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Life-Span > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

an enduring aspect of the self that includes a sense of membership in an ethnic group, along with attitudes and feelings related to that membership

A

Ethnic Identity

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2
Q

refers to the stories people construct and tell about themselves to define who they are for themselves and others

A

Narrative Identity

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3
Q

the status of individuals who have undergone a crisis and made a commitment

A

Identity Achievement

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4
Q

the status of individuals who are in the midst of a crisis but whose commitments are either absent or are only vaguely defined; exploration

A

Identity Moratorium

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5
Q

the status of individuals who group traditional roles/values together and either fully reject or accept them

A

Identity Foreclosure

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6
Q

the status of individuals who have not yet experienced a crisis or made any commitments

A

Identity Diffusion

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7
Q

personal investment in identity

A

Commitment

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8
Q

Erikson’s term for the gap between childhood security and adult autonomy

A

Psychosocial Moratorium

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9
Q

adolescents are faced with deciding who they are, what they are all about and where they are going in life

A

Identity vs Identity Confusion

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10
Q

involves inhibiting impulses and not engaging in destructive behavior, focusing and maintaining attention despite distractions, and initiating and completing tasks that have long-term value, even if they may seem unpleasant

A

Effortful Control

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11
Q

moving from being the oldest, biggest students in elementary to being least powerful in middle school

A

Top-Dog Phenomenon

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12
Q

states that decision making is influenced by two cognitive systems - “verbatim” analytical and gist-based intuitional - which operate in parallel

A

Fuzzy Trace Theory Dual-Process Model

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13
Q

psychological process driven by emotion, with emotion regulation an especially important process

A

Hot Executive Function

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14
Q

psychological processes involving conscious control driven by logical thinking and critical analysis

A

Cool Executive Function

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15
Q

believe that their thoughts, feelings, and experiences are unique, more wonderful, or more awful than anyone else’s

A

Personal Fable

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16
Q

belief that others are as interested in them as they themselves are, as well as attention-getting behavior

A

Imaginary Audience

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17
Q

the seat of emotions and where rewards are experienced

A

Limbic System

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18
Q

a type of estrogen that in girls is associated with breast, uterine, and skeletal development

A

Estradiol

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19
Q

a girl’s first menstruation

A

Menarche

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20
Q

you believe that your qualities can change and improve through your own effort

A

Growth Mindset

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21
Q

you believe that your qualities cannot change

A

Fixed Mindset

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22
Q

the cognitive view individuals develop for themselves

A

Mindset

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23
Q

a structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum

A

Direct Instruction Approach

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24
Q

a learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher

A

Constructivist Approach

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25
Q

thoughts about social matters

A

Social Cognition

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26
Q

frequently nominated both as someone’s best friend and as being disliked

A

Controversial Children

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27
Q

infrequently nominated as someone’s best friend and are actively disliked by their peers

A

Rejected Children

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28
Q

infrequently nominated as a best friend but are not disliked by their peers

A

Neglected Children

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29
Q

receive an average number of both positive and negative nominations from their peers

A

Average Children

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30
Q

frequently nominated as a best friend and rarely disliked by their peers

A

Popular Children

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31
Q

term that describes the extent to which children are liked or disliked by their peer group

A

Sociometric Status

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32
Q

harming someone by manipulating a relationship

A

Relational Aggression

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33
Q

people who have lived exemplary moral lives

A

Moral Exemplars

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34
Q

the willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally

A

Moral Character

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35
Q

when moral notions and moral commitments are central to their lives

A

Moral Identity

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36
Q

a pattern of moral characteristics that is distinctively their own

A

Moral Personality

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37
Q

focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

A

Social Conventional Reasoning

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38
Q

states that there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains

A

Domain Theory of Moral Development

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39
Q

a moral perspective that focuses on the rights of the individual and in which individuals independently make moral decisions

A

Justice Perspective

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40
Q

a moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others

A

Care Perspective

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41
Q

at this level morality involves flexible thinking and is more internalized

A

Postconventional Reasoning

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42
Q

individuals abide by certain standards (internal), but they are the standards of others, such as parents or the laws of society

A

Conventional Reasoning

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43
Q

children interpret good and bad in terms of external rewards or punishments

A

Preconventional Reasoning

44
Q

controlling one’s own thoughts to consider the perspective of others

A

Cognitive Inhibition

45
Q

the social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings

A

Perspective Taking

46
Q

emphasizes that reading instruction should teach basic rules for translating written symbols into sounds

A

Phonics Approach

47
Q

stresses that reading instruction should parallel children’s natural language learning

A

Whole-Language Appraoch

48
Q

above-average intelligence (an IQ of 130 or higher) and/or superior talent for something

A

Gifted

49
Q

psychologists suspect that this type of disability often results form growing up in a below-average intellectual environment

A

Cultural-Familial Intellectual Disability

50
Q

a genetic disorder or a lower level of intellectual functioning caused by brain damage

A

Organic Intellectual Disability

51
Q

a condition of limited mental ability in which the individual (1) has a low IQ, usually below 70; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these characteristics by age 18

A

Intellectual Disability

52
Q

states that intelligence comes in three forms: (1) analytical intelligence; (2) creative intelligence; and (3) practical intelligence

A

Triarchic Theory of Intelligence

53
Q

the ability to solve problems and to adapt and learn from experiences

A

Intelligence

54
Q

a cross-disciplinary term that involves the study of how various types of mental and physical training might enhance children’s development

A

Contemplative Science

55
Q

refers to the central idea of the information

A

Gist

56
Q

consists of the precise details of the information

A

Verbatim Memory Trace

57
Q

states that memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist

A

Fuzzy Trace Theory

58
Q

they give more emphasis on how children use attention, memory, and strategies to process information

A

Neo-Piagetians

59
Q

the ability to logically combine relations to understand certain conclusions

A

Transitivity

60
Q

the ability to order stimuli along a quantitative dimension (such as length)

A

Seriation

61
Q

children can perform concrete operations, and they can reason logically as long as reasoning can be applied to specific or concrete examples

A

Concrete Operational Stage

62
Q

serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional characteristics

A

Emotional and Behavioral Disorders

63
Q

also known as developmental arithmetic disorder, is a learning disability that involves difficulty in math computation

A

Dyscalculia

64
Q

learning disability that involves difficulty in handwriting

A

Dysgraphia

65
Q

difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

A

Learning Disability

66
Q

activities that children engage in for pleasure and that have rules

A

Games

67
Q

combines sensorimotor/practice play with symbolic representation

A

Constructive Play

68
Q

involves interaction with peers

A

Social Play

69
Q

when the child transforms the physical environment into a symbol

A

Pretense/Symbolic Play

70
Q

the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports

A

Practice Play

71
Q

behavior by infants that lets them derive pleasure from exercising their sensorimotor schemes

A

Sensorimotor Play

72
Q

states that children appraise marital conflict in terms of their sense of security and safety in the family

A

Emotion Security Theory

73
Q

a style in which parents are highly involved with their children but place few demands or controls on them

A

Indulgent Parenting

74
Q

a style in which the parent is uninvolved in the child’s life

A

Neglectful parenting

75
Q

encourages children to be independent but still places limits and controls on their actions

A

Authoritative Parenting

76
Q

a restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort

A

Authoritarian Parenting

77
Q

states that gender typing emerges as children gradually develop gender schemas of what is gender-inappropriate and gender-appropriate in their culture

A

Gender Schema Theory

78
Q

children’s gender development occurs through observing and imitating what other people say and do, and through being rewarded and punished for gender-appropriate and gender-inappropriate behavior

A

Social Cognitive Theory of Gender

79
Q

states that gender differences result from the contrasting roles of women and men

A

Social Role Theory

80
Q

an internal regulation of standards of right and wrong that involves an integration of moral though, feeling, and behavior

A

Conscience

81
Q

the concept that if a rule is broken, punishment will be meted out immediately

A

Immanent Justice

82
Q

they become aware that rules and laws are created by people, and in judging an action they consider the actor’s intentions as well as the consequences

A

Autonomous Morality

83
Q

children think of justice and rules as unchangeable properties of the world, removed from the control of people

A

Heteronomous Morality

84
Q

involves thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people

A

Moral Development

85
Q

view their role as to deny, ignore, or change negative emotions

A

Emotion-Dismissing Parents

86
Q

monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions

A

Emotion-Coaching Parents

87
Q

emphasizes the importance of creating settings that encourage active learning and reflect children’s interests and capabilities

A

Developmentally Appropriate Practice (DAP)

88
Q

a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities

A

Montessori Appraoch

89
Q

emphasizes the education of the whole child and concern for their cognitive, physical, and socioemotional development

A

Child-Centered Kindergarten

90
Q

understanding that others have mental states, desires, thoughts, beliefs, knowledge, and feelings that affect their behaviors

A

Theory of Mind

91
Q

emphasizes the social contexts of learning and the construction of knowledge through social interaction

A

Social Constructivist Approach

92
Q

use of language for self-regulation

A

Private Speech

93
Q

the range of tasks that are too difficult for the child to master alone but can be learned with guidance and assistance from adults or more-skilled children

A

Zone of Proximal Development

94
Q

the awareness that altering an object’s or a substance’s appearance doesn’t change its basic properties

A

Conservation

95
Q

a centering of attention on one characteristic to the exclusion of all others

A

Centration

96
Q

in this substage children begin to use primitive reasoning and want to know the answers to all sorts of questions

A

Intuitive Thought Substage

97
Q

the inability to distinguish between one’s own perspective and someone else’s perspective

A

Egocentrism

98
Q

during this substage the young child gains the ability to mentally represent an object that isn’t present

A

Symbolic Function Substage

99
Q

the beginning of the ability to reconstruct in thought what has been established in behavior

A

Preoperational Thought

100
Q

reversible mental actions that allow children to do mentally what they could do only physically

A

Operations

101
Q

in this stage children begin to represent the world in words, images, and drawings; they form stable concepts and begin to reason

A

Preoperational Stage

102
Q

test whether children can represent another person’s beliefs when that belief is no longer correct

A

False Belief Task

103
Q

children act out various roles and themes in plots or roles that they create

A

Pretend Play

104
Q

pretend play with peers

A

Sociodramatic Play

105
Q

ability to identify the properties of categories, to relate categories or classes to one another, and to use categorical info to solve problems

A

Classification

106
Q

temporary support tailored to a learner’s needs and abilities; helps master the next task in a given process

A

Scaffolding

107
Q

rules can be constructed by a group

A

Transition Period of Morality

Life-Span (3 decks)

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