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PSYC 361 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

body weight more than 20% higher than the average weight for a person of a given age and height

A

Obesity

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2
Q

What is the greatest risk that pre-schoolers face

A

Accidents

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3
Q

How many colds and minor illnesses with children aged 3 to 5 experience a year

A

7 to 10

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4
Q

What is the reason for the high likelihood of dying from injury in preschoolers

A

preschooler’s high level of physical activity, curiosity and lack of judgement

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5
Q

What are the statistics regarding children’s death before the age of 10

A

Before the age of 10, children are 2X more likely to die from injury than from illness

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6
Q

What are the chances that a preschooler will require medical attention

A

1 in 3 chance

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7
Q

By age two, how much does the average child weigh and how tall are they

A

25 to 30 pounds and close to 36 inches tall

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8
Q

By age six, how much does the average child weigh and how tall are they

A

46 pounds and close to 46 inches tall

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9
Q

What is the best strategy for parents in regards to feeding pre-school children

A

have a variety of low-fat, high-nutrition foods available.

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10
Q

What type of food is especially important during preschool

A

foods that are relatively high in iron

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11
Q

What is one of the prevalent nutritional problems in developed countries

A

iron-deficiency

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12
Q

Which gender is at a higher risk for injuries and why

A

Boys because they are more active and take more risks

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13
Q

Exposure to this substance has been link to lower intelligence, problems in verbal and auditory processing, hyperactivity, and distractibility, antisocial behavior, aggression and delinquency, illness and death

A

Lead

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14
Q

What is helpful in reducing childhood injuries

A

Child-proofing homes

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15
Q

At what age have children mastered jumping, hopping on one foot, skipping and running

A

3

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16
Q

At what age can a child throw a ball with accuracy

A

4

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17
Q

At what age can a child toss a ring onto a peg

A

5

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18
Q

At what age are the following gross motor skills:
walk up stairs with alternating feet
Unable to stop or turn suddenly
Able to jump a length of 15-24 inches

A

Age 3

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19
Q

At what age are the following gross motor skills:
Able to walk down a long staircase, alternating feet with assistance
Have some control in starting, stopping and turning
Length of jump 24-33 inches

A

Age 4

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20
Q

At what age are the following gross motor skills:
Able to walk down a long staircase, alternating feet
Capable of starting, stopping, and turning in games
Able to make a running jump of 28-36 inches

A

Age 5

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21
Q

What gender is better at tasks that involve muscle strength like throwing a ball and jumping higher

A

Boys

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22
Q

What gender is better at tasks that involve limb coordination like jumping jacks and balancing on one foot

A

Girls

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23
Q

What can the increase in gross motor skills be attributed to

A

brain development and myelination

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24
Q

Activity level at what age is higher than at another other period of the lifespan

A

3

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25
Q

Motor skills that involve delicate, small body movements

A

Fine motor skills

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26
Q

The preference using one hand over the other

A

Handedness

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27
Q

When does handedness appear

A

Begins to appear during infancy (7 months)

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28
Q

What percentage of people are right handed

A

90%

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29
Q

What stage is marked by the following characteristics:
Age 2 to 7
Children’s use of symbolic thinking increases
Mental reasoning emerges
The use of concepts increases

A

Preoperational stage

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30
Q

In what stage do children become better at representing events internally and are less dependent on sensorimotor activity

A

Preoperational stage

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31
Q

the ability to use a mental symbol, a word, or an object to stand for or represent something that is not physically present

A

Symbolic function

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32
Q

the process of concentrating on one limited aspect of a stimulus and ignoring other aspects

A

Centration

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33
Q

the knowledge that quantity is unrelated to the arrangement and physical appearance of objects

A

Conservation

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34
Q

the process in which one state is changed into another

A

Transformation

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35
Q

Piaget believes that centration and conservation occurs because children don’t understand the sequence of

A

Transformation

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36
Q

thinking that does not take into account the viewpoints of others

A

Egocentric thought

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37
Q

Lack of awareness that others see things from a different physical perspective or Failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs

A

Egocentrism

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38
Q

thinking that reflects preschoolers’ use of primitive reasoning and their eagerness to gain knowledge about the world

A

Intuitive thought

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39
Q

What dies Intuitive thinking prepare children for

A

more complex reasoning

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40
Q

Organized, formal, logical mental processes

A

operations

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41
Q

The idea that actions, events, and outcomes are related to one another in fixed patterns

A

functionality

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42
Q

Certain things stay the same regardless of changes in shape, size, and appearance

A

Identity

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43
Q

The way in which an individual combines words and phrases to form sentence

A

Syntax

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44
Q

instances in which new words are associated with their meaning after only a brief encounter

A

Fast mapping

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45
Q

the system of rules that determine how our thoughts can be expressed

A

Grammar

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46
Q

speech by children that is spoken and directed to themselves

A

Private speech

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47
Q

the aspects of language that relates to communicating effectively and appropriately with others

A

Pragmatics

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48
Q

speech directed toward another person and meant to be understood by that person

A

Social speech

49
Q

What percent of children in the U.S. are enrolled in some form of care that takes place outside of the home

A

Almost 75%

50
Q

More verbally fluent, display memory and comprehension advantages, and even higher IQ scores
Tend to be more self-confident, independent, and knowledgeable about the social world

A

Benefits of child care

51
Q

Children tend to be less polite, less compliant, less respectful of adults, and are sometimes more aggressive and competitive

A

Negative outcomes of child care

52
Q

These children have a slightly higher chance of being disruptive in class

A

Children who spend more than 10 hours a week in preschool

53
Q

children experience conflict between independence of action and the sometimes negative results of that action

A

Initiative vs. guilt stage

54
Q

a person’s identity, or set of beliefs about what one is like as an individual

A

Self-concept

55
Q

traits related to competitiveness, independence, and forcefulness

A

Traits expected in boys

56
Q

traits related to warmth, expressiveness, nurturance, and submissiveness

A

Traits expected in girls

57
Q

a cognitive framework that organizes information relevant to gender

A

gender schema

58
Q

simple, repetitive activities typical of 3-year-olds that may involve objects or repetitive muscular movements

A

Functional play

59
Q

activities in which children manipulate objects to produce or build something (there is an “ultimate goal”)

A

Constructive play

60
Q

action in which children play with similar toys, in a similar manner, but do not interact with each other

A

Parallel play

61
Q

action in which children simply watch others at play, but do not actually participate themselves

A

Onlooker play

62
Q

play in which two or more children actually interact with one another by sharing or borrowing toys or materials, although they not do the same thing

A

Associative play

63
Q

play in which children genuinely interact with one another, taking turns, playing games, or devising contests

A

Cooperative play

64
Q

controlling, punitive, rigid, and cold, and whose word is law. They value strict, unquestioning obedience from their children and do not tolerate expressions of disagreement

A

Authoritarian parents

65
Q

provide lax and inconsistent feedback and require little of their children

A

Permissive parents

66
Q

firm, setting clear and consistent limits, but who try to reason with their children, giving explanations fo

A

Authoritative parents

67
Q

show almost no interest in their children and indifferent, rejecting behavior

A

Uninvolved parents

68
Q

Parenting style that results in withdrawn, socially awkward children, not friendly, girls are dependent on parents, boys are hostile

A

Authoritarian parents

69
Q

Parenting style that results in dependent, moody children with low social skills and self control

A

Permissive parents

70
Q

Parenting style that results in emotionally detached, unloved, and insecure children, physical and cognitive impediments

A

Uninvolved parents

71
Q

Parenting style that results in independent, friendly, self-assertive, and cooperative children, strong motivation to achieve, typically are successful and likeable

A

Authoritative parents

72
Q

the idea that transformations to a stimulus can be reversed

A

Reversibility

73
Q

difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities

A

Learning disabilities

74
Q

visual misrepresentation of letters, difficulty in spelling or sounding out letters, L-R confusion

A

Dyslexia

75
Q

a learning disorder marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of inappropriate activity

A

ADHD

76
Q

CDC believes that what percent of children 3 to 17 have ADHD

A

9%

77
Q

Cognitive development between ages 7 and 12
Characterized by the active and appropriate use of logic
Applying logical operations to concrete problems
Understanding conservation

A

Concrete operational stage

78
Q

the ability to take multiple aspects of a situation into account

A

Decentering

79
Q

the concept that American society is made up of diverse, coequal cultural groups that should preserve their individual cultural features

A

Pluralistic society model

80
Q

maintaining one’s original cultural identity while integrating oneself into the dominant culture

A

Bicultural identity

81
Q

the capacity to understand the world, think with rationality, and use resources effectively when faced with challenges

A

Intelligence

82
Q

a method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores

A

Intelligence test

83
Q

a test designed to predict a person’s future performance; aptitude is the capacity to learn

A

Aptitude test

84
Q

a test designed to assess what a person has learned

A

Achievement test

85
Q

a measure of intelligence test performance; the chronological age that most typically corresponds to a given level of performance

A

Mental age

86
Q

a score that accounts for a student’s mental and chronological age

A

Intelligence quotient

87
Q

The actual age of a child taking an intelligence test

A

Chronological age

88
Q

A test that consists of a series of items that vary according to the age of the person being tested

A

Stanford-Binet Intelligence Scales

89
Q

A test for children that provides separate measures of verbal and performance skills, as well as total score

A

Wechsler Intelligence Scale for Children

90
Q

An intelligence test that measures children’s ability to integrate different stimuli simultaneously and to use sequential thinking

A

Kaufman Assessment Battery for Children

91
Q

The period from age 6 to 12 characterized by focus on efforts to attain competence in meeting the challenges presented by parents, peers, school and the other complexities of the modern worlds

A

Industry vs Inferiority

92
Q

the goal was to assimilate individual cultural identities into a unique, unified American culture

A

Cultural assimilation model

93
Q

A form of education in which the goal is to help minority students develop confidence in the culture of the majority group while maintaining positive group identities that build on their original cultures

A

multicultural education

94
Q

an individual’s overall and specific positive and negative evaluation

A

Self-esteem

95
Q

From age 4 to 7, children see friends as those who like them and someone they can share toys and activities with.
Children in this stage rarely consider the personal qualities of people as a basis for friendship

A

Stage one Basing friendship on other’s behavior

96
Q

Age 8 to 10
Friendships become more complicated
Consider both the personal qualities as well as the good outcomes to determine friendship

A

Stage two: Basing friends on trust

97
Q

From age 11 to 15
The main quality of friendship relate closely to intimacy and loyalty
Characterized by feelings of closeness usually from disclosing personal thoughts and feelings
Ideas about what behaviors make a good friend and a bad friend become clear

A

Stage three: Basing friendship on psychological closeness

98
Q

the period during which the sexual organs mature

A

Puberty

99
Q

At what are does Puberty begin

A

girls, around 11 or 12yrs, and boys enter puberty around 13 or 14

100
Q

the onset of menstruation

A

Menarche

101
Q

the development of the organs and structures of the body that directly relate to reproduction

A

Primary sex characteristics

102
Q

the visible signs of sexual maturity that do not directly involve the sex organs

A

Secondary sex characteristics

103
Q

a severe eating disorder in which individuals refuse to eat, while denying that their behavior and appearance, which may become skeletal, are out of the ordinary

A

Anorexia nervosa

104
Q

characterized by binges on large quantities of food, followed by purges of the food through vomiting or the use of laxatives

A

Bulimia nervosa

105
Q

an infection that is spread (typically) through sexual contact

A

STIs

106
Q

the most common STI which can be transmitted through genital contact without intercourse

A

Human papilloma virus (HPV)

107
Q

the period at which people develop the ability to think abstractly

A

Formal operational stage

108
Q

a state of self-absorption in which the world is viewed from one’s own point of view

A

Adolescent egocentrism

109
Q

an adolescent’s belief that his or her own behavior is a primary focus of others’ attention and concern

A

Imaginary audience

110
Q

the view held by some adolescents that what happens to them is unique, exceptional, and shared by no one else

A

Personal fables

111
Q

poorer adolescents and members of minority groups tend to have less access to computers and the internet

A

Digital divide

112
Q

the period during which teenagers seek to determine what is unique and distinct about themselves

A

Identity vs role confusion

113
Q

a period in which an adolescent consciously chooses between various alternatives and makes decisions

A

Crisis

114
Q

a psychological investment in a course of action or an ideology

A

Commitment

115
Q

the status of adolescents who commit to a particular identity following a period of crisis during which they consider various alternatives

A

Identity achievement

116
Q

the status of adolescence who prematurely commit to an identity without adequately exploring alternatives

A

Identity foreclosure

117
Q

the status of adolescents who may have explored various identity alternatives to some degree, but have not yet committed themselves

A

Moratorium

118
Q

the status of adolescents who consider various identity alternatives, but never commit to one or never even consider identity options in any conscious way

A

Identity diffusion

PSYC 361 (3 decks)

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