of which is consistent with everyday reality (possible) and the other inconsistent (impossible). infants look longer at impossible event

117
Q

subitising

A

ability to perceive directly the number of items without consciously counting them or using another form of calculation

118
Q

response perseveration

A

repeating a preciously learned response usually when it is no longer appropriate

119
Q

mind mindedness

A

caregivers who are bale to read their infants signals appropriately.

120
Q

autonomous attachment

A

adults who give coherent web balanced account of their attachment experiences. showing valuing of close personal relationships

121
Q

dismissing attachment

A

adults who deny the importance of attachment experiences and cannot recall childhood events and emotions

122
Q

preoccupied attachment

A

adults who are unable to move on from their childhood experiences

123
Q

unresolved attachment

A

adults who have not been able to resolve feelings relating to the death of a loved one or trauma

124
Q

epistemology

A

study of origins of knowledge and how we know what we know

125
Q

equilibration

A

a state in which children schemes are in balance and are undisturbed by conflict

126
Q

symbolic function substag

A

children acquire the ability to mentally represent objects that are not physically present

127
Q

intuitive substage

A

(from 4-7) when children begin to classify order and quantify in a more systematic manner

128
Q

rational imitation

A

where infants produce an action that they think the adult intended to do, rather than what the adult actually did

129
Q

seriation task

A

putting items in a coherent or logical order

130
Q

transitive inference

A

relation between two or more premises, that leads to an inference that is logically necessary

131
Q

class inclusion

A

the ability to coordinate and reason about parts and wholes simultaneously in recognising relations between classes and subclasses

132
Q

realism

A

believing that things are as they appear and not what they might (saying that a sponge that looks like a rock really is a rock)

133
Q

overlapping waves

A

in which at any one time the child has a number of strategies that can be used to solve problems. over time less efficient strategies are replaced by more effective ones

134
Q

guided participation

A

children ability to learn from interaction with others

135
Q

ontogenesis

A

development of the individual

136
Q

fylogenesis

A

development of the species

137
Q

s structure

A

surface structure , actual spoken sentence (different in different languages

138
Q

d structure

A

deep structure, abstract representation of a sentence (the same in different languages)

139
Q

overregularisation

A

when a previously learned rule is applied in the wrong situation ‘thinked’ instead of ‘thought’. children overregularize applying syntactic rules (d structures (I goed to the cinema, I seed my friends)

140
Q

Chomsky’s poverty of the stimulus argument

A

parents repeat ungrammatical sentences, parents even reinforce ungrammatical sentences

141
Q

pragmatic system

A

turn taking

142
Q

phonological system

A

speech perception and production

143
Q

syntactic system

A

understanding and producing grammar

144
Q

semantic system

A

understanding the meaning of words

145
Q

reflexive vocalisations

A

birth to 2 months, crying

146
Q

cooing and laughing

A

2 to 4 months, laughing

147
Q

babbling and vocal play

A

4-6 months, producing phonemes

148
Q

canonical babblin

A

start of language, 6-10 months,

149
Q

modulated babbling

A

10 months on, seem to talk but not understandable.

150
Q

one word period

A

10-18 months

151
Q

two words period

A

18-24 months, after 24 months ; rapid improvement of syntax

152
Q

proto conversations

A

interaction sbetween adults and infants in which the adults tend to vocals when the infants are not vocalising, or after the infant has finished vocalizing

153
Q

proto-imperative

A

occurs when infants point to an object and then alternate thei race between the object and the adult until they obtain the desired object

154
Q

proto declarative

A

occurs when infants use pointing or looking to direct an adults attention toward the object

155
Q

speech stream

A

the undifferentiated series of words that are produced when we communicate

156
Q

phoneme

A

smallest unit of speech that can affect meaning

157
Q

categorical perception

A

where perceptually discriminable stimuli are treated as belonging to the same category. for ex. in a foreign language you are less able to hear certain differences between spoken words properly while someone from its native language can do this easily

158
Q

reflexive vocalisations

A

the first sounds reduced by infants incl cries coughs burps and sneezes

159
Q

canonical

A

the usual normal and natural state of things. canonical babbling refers to babbling sounds made by infants around 6-10 months, when vowels and consonants are combined in such a way the they sound like words

160
Q

manual babbling

A

found in deaf children

161
Q

modulated babbling

A

final period of babbling and language play, appears around 10 months on and is characterised by a variety of sound combinations, stress and intonation patterns and overlap Sith the beginning of meaningful speech

162
Q

syntax

A

manner in which words and parts of words are related to ne another to produce grammatical sentences

163
Q

s structure

A

syntax of a sentence. can have more than one meaning

164
Q

d strucutre

A

abstract representation of a sentence, or the actual meaning that the sentence is trying to convey

165
Q

overgeneralisation

A

create a new verb by adding the suffix ‘-ing’ ‘ I am balareening.’

166
Q

comprehension

A

the language children can understand, distinguished from production

167
Q

overextension

A

extending the meaning of a word too broadly,

168
Q

underextension

A

extending the meaning of a word to too few instances

169
Q

semantic system

A

a system that categorises words in relation to their meaning

170
Q

cnceptual shift

A

a large qualitative change in an individuals cognitive processes

171
Q

representational ability

A

the ability to form a mental representation of an event or an object

172
Q

performance limitations

A

limitations that are associated with the challenges presented by the task being ask to that their performance may not reflect their underlying competence

173
Q

modularity

A

the view that we have separate modules for different abilities, face perception, understanding minds, numerical abilities

174
Q

cross-cultural study

A

study which aims to examine differences that arise purely from culture

175
Q

wings triad of impairments

A

impairments of social relationships, communication and imagination characteristic of autistic behaviour

176
Q

orthography

A

writing system. used to describe any aspect of print or spelling

177
Q

morpheme

A

unit of meaning

178
Q

mora

A

rhythmic unit in languages like japan sees that can be either a syllable or part of a syllable.

179
Q

syllable

A

the smallest unit of a word whose pronunciation forms a rhythmic break when spoken

180
Q

phonological skills

A

ability to detect and manipulate sounds at the phonetic syllabic and intra syllabic levels

181
Q

intrasyllabic units

A

unit fo speech that are smaller than syllables but larger than phonemes. onset and rime are two examples

182
Q

onset

A

onset of a syllable is the consonant the ‘h’ in ‘hat’

183
Q

rime

A

the vowel sound of a syllable plus any consonants that follow

184
Q

letter sound associations

A

where one letter represents one sound or phoneme

185
Q

pseudo words

A

none existent but pronounceable non word

186
Q

morph-phonemic

A

description of orthographies in which there are regular relationships between letters or groups of letters and morphemes as well as sounds

187
Q

genitive

A

possessive word, for ex the apostrophe ‘s in the boy’s jumper indicates that the jumper belongs to the boy

188
Q

inflectional morphemes

A

affixes whose presence and absence provide essential info about words. bijv bij meervoud

189
Q

cardinality

A

the numerical principle that states that any set of items with a particular number is equal in unity to any other set with the same number of items in it

190
Q

ordinality

A

the numerical principle that states that numbers come in an order scale of magnitude

191
Q

one-to-one principle

A

the principle that when counting. set of objects each object must be counted once and one only

192
Q

stable order principle

A

the principle that number words must be produced in a set order

193
Q

heteronomous moralitity

A

the first stage of moral reasoning in which children believe that right and wrong are determined by powerful adult figures

194
Q

instrumental morality

A

the second stage, individuals become aware that other people have intentions and desires and that there re two sides to every argument

195
Q

interpersonal normative morality

A

the third stage, referred to as good boy/girl orientation. individuals seek to be viewed as good and feel guilt when it is likely that others will condemn their behaviour

196
Q

social system morality

A

law and orientation fourth stage, individuals recognise that all members of society have intentions and pursue goals, but they understand that rules and laws are necessary in order for society to function and to prevent anarchy

197
Q

human rights and social welfare morality

A

final stage of moral judgement, social contract orientation stage. individuals who have reached this stage make use of ethical principals to guide moral judgments

198
Q

attribution

A

the belief one holds as to why people carry out a particular action or behaviour

199
Q

encoding with hypothesis

A

different info about faces is represented in memory by children at different ages. suggested that young children rely on info about individual features in recognising faces whereas older children and adults use info about the configuration of the features

200
Q

features processing

A

tendency to process the separate features of the face, as opposed to perceiving the relationship between parts

201
Q

configural processing

A

processing that pays particular attention to the overall layout of individual features

202
Q

crystallised intelligence

A

the store of info, skills and strategies acquired through education and prior experience, remains stable when waging

203
Q

deductive reasoning

A

drawing specific conclusions from general premises

204
Q

inductive reasoning

A

creating a general principle or conclusion from specific examples, that is drawing a general conclusion from specific premises

205
Q

syllogism

A

comprises two statements and a conclusion that is derived from these previous statements

206
Q

analogical reasoning

A

resolving a problem by comparing it to a similar problem that has been solved previously

207
Q

second order analogy

A

an analogy that requires the use of crystallised intelligence. in order to make the connections, one must be able to derive a relationship that is not inherent within the anology

208
Q

interpropositional thinking

A

where the individual is able to relate one or more parts of a proposition to another part to arrive at a solution to a problem

209
Q

intrapropositional thinking

A

the thought of the child in piagets concrete operations stage of development, which includes concrete content rather than abstract symbols.

210
Q

hypothetic-deductive reasoning

A

the ability to develop theories in an attempt to explain certain phenomena, generate hypotheses based on the theories, and systematically devise tests to confirm or refute these hypothese

211
Q

combinatory thought

A

taking more than one factor into consideration

212
Q

domain-specific

A

knowledge that can only be applied to specific situations that fall within the same domain

213
Q

intuitive scientists

A

the idea that we are all capable of constructing common sense theories to explain how the world works, and are able to conduct ‘experiments’ to test them

214
Q

sociocognitive conflict

A

(cognitive) conflict that arises as a result of a social interaction, two peers having a different understanding of a math problem

215
Q

cognitive conflict

A

arises when there are two or more competing solutions to a situation or problem

216
Q

peer facilitation effects

A

pairing of two children can have a positive impact on children later individual performance

217
Q

intermental plane

A

concerning knowledge that is possessed between people

218
Q

intramental plane

A

concerning knowledge that has been internalised an is possessed by the individual

219
Q

intergenerational cycle of difficulties

A

the various implicit and explicit non-verbal and verbal ways parents communicate their dramatic experiennes and there experiences of shared life events

220
Q

risk accumilation

A

the way in which multiple risk factors have a cumulative effect on child outcomes

221
Q

cumulative risk theory

A

the sum of risk factors rather than any single risk is what leads to dysfunction because it overwhelms the adaptive capacities of the individual

222
Q

risk specificity

A

the specific characteristics of an individual risk factor, both in terms of its specific effect and in terms of how init it interacts with specific child outcomes

223
Q

moderator (interactive) effects model

A

models based on interactive relationship between protective/vulnerabiillty factor and risk factors

224
Q

main effects model

A

models of resilience in which single factors are identified as determining whether a given child exposed to a risk has a good or a poor outcome

225
Q

mediator effects models

A

models that explore the role of intervening or intermediate variables on the effects of risks

226
Q

retributive justice

A

direct sanctions against bullies that are intended to reduce the incidence of bullying

227
Q

restorative justice

A

range of practices which focus on the offender or bullying child being made aware of the victims feelings and the harm they have caused, and making some agreed reperation

228
Q

lexical development

A

development of vocabulary

229
Q

atypical trajectory

A

a sequence of development that departs from the typical sequence

230
Q

amniocentesis

A

medical procedure used in prenatal diagnosis o chromosomal abnormalities and fatal infections

231
Q

executive function of autism

A

view that autism is due to a deficit in executive function (inappropriate responses etc)

232
Q

central coherence hypothesis of autism

A

the view that autism is due to lack of central coherence, which is reflected in the tendency to process info piecemeal rather than to integrate it

233
Q

microsystem

A

individual child, their characteristics and the settings where interpersonal relationship ,relevant at different points in the lifespan take place

234
Q

mesosystem

A

relationship between different Microsystems, the relation between school and family, peers and religious activity, neighbourhood and health and so on

235
Q

exosystem

A

the variety of influences like the mass media, neighbours and family friends

236
Q

macrosystem

A

refers to cultural level of influence

237
Q

chronosystem

A

refers to sociocultural events over the life course

238
Q

vygotsky

A

idea that the social environment plays an important role in the cognitive development of a child

239
Q

piaget

A

sees children as active thinkers who interact with the environment , thinks of development in stages

240
Q

ainsworth

A

theory concerning attachment types

241
Q

main and Solomon fourth attachment style

A

insecure disorganised

242
Q

false beliefs test used to

A

used to assess whether children can empathize with other people’s thoughts. To successfully complete these tests, a child must be able to empathize with the thoughts of another person, because the information that is provided to the child differs from the information that is provided to another person, children pass it when they’re about 4

243
Q

language production, babies

A

can already make controlled sounds at 4-6 months

244
Q

vertical decalage

A

Piaget, this is where the child has a level of understanding at one level (perhaps level of action) that has to be reconstructed at a later age at a different stage or level of undershtanding (perhaps level of thought)

245
Q

horizontal decalage

A

non synchronous development of children on Piaget tasks (cases in which children may succeed on conservation may succeed on conservation of number tasks but not on conservation of continuous quantity

246
Q

mentalizing network

A

mPFC, temporal parietal junction, ‘what does the other think? recognise social ability in others’, keeps growing as we age

247
Q

amygdala network

A

recognition and evaluation of emotional and social stimuli, increased response to emotional pictures in adolescents, is spared when getting older, but affected with people who have AD

248
Q

social brain consists of

A

amygdala network, mirror network, empathy network and mentalizing network

249
Q

fluid intelligence

A

the ability to store and manipulate new info, get influenced when aging

250
Q

hippocampus

A

shows large age related changes, role is to form vivid and detailed memories

251
Q

alzheimers disease

A

episodic, working memory and executive functions impaired, semantic (world knowledge) somewhat spared (with mild AD)

252
Q

psychoanalysis

A

view that much of our behaviour is determined by unconscious factors (Freud)

253
Q

microgenetic method

A

method that examines change as it occurs and involves individual children being tested repeatedly, typically over a short period of time so that the density of observations is high compared with the typical longitudinal study

254
Q

equifinality

A

mulitple risk factors can lead to the same problem

255
Q

multifinality

A

risk factor can have multiple effects

256
Q

heritability

A

percentage of variance in a trait that can be explained by genetic differences between individuals

257
Q

erikson theory

A

psychosocial stages, social conflict theory

258
Q

statistical learning

A

(ex. of a general learning mechanism (non-specific to language) use of transitional probabilities in word segmentation

259
Q

concurrence asusmption (new structure of thinking)

A

simultaneously in different domains

260
Q

abruptness assumption ( new structure of thinking )

A

sudden disconunous shift

261
Q

empathy network

A

amygdala orbitofrontal cortex anterior ínsula. feeling what other people feel

262
Q

mirror network

A

recognition of other peoples actions planning own actions

263
Q

truancy

A

children who don’t go to school

264
Q

school anxiety

A

fear to go to school

265
Q

risk focused programmes

A

intervention programmes that attempt to reduce risk exposure

266
Q

asset-focused programmes

A

attempt to directly provide higher quality and or quantity of assets in children life

267
Q

process-oriented programmes

A

programmes that attempt to improve the most important adaptational systems for children such as key relationship, intellectual functioning and self-regulation systems

Psychology (10 decks)

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