Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Human Development > Exam #2- 5-8 > Flashcards

Exam #2- 5-8 Flashcards

1
Q

Most obvious physical change in early childhood

A

Growth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Average gain of height during early childhood

A

2.5 inches per year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Average weight gain during early childhood

A

5-7 pounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What tissue do girls have more than boys during early childhood?

A

more fatty tissue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What tissue to boys have more than girls during early childhood?

A

more muscle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The two most important contributors to height and weight differences around the world

A
  • ethnic origin
  • nutrition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

In what area of the brain does the most significant and quick growth take place from ages 3-6?

A
  • prefrontal cortex
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Prefrontal cortex plays a key role in what?

A

Responsible for planning, organizing new actions, and maintaining attention to tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Change in dendrites during childhood

A

quality of dendritic connections increase and get bigger

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Change in myelin during early childhood

A

continue to cover and insulate nerve cells
- hand eye coordination areas myelinated at age 4
- focusing attention areas myelination at age 9-12

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Gross motor skills changes during early childhood

A
  • develope majorly
  • children are running and jumping
  • able to climb and walk up and down the stairs
  • doing risky stunts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Fine motor skills changes during early childhood

A
  • able to pick up things with their fingers
  • movements not smooth
  • as they grow functions become improved and smooth
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How children’s eating behaviors are influenced

A
  • surroundings
  • screen time
  • parents
  • etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How to help a parent who is struggling to get their child to eat vegetables?

A
  • consistency
  • model good behavior
  • make meal time pleasant
  • minimize distractions
  • give praise to child
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Risk of being overweight

A

85%- 94%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Overweight

A

95%-96%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Obese

A

97% or above

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

How often should children engage in physical activity

A
  • physical activity everyday
  • 3 hours per day, 60 min of moderate to vigorous
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Piagetian stage name for early childhood

A

Preoperational stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

During preoperational stage

A
  • no mental reverse actions
  • form concepts and begin to reason
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Egocentrism

A

inability to distinguish between own perspective and someone else’s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Animism

A

Belief something not real can do or say something
- getting mad at the sidewalk for tripping you

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Centration

A

centration of attention on one characteristic to the exclusion of all others
- focusing on one specific thing and not others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Conservation

A

the awareness that if something changes in appearance it doesn’t change it basic properties
- unable to irreverse
- liquids in two cups the same size but different shapes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Failure of the conservation task

A
  • not yet reached preoperational stage
  • inability to mentally reverse actions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

ZPD

A

the range of tasks is too difficult for the child alone but than can be learned with guidance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Scaffolding

A

the level of support given is changing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Factors the influence the accuracy of young children’s long term memory

A
  • limiting misleading or wrong information
  • keep in mind susceptibility
  • ask questions in neutral tone
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Execute function

A

consists of higher level cognitive processes linked to the development of the brain’s prefrontal cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Execute function benefits

A

development advances in
- cognitive inhibition
- cognitive flexibility
- goal setting
- delay of gratification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Theory of mind

A

the awareness of one’s own mental processes and those of others.
(2-3)- children understand perception, emotions, and desires
(4-5) understand that the mind makes mistakes and there is false beliefs
(5+)understand mind is full of knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Autism- theory of mind

A
  • have a hard time developing theory of mind
  • have a hard time understanding others
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Syntax

A

the way words are combined to form acceptable phrases and sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Semantics

A

learning the meaning behind words and sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Fast mapping

A

help explain why children learn so many new words
- making connections between words and meaning
- lots of exposure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Initiative vs guilt

A
  • children are ready for something more
  • belief align with their parents
  • forget mistakes fast and have motivation
  • self understanding is important
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Self understanding

A

the representation of self, the substance and content of the child’s self conceptions
- self descriptions are positive but out of touch
- describe themselves as tall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Moral development

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Empathy

A

Being able to feel what another person is feeling
- requires perspective taking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Heteronomous morality

A

ages 4-7
think that justice and rules are unchangeable and there is no one who can change them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Immanent justice

A

if a rule is broken punishment will be meted out immediately

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Autonomous mortality

A

age 10+
know that people create rules and laws
-They can also take notice of people’s intentions and consequences to people’s actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Period of transition

A

age 7-10
show features from both stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Gender

A

categories related to femininity and masculinity base on social and cultural norms - social construction of feminine and masculine

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Gender roles

A

sets of expectation that prescribe how men and women should think, act, and feel

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Gendery typing

A

a acquisition of traditional masculine or feminine role

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Social role theory

A

the differences between the roles of women and the roles of men resulting in gender differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Social cognitive theory of gender

A

learning how to be a girl or a boy based on observation and rewards and also punishment.

49
Q

Gender schema

A

when children start to form ideas in their head about gender based on what is appropriate and inappropriate for a certain gender in their culture.

50
Q

Peer influence on gender behavior

A
  • observe their fellow peers
    If their peers get rewarded for something, they are more likely to repeat that action since they know it ends in something good specifically in terms of gender.
51
Q

Authoritarian- description

A
  • restrictive
  • firm limits and control
  • show anger towards child
  • force rules with no explanation
52
Q

Authoritarian- outcomes

A
  • unhappy
  • fearful
  • anxious
  • child maltreatment
53
Q

Authoritative- description

A
  • encourages kids to be independent
  • place limits and controls
  • warm and nurtant
  • show pleasure and support
  • allow rules to change
54
Q

Authoritative- outcomes

A
  • cheerful
  • self controlled
  • self reliant
  • achievement oriented
55
Q

Neglectful- description

A

uninvolved in the child life

56
Q

Neglectful- outcome

A
  • develop the sense that they are not important
  • poor self control
  • low self esteem
  • immature
57
Q

Indulgent- description

A
  • highly involved with their children
  • few demands or control
  • let kids do whatever they want
58
Q

Indulgent- outcome

A
  • rarely learn respect for others
  • difficulty controlling behavior
  • egocentric
  • noncompliant
59
Q

Reasons to avoid spanking

A
  • may have fear towards parent
  • doesn’t involve telling the child what they should’ve done instead
60
Q

Potential negative outcomes of physical punishment

A
  • can lead to higher levels of aggression later in life
  • no positive findings
61
Q

2 alternate to physical punishment

A
  • timeout
  • reasoning with the child
62
Q

Physical abuse

A

causing an injury to a child by punching, beating, kicking, biting, burning, and shaking.

-Children who are physically abused are more likely to commit a crime, have worse physical health compared to their peers who weren’t physically abused, and receive special education services

63
Q

Child neglect

A

the failure to meet a child’s basic needs.
- There are 3 types of neglect; physical, educational, and emotional.

64
Q

Sexual abuse

A

includes intercoure, incest, rape, fondling of genitals, sodomy, and commercial exploitation.

-can lead to mental health disorders and substance disorders.

65
Q

Emotional abuse

A

this abuse can lead to PTSD. Emotional abuse includes acts of omission by caregivers that have or could cause behavioral, cognitive, or emotional problems

66
Q

Developmental consequences of abuse

A

early years
- low levels of school engagement
- problems with peer relationships
- psychological problems
Adulthood
- physical illness
- psychiatric disorder
- sexual problems

67
Q

2 findings in regards to divorce

A
  • parents should stay together for the sake of the children; only if not negatively affecting well being of children
  • Children are better adjusted in tact never divorced families
68
Q

LGBTQ parent outcomes

A
  • no different than having mom and dad
  • children are just as likely to be popular, have friends, and be successful
69
Q

Middle and late childhood height gain

A

2-3 inches a year

70
Q

Middle and late childhood weight gain

A

5-7 pounds a year

71
Q

Brain changes during middle and late childhood

A
  • pruning
  • brain activation changes (focus on smaller areas)
72
Q

What is associated with cognitive performance?

A

changes in the prefrontal cortex
- decreased diffusion and increased focal activation

73
Q

Gross motor skills during middle and late childhood

A

these big movements become more coordinated and children can master lots of different physical skills

74
Q

Fine motor skills during middle and late childhood

A
  • small movements are easier
  • can do small movements with precision and steadiness
  • increased myelination in the CNS
75
Q

Exercise assist in children’s physical health and academic ability

A
  • lower levels of body fat
  • increased physical fitness
  • benefits in attention
  • memory
  • creativity
76
Q

Learning disability

A

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

77
Q

Dyslexia

A

affects one’s ability to read and spell

78
Q

Exact cause of learning disabilities

A
  • no precise answer
  • problems integrating info from multiple brain regions or difficulties in brain structure/function
79
Q

Treatments for learning disabilities

A

focus on reading ability improvement

80
Q

Symptoms of ADHD

A
  • inattention
  • hyperactivity
  • impulsivity
81
Q

Decrease or increase of ADHD

A

increase

82
Q

Causes of ADHD

A
  • inherit from parents
  • damage to brain during prenatal or postnatal
  • cigarette/alcohol exposure
83
Q

Treatments for ADHD

A

-medication and behavior management
- mindfulness training
- physical exercise

84
Q

Austism Spectrum Disorder- ASD

A

children show problems in social interaction, along with verbal and nonverbal communication, and have repetitive behaviors.

85
Q

When can ASD be identified ?

A
  • early as 3 years old
  • usually during early or middle childhood
86
Q

ASD increase or decrease

A

increase

87
Q

Warning signs of ASD

A
  • lack of social gestures
  • no meaningful word use
  • no interest in other children
88
Q

Concrete operational

A

7-11 years of age
- able to mentally reverse
- divide things into different sets
- capable of seriation and transitivity
- still not able to think abstract

89
Q

Classification

A

children are able to classify things into differents selections and take into account their connections
- grouping rocks by looks

90
Q

Seriation

A

Seriation- children are able to put things in order based off their quantitative dimension
- sort smallest to largest

91
Q

Transitivity

A

children are able to understand different factors and combine them together to understand a conclusion
- inferring

92
Q

Strategies to improve memory

A
  • elaboration (personal connections)
  • engage in mental imagery
  • understanding (fully understand info)
93
Q

Metacognition

A

thinking about what you know and what you don’t know

94
Q

3 dimensions of executive function

A
  1. self control/inhibition
  2. working memory
  3. flexibility
95
Q

Self control/inhibition

A
  • kids need to develop self control that will allow them to focus on their learning instead of giving into distractions.
  • know not to repeat their incorrect responses
  • resist temptations
96
Q

Working memory

A

needed for children since they are dealing with loads of information as they go through school and life

97
Q

Flexibility

A

children need to have an open mindset so they are willing to consider different strategies and take on different perspectives

98
Q

how to Increase executive function

A

aerobic exercise
mindfulness
scaffolding of self regulation

99
Q

Intelligence

A

the ability to solve problems and to adapt and learn from experiences
IQ= MA/CA x 100

100
Q

Flynn effect

A

worldwide increase in intelligence test scores that has happened over a short period of time

101
Q

Genetic and environment influences of intelligence

A
  • low correlation of genetics
  • income, health, socioeconomic status
102
Q

Advances in vocab and grammar during concrete operational

A

vocab increases to 40,000 words by age 11
-able to relate, compare, produce descriptions, definitions of something

103
Q

Metalinguistic awareness

A

knowledge about language.
- As children grow they start to understand more and more about language and how to use it in the correct way

104
Q

Self understanding characteristics for middle and late childhood children

A

children describe themselves with psychological characteristics
- smart, dumb

105
Q

Perspective taking during middle and late childhood

A

one is able to take on another’s point of view and understand their thoughts or feelings
- increases

106
Q

Perspective taking important in determining?

A

if a child will develop
- prosocial
- antisocial

107
Q

self esteem

A

overview of yourself as a person
- global evaluation of the self
- more than a person, a good or bad person

108
Q

Self concept

A

domain specific evaluations of the self
- compare themself to make self evaluation in different aspects like athletic, apperance

109
Q

Self efficacy

A

a child has the belief in themself that they have the ability to achieve
- confidence

110
Q

Self regulation

A

ability to manage your own behavior, emotions, and thoughts which lead to an increase in social competence and achievement

111
Q

Industry vs inferiority

A
  • children want to know about how things are made/work
  • if parents don’t provide support, child will feel inferior
112
Q

Developmental changes in emotions during middle and late childhood

A
  • improved emotional understanding
  • understand that you can feel more than one emotion at once
  • capacity for genuine empathy
    etc
113
Q

Kohlberg’s 3 levels of moral thinking

A
  1. preconventional reasoning
    - before 9
  2. conventional reasoning
    - early adolescence
  3. postconventional reasoning
    - early adulthood
    - not everyone reaches the 3rd stage
114
Q

Preconventional reasoning

A

1st stage
- children interpret good and bad in terms of external rewards and punishment.
- emphasize reward and punishment

115
Q

Conventional reasoning

A

2nd stage
- expectations about social roles/rules that are set my others

116
Q

Postconventional reasoning

A

3rd stage
- thinking is flexible and internalized
- emphasis on moral principles, critical thinking and abstractions

117
Q

Moral thought vs moral behavior criticism

A

moral reasons can be used as a shield for immoral behavior.

118
Q
A

Human Development (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions