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CAS 325A > Exam 2 > Flashcards

Exam 2 Flashcards

0
Q

The overly narrow use of a word

A

Underextension

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1
Q

The use of a word beyond its customary semantic boundary

A

Overextension

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2
Q

What are the stages of language development

A

Babbling and other vocalizations (crying, cooing and babbling)
Gestures
First words
Two word Utterances

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3
Q

The use of content words without grammatical markers such as articles, auxiliary verbs, and other connectives

A

Telegraphic speech

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4
Q

Language spoken in a higher pitch than normal with simple words and sentences

A

Child directed speech

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5
Q

Language is acquired via various types of learning

A

Behaviorist Theory of language development

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6
Q

Focus on the innate capacity for language we are born with an understanding of language. Language acquisition device and Universal grammar

A

Nativist views

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7
Q

Issue with the behaviorist theory

A

most utterances are never reinforced

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8
Q

Mental ability to impose structure on the infant’s linguistic enviornment

A

Language acquisition device

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9
Q

Problem with the nativist theory

A

Fails to explain various aspects of aquisition

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10
Q

Inborn understanding of basic rules of language

A

Universal grammar

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11
Q

Linguistic skill viewed as a form of social skill development

A

Social Interactionist theory of language development

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12
Q

What supports the social interactionist theory of language development

A

evidence that cultural context affects language development

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13
Q

What is an issue with Social interactionist theory of language development

A

Can not account as well for grammatical as for semantic development

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14
Q

Structure exists in the language itself. Children only need to notice it and make the necessary neural connections to use their knowledge

A

Connectionist theory (neural network view)

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15
Q

Infants extract statistical information about how likely one syllable is to follow another

A

Statistical learning

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16
Q

At what age does cooing begin

A

2 months

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17
Q

At what age are first words uttered

A

10-15 months

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18
Q

Child learns more nouns than any other type of word

A

Referential pattern

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19
Q

Child learns more types of other words

A

Expressive patteren

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20
Q

Assumptions of fast mapping

A

whole-object, taxonomic, and mutual exclusivity assumptions

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21
Q

Learning of new words on the basis of very little imput

A

Fast-mapping

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22
Q

Words refer to whole objects

A

Whole-object

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23
Q

The name of the object applies to the object and to different things

A

Taxonomic

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24
Q

Different names refer to different things

A

Mutual exclusivity assumptions

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25
Q

Stages, based on fundamental conflicts, which are focused on social issues

A

Erikson’s theory

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26
Q

Trust vs Mistrust

A

Infancy

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27
Q

Autonomy vs shame and doubt

A

Toddler period

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28
Q

Subjective feelings, such as sadness, joy and fear, which arise in response to situations and experiences and are expressed through altered behavior

A

Emotions

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29
Q

2-3 months of age, directed at others

A

Social smile

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30
Q

Expressed at about 6 months of age

A

Anger and distress

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31
Q

Expressed at 8 months of age.

A

Sadness

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32
Q

Emotion elicited by the still-face

A

sadness

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33
Q

Emerges at 7-9 months of age

A

fear

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34
Q

Emotions that emerge during the second year of life

A

Pride, guilt, shame, embarrassment

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35
Q

What type of emotions are pride, guilt, sadness, shame and embarrassment

A

Self-conscious emotions

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36
Q

Emotions that are present in humans and other animals, and emerge early in life

A

Primary emotions

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37
Q

Emotions that require self-awareness, especially consciousness and a sense of “me”

A

Self-conscious emotions

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38
Q

A smile that does not occur in response to external stimuli

A

Reflexive smile

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39
Q

A smile in response to an external stimulus

A

Social smile

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40
Q

A rhythmic pattern usually consisting of a cry, a briefer silence, a shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry

A

Basic cry

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41
Q

A cry similar to the basic cry with more excess air forced through the vocal cords

A

anger cry

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42
Q

A sudden appearance of a long, initial loud cry without preliminary moaning, followed by breath holding

A

pain cry

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43
Q

An infants fear and wariness of strangers

A

Stranger anxiety

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44
Q

An infants distressed reaction when the caregiver leaves

A

Separation protest

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45
Q

The predisposition to respond in certain endurng and characteristic ways to one’s environment

A

Temperment

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46
Q

A child who is generally in a positive mood, quickly establishes regular routines in infancy and adapts to new experiences

A

Easy child

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47
Q

A child who reacts negatively and cries frequently, engages in irregular routines and is slow to accept change

A

Difficult child

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48
Q

A child who has a low activity level, is somewhat negative, and displays a low intensity of mood

A

slow to warm up

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49
Q

What makes infants less likely to become distressed

A

the feeling of control

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50
Q

The regularity of basic functions, such as sleep, wakefulness, and hunger

A

Rhythmicity

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51
Q

The intensity and frequency of motor movements

A

Activity

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52
Q

The degree to which a child accepts or rejects new people, objects or situations

A

Approach-withdrawl

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53
Q

The amount of time a child is devoted to an activity

A

attention span

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54
Q

How quickly and easily a child adjusts to change

A

Adaptability

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55
Q

The extent to which a child expresses positive or negative emotions

A

Quality of mood

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56
Q

The degree to which stimuli in the environment alter a child’s behavior

A

Distractibility

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57
Q

The intensity of stimulation needed to elicit a response

A

Threshold of responsiveness/ sensitivity

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58
Q

The energy level of a child’s response

A

Intensity of reaction

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59
Q

The match between a child’s temperament and the environmental demands and constraints the child must deal with

A

Goodness of fit

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60
Q

The mismatch between a child’s temperament and the environmental demands and constraints the child must deal with

A

poorness of fit

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61
Q

What did Yen and Ispa (2000) find

A

Temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There is no such trend for girls

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62
Q

What are the influences on temperment

A 
Biological roots (some aspects are inherited)
Environmental influences (caregiving practices)
Goodness of fit (accommodation of caregiving environment to child's temperament)
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63
Q

An enduring emotional tie characterized by a tendency to seek and maintain closeness to a specific figure, particularly under conditions of stress.

A

Attachment

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64
Q

When does stranger anxiety appear

A

at about 7 months

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65
Q

When does the anxiety of response to stranger anxiety peak

A

8-10 months and then gradually declines during the 2nd year

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66
Q

A response in which negative protests accompany sepration from attachment figures

A

Separation anxiety

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67
Q

When does separation anxiety begin

A

7 or 8 months of age

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68
Q

When does separation anxiety increase

A

during the second year of life and then declines

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69
Q

A procedure used to assess infants’ attachment behavior under conditions of increasing stress due to separations from caregivers and strangers

A

Strange Situations

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70
Q

Children who use the mother as a kind of homebase and are at ease when she is present; when she leaves they become upset and go to her as soon as she returns

A

Securely attached

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71
Q

How many children are securely attached

A

Two thirds of children

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72
Q

Children who do not seek proximity to the mother; after the mother has left they seem to avoid her when she returns as if they are angered by her behavior

A

Avoidant attachment

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73
Q

What percent of children are avoidant attached

A

20% of children

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74
Q

Children who display a combination of positive and negative reactions to their mothers; they show great distress when the mother leaves, but upon her return they may simultaneously see close contact but also hit and kick her

A

Ambivalent attachment

75
Q

What percent of children have ambivalent attachment

A

12% fall into this category

76
Q

Children who show inconsistent often contradictory behavior such as approaching the mother when she returns but not looking at her

A

Disorganized/disoriented attachment

77
Q

Which is the least securely attached of all the attachments

A

Disorganized/disorientated attachment

78
Q

What phase of attachment is when Infants instinctively direct their attachment to human figures

A

Phase 1 from birth to two months

79
Q

What phase of attachment is when attachment becomes focused on one figure usually the primary caregiver as the baby gradually learns to distinguish familiar from unfamiliar people

A

Phase 2: from 2 to 7 months

80
Q

What is the phase of development when specific attachments develop. Increase locomotor skills, babies actively see contact with regular caregivers

A

Phase 3: from 7 to 24 months

81
Q

What is the phase of attachment were children become aware of others’ feelings goals and plans and begin to take this into account in forming their own action

A

Phase 4: from 24 months on

82
Q

According to Ainsworth what matters most in regards to attachment

A

Caregiver’s sensitive responsiveness to the infants

83
Q

Model in which infants and parents learn to communicate emotional states to one another and to respond appropriatly

A

Mutual regulation model

84
Q

A process in which infants behaviors invite further responses from parents and other caregivers

A

Reciprocal socialization

85
Q

Consequences of attachment

A

Children get along better with their peers, tolerate frustration better, better emotional expression, Older children are comfortable seeking help from others and approaching new environments, follow directions easily, seldom cry, fuss or become angry

86
Q

What is the effects of day care

A

benefits low-income children. It enhances their intellectual performance, increases their curiosity and concentration and fosters independence, social competence, and cooperativeness

87
Q

What negative effects do some studies report about day care

A

increases children’s aggression and decreases their complaince

88
Q

What did belsky say about childcare

A

can put child at risk for insecure attachment if they spend more than 0 hours a week in non-maternal care

89
Q

What did Howes say about child care

A

The quality of care is a better predictor of future attachment than amount of time spent.

90
Q

What are the 5 ways to judge the quality of a day care center

A

Give yourself time
Examine the physical environment
Take notice of the adult-child ratios and group size
look at the training of the staff and the licensing
Make certain the curriculum is developmentally appropriate

91
Q

Deliberate abuse or neglect of a child

A

Child maltreatment

92
Q

What are the types of maltreatment

A

Neglect
Physical abuse
Sexual abuse
Emotional abuse

93
Q

What are the 5 impact of child maltreatment

A 
School problems
Problems with peers
low self-concept
Academic failure
Higher levels of aggressive behavior
94
Q

5 Factors related to child maltreatment

A

Parents who are emotionally disturbed or are substance abusers
Infants who are preterm, disabled or have a difficult temperament
low-income, disorganized or crowded households
Socially isolated families
Communities that offer few resources or condone violence

95
Q

What are the changes to the growth of the body after 24 months of age

A

Pace of growth slows down, body becomes leaner, losses baby fat, arms and legs lengthen, muscle tone improves, better posture

96
Q

What is the average weight gain in early childhood

A

4-5 LBS

97
Q

What is the average height gain in early childhood

A

2 1/2 - 3 1/2 inches per year

98
Q

What percentage of 4-6 year olds wet the bed

A

25%

99
Q

What is the cause of Enuresis

A

Heredity

100
Q

Is enuresis more common for boys or girls

A

boys

101
Q

What is the best response to enuresis

A

non-judgemental

102
Q

What helps a child to outgrow Enuresis

A

increasing bladder control

103
Q

What are the major changes in the brain in early childhood

A

Increases in size
Pruning of synapses
Increasing lateralization

104
Q

The process in which the nerve cells are covered and insulated with a layer of fat cells

A

Myelination

105
Q

What is the purpose of myelination

A

Insulates and speeds transmissions

106
Q

What is the difference in size of the frontal cortex of an adult with that of a child

A

The synaptic density is twice that of an adult

107
Q

Where is the most rapid growth in the brain

A

in the frontal lobe

108
Q

Does grey matter increase of decrease

A

decrease

109
Q

What are the two causes of pruning

A

Genetic heritage and specific experiences

110
Q

How are synapses chosen to prune

A

active synapses remain in place inactive ones disappear

111
Q

Specialization of function in one hemisphere of the cerebral cortex or the other

A

Lateralization

112
Q

Skills that involve the use of large muscles

A

Gross motor skills

113
Q

Who is more active boys or girls

A

Boys

114
Q

Skills that involve the use of small muscles

A

Fine motor skills

115
Q

Who is better at fine motor skills boys or girls

A

Girls

116
Q

What is the drawing stated age two

A

Basic scribbles

117
Q

What is the drawing stage after scribbles and before age 3

A

Placement stage

118
Q

What is the draw being stage at age 3

A

Shape stage

119
Q

What is the stage of drawing between the ages of three and four

A

Design stage

120
Q

What is the drawing stage between the ages of four and five

A

pictorial stage

121
Q

What are the six basic shapes children draw

A

Circles, squares or rectangles, triangles, crosses, Xs and forms

122
Q

Drawings that are drawn on a page in a placement pattern

A

Placement stage

123
Q

Drawings consisting of diagrams in different shapes

A

Shape stage

124
Q

Drawings that mix two basic shapes into more complex designs

A

Design stage

125
Q

At what age do children start to drop more representational drawings

A

Four or five years of age

126
Q

What affects drawings

A

Cultural experiences

127
Q

What is the most common cause of serious injury in children

A

Motor vehicle crash

128
Q

At what age should children be taught swimming

A

Age 5

129
Q

Do injuries increase or decrease with age

A

Increase

130
Q

The ability to recognize that one object stands for another

A

representational skills

131
Q

A type of play that involves enactment of roles and stories

A

Sociodramatic play

132
Q

What are the 10 characteristics of the pre-operational stage

A

Symbolic representations egocentrism
inability to engage in Operations Animism
Irreversibility Centration
lacks conservation skills Static thinking
Intuitive rather than logical can not do class inclusion

133
Q

mental representations of objects and people that can be manipulated in the mind

A

Symbolic representation

134
Q

Mental calculations

A

operations

135
Q

Inability to mentally revers actions

A

irreversibility

136
Q

tasks used to assess children’s use of operations, in which children much decide whether a transformed object is the same as or different from what it was before

A

Conservation tasks

137
Q

The central sameness of an object despite physical changes to it

A

Identity concept

138
Q

The child cannot distinguish between one’s own perspective and someone else’s perspective

A

Egocentrism

139
Q

Children believe that inanimate objects have lifelike qualities and are capable of action

A

Animism

140
Q

Children focus on one characteristic and ignore all others

A

Centration

141
Q

The tendency to attend more to the outcome then to the changes that produced the outcome

A

Static thinking

142
Q

Understanding that some classes or sets of objects are also subsets of a larger class

A

Class inclusion

143
Q

The process by which we select information that will be processed further

A

Attention

144
Q

What are the three components of the memory system

A

Sensory storage, short-term memory, long-term memory

145
Q

Why don’t younger children have good memories

A

Failure to use rehearsal, organization, and elaboration

146
Q

The ability to identify something that was encountered before

A

Recognition

147
Q

Ability to reproduce material from memory

A

Recall

148
Q

Which is better recognition or recall

A

Recognition

149
Q

What does recognition involve

A

Encoding and retention

150
Q

What does recall involve

A

Use of strategies for retrieval and knowledge about materials at hand and about memory itself

151
Q

The understanding of inner mental events that people think, imagine, pretend and wonder about the world around them.

A

Theory of mind

152
Q

The memory component in which individuals retain information for up to 30 seconds, assuming there is no rehersal

A

Short term memory

153
Q

The concept that the last number in a counting sequence represents the quantity of objects in a set

A

Cardinality

154
Q

Cognitive growth seems to originate in the social experiences with older children and adults

A

Vygotsky’s sociocultural approach

155
Q

Support from others

A

Guided participation

156
Q

Changing level of support given as a child begins to master an activity

A

Scaffolding

157
Q

The gap between what can be done alone and what can be done with adult support

A

Zone of proximal development

158
Q

Arises out of children’s internalization of speech they’ve heard from others

A

Private speech

159
Q

This type of speech is likely what a child is working on challenging problems and declines as the child grows older but may reappear when confronted with especially difficult tasks

A

Private speech

160
Q

By what age are most children competent speakers of a language and have mastered the basics of semantics syntax and pragmatics of language

A

Age 5

161
Q

The meanings associated with words

A

Semantics

162
Q

The grammar rules of a language

A

syntax

163
Q

The practical rules guiding the use of verbal and nonverbal communication in different situations

A

Pragmatics

164
Q

Associating the sound of the word with the concept the word stands for

A

Fast mapping

165
Q

What is the average number of words per day of preschooler acquires

A

Five

166
Q

Inappropriate use of grammatical rules

A

Over regularize

167
Q

The phrase, “I have 2 feets” is an example of what

A

Over regularization

168
Q

Objects have only one label and words referred to separate non-overlapping categories

A

Mutually exclusive bias

169
Q

Children use grammatical information to help them work out the most likely meaning of a new word

A

syntactic bootstrapping

170
Q

What is the most important factor supporting growth of communication

A

Immersion in a conversational world

171
Q

What is considered a late talker

A

Fewer than 50 words by age 2

172
Q

What percentage will grow out of the talking deficit by age 5

A

75%

173
Q

Predictors of persistent language difficulties

A

Trouble with using third person singular
Trouble using past tense
Adult relatives who experienced language delays

174
Q

What are the indicators for quality childcare

A

Trained caregivers, small groups, sensitivity to individual needs and high levels of verbal stimulation

175
Q

What is the ratio of caregiver to children for babies and toddlers

A

One caregiver to four children

176
Q

What is the ratio of caregiver to preschooler

A

1 to 10

177
Q

What are the positive effects of educational television

A

Children who watch frequently learn more words

Frequent of yours at age 5 had higher grade point averages

178
Q

What are the negative effects of watching educational television

A

No clear-cut link between TV viewing and participation and other activities
Many shows for children contain violence
Advertising is often present
Positive correlation between TV watching and weight

179
Q

How many hours of TV watching is recommended by the American Academy of pediatrics

A

1 to 2 hours per day

180
Q

How often should a child take a break from TV viewing

A

Every 30 minutes

181
Q

Refers to an individual’s belief about the attributes and capacities she or he possesses (domain specific)

A

Self concepts

182
Q

At ages 3 to 5 what does the self concept focus on

A

External appearances and external objects

183
Q

By age 6 what self-concept do children focus on

A

Emotional states relationships and social groups and skills in relation to those of others

184
Q

Who developed the gender schema theory

A

Bem

CAS 325A (3 decks)

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