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Developmental Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Theory of Mind

A

Begins age 4, understanding that other people have different beliefs and thoughts

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2
Q

Childhood egocentricism

A

Contemplating the world from a personal perspective, not selfish (Buying glazed donuts for a class because you think glazed donuts are the best, getting someone a present you would like)

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3
Q

Common language errors

A

Overregularization: Extending common grammatical rules to exceptions, (Thinking the plural of deer is deers, “I knowed that”), a good sign in language development

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4
Q

Vygotsky’s theory of early childhood cognitive development

A

Higher mental processes depend on lang development including controlled attention, memorization and recall, categorization, planning, problem solving, self-reflection
Make-believe play (acting out roles, social skills)
Private speech turns into silent speech

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5
Q

Fast mapping

A

Results in a rapid growth in vocab, making connections between different words

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6
Q

Piaget Concrete-operational phase

A

(7-11 years) Logical, flexible, organized thinking

Theory of mind: more empathetic, leaving egocentric phase, metacognition (thinking about thinking)

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7
Q

Piaget Pre-operational phase

A

Egocentric, don’t yet grasp conservation, object permanence

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8
Q

Salmon & Reese: Elaborative Reminiscence

A

Parents discussing the past in a collaborative way; teaches about emotions, fosters language development, improves narrative skills

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9
Q

Olson: Prepubescent Transgender Children

A

Dominant view: with proper psychopathology, transgender kids’ gender would come to align with their natal sex but in actuality transgender persists

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10
Q

Deter/ Decard: Executive Function

A

Parents influence their children’s level of executive function with both genetics and the environment

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11
Q

Umana-Taylor: Psychological effects of discrimination

A

Discrimination has negative psychological effects for children and adolescents, developing an ethic/racial can prevent the psychological damages
Psychological consequences: depression, anxiety, low self esteem, increased sexual behaviors, out group favoritism

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12
Q

Piaget’s theory of early childhood cognitive development

A

Preoperational stage: symbolic thinking/reasoning, egocentric, can’t conserve or heirarchical classification

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13
Q

Executive function

A

effortful control: regulation of emotions, planning ahead, focusing attention, juggling multiple tasks, remember instructions

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14
Q

Language development in multilingual children

A

Will get the languages confused, best time to learn a second language, will fade unless immersed

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15
Q

Benefits of reminiscing

A

Elaborative reminiscence involves retelling events in a collaborative way, improves narrative skills, helps kids regulate emotions, helps theory of mind develop faster

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16
Q

Early childhood education

A

Child-centered daycares better than academic. Formal academic preschools can stress kids out (lowered confidence and performance) before they even get to kindergarten and does not foster a love of learning. Child centered (Montessori) teaches by experience and lets kids have more autonomy in choosing what they want to learn or experience, also improves social skills, math skills, and literacy ALSO: long term financial payoff, less incarceration
HeadStart: Good for oral health and parental engagement

17
Q

Marshmallow test

A

A child is put in a room and told that they can either eat one marshmallow now or wait fifteen minutes and get two. Those who were able to delay gratification were happier, healthier, and more successful later in life.
Situation can also influence behavior (broken promises) so ability to delay gratification also depends on environment as well.

18
Q

Parenting styles

A

Authoritative: most successful, high in involvement and acceptance, adaptive control techniques, appropriate autonomy granting
Authoritarian: high in involvement and coercive control, low in acceptance and autonomy granting (Also control kids psychologically with behaviors that intrude on kid’s individuality and expression)
Permissive: low in involvement, high in autonomy granting before kids are ready to make those decisions, warm and accepting
Uninvolved: low acceptance and involvement, little control and indifference to autonomy

19
Q

Gender typing

A

Giving gender to objects, actions, roles, and traits which conform with gender stereotypes (kids do this most between 4 and 7)

20
Q

Gender role conformity

A

Acting and dressing in a way that agrees with gender typing

21
Q

Gender and sex

A

Gender is a social construct (legal status) that can match our sex or not at all, sex is assigned at birth based on genetalia and chromosomal makeup (not binary)

22
Q

Gender identity

A

Internal sense of maleness/femaleness/combo/none
How we feel about/express our gender. Can be transgender (gender doesn’t match sex assigned at birth) or cisgender (gender does match sex assigned at birth)

23
Q

Gender expression

A

How we express our gender through appearance, behaviors, and personality traits

24
Q

Factors that influence physical activity in middle childhood

A

Parental encouragement of physical activity/exercise (male kids encouraged to be more physically active than females), good nutrition/healthy lifestyle, SES

25
Q

Factors that influence childhood obesity

A

SES, access to nutritious foods, physical activity, gender norms, bullying, hereditary, family stress, ignorance, eating out

26
Q

Second language aquisition in middle childhood

A

Need 5-7 years of immersion for fluency in reading/writing, harder than in early childhood, immersion/bilingual schools work best not language classes

27
Q

Learning styles

A

Are A MYTH, retention of information based on understanding the meaning not the sensory perception, , chess experiment (Chase & Simon)

28
Q

IQ

A

Intelligence Quotient: the ability to problem solve, reason, plan, think abstractly and learn from experience, testing is biased, IQ isn’t fixed, low SES suppresses IQ,

29
Q

Fixed mindset v growth mindset

A

when kids have a fixed mindset they believe that ability is fixed, happens when parents praise the person not the process–> learned helplessness, failure causes them to give up and attribute it to inability. Parents can foster a growth mindset by praising the hard work kids put in to achieve something. Failure often motivates. (Mastery oriented attributions)

30
Q

Person v process praise

A

“You’re so smart” vs “I admire how you worked so hard and did excellent on that math test!”

31
Q

Piaget v Vygotsky theories of cognitive development in middle childhood

A

Piaget: Concrete operational stage: symbolic thinking, ability to understand conservation, hierarchical classification, seriation, and reversibility, still can’t understand abstract things tho, more empathetic, metacognition
Vygotsky: theory of mind developed, language really helps

32
Q

Executive function

A

effortful control: ability to regulate emotions and delayed gratification, ability to plan and problem solve

33
Q

Peer popularity, peer rejection

A

Popular-prosocial: Combination of academic and social competence
Popular-aggressive: Well known but not well liked (assertive, arrogant, and aggressive) reflect what is valued in society, people seek approval
Rejected-aggressive: violent, outwardly mean, invoke fear
Rejected-withdrawn: little social skills, often forgotten
Controversial- Different people have different opinions (ex: a bully who is feared by some, respected by others)

34
Q

Social comparison

A

Comparing yourself to your peers: grades, appearance, gender, race, sports ability
Can lower or raise self esteem
Recognize discrimination- worse when adults support those labels

35
Q

Psychological consequences of racial and ethnic discrimination

A

Depression, anxiety, low self esteem, increased sexual behaviors at a younger age, outgroup favoritism

36
Q

Bullying

A

Happens as a result of social comparisons
Peer victimization: when one child becomes the target of physical/verbal/emotional abuse
Best prevention is intervention during elementary school

37
Q

Children’s basic needs during middle childhood

A

Safe home environment, authoritative and consistent coparenting/coregulation, encouragement to be healthy and physically active, friends, fluid gender expectations

38
Q

Family functioning: supports and challenges

A

Supports: stable marriage, positive sibling relationships,
Challenges: unstable marriage, father figures coming and going, sexual abuse, when one kids commands too much parental attention, self-care children

39
Q

Family structure

A

Single: usually much more freedom and less monitoring
Divorce: stressful for parents, temperamental kids can have difficulty adjusting
Unmarried: Partners come and go, lots of adjustment and upheaval for kids

Developmental Psychology (8 decks)

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