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Psy 313 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

with the development of the cerebellum you get _____ ____

A

motor coordination

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2
Q

with the development of the ____ ____ you gain sustain, controlled attention

A

reticular formation

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3
Q

With the development of the ______, you gain processing of novelty and emotional information.

A

amygdala

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4
Q

with the development of the _____ we gain memory and spatial understanding.

A

hippocampus

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5
Q

with the development of the ____ _____ we gain communication between hemispheres, enabling more complex, coordinated movements and thinking.

A

corpus callosum

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6
Q

_____ _____; development of body tissues

A

growth hormone

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7
Q

_______ _____: brain development and GH support

A

Thyroid-stimulating hormone (TSH)

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8
Q

Appetite declines due to ____ ____.

-requiere high-quality diet in smaller qualities.

A

slowed growth

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9
Q
  • Cost
  • Parents’ stressful daily lives
  • Misconceptions about vaccine safety (mercury-free available)
  • parents religious or philosophical objections.
A

Reason why many U.S. children lack immunizations

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10
Q

………………………..

  • Auto and traffic accidents
  • suffocation
  • drowning
  • poisoning
A

most common cause of death:

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11
Q

_______ _____:

  • walking, running, jumping, catching, swinging, riding
  • balance improves
  • gait smooth and rhythmic
  • upper- and lower-body skills coming in more refined actions
  • greater speed and endurance
A

gross-motor skills

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12
Q

______ _____ _____:

  • self-help: dressing, eating
  • Drawing and printing
A

fine-motor skills

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13
Q

______ : during second year (progression of drawing skills)

A

scribbles

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14
Q

______ _____ _____ : 3-4 years

A

first representational forms

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15
Q

_____ ____ ______: 5-6 years

A

more complex drawings

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16
Q

_____ _____: 4-6 years (evolves as child realizes writing stands for language)

A

early printing

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17
Q

_____ ____ ____: ages 2-7, significant gains in representational activity:

  • make believe play
  • symbol-real world relations
A

Piagets Preoperational Stage.

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18
Q

______ _____ develops: coordinating a plot and several roles with others.

A

sociodramatic play

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19
Q

_________

  • Failure to distinguish others’ viewpoints from one’s own
  • Leads to animistic thinking (believing inanimate objects have lifelike qualities) and magical beliefs
  • Prevents reflecting on and revising faulty reasoning
A

egocentrism

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20
Q

_____ __ ____: does not grasp than an object’s physical characteristics remain the same, even when appearance changes.

A

inability to conserve

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21
Q

_____: focuses on one aspect, neglecting others

A

centration

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22
Q

_____: inability to mentally reverse a series of steps

A

irreversibility

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23
Q

___ ___ ______ _____: cannot organize objects into classes and subclasses based on similarities and differences

A

lack of hierarchical classification

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24
Q

_________ :

  • able to take others’ perspectives.
  • Animistic and magical beliefs results from incomplete knowledge of objects
A

egocentrism

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25
Q

______ ____:

  • conservation evident on simplified tasks
  • reasons by analogy about physical changes
  • illogical thinking only with unfamiliar topics too much information, or contradictory facts.
A

logical thought

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26
Q

____ ____:

  • nested categories evident in everyday knowledge
  • inferences about non observable characteristics shared by category members
A

categorization

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27
Q

____ ___ ____: expert guidance gradually leads to self-guidance:

  • private speech
  • zone of proximal development
  • scaffolding: supply of an “expert”
A

Vygotsky Sociocultural Theory

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28
Q

____ ___ ____ _____: a range of tasks too difficult of the child to do alone but possible with the helps of others

A

zone of proximal development

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29
Q

______: adults aid learning by adjusting support to child’s performance level

A

scaffolding

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30
Q

_____ ______: a broader concept

  • Helps us understand cultural variation in cognition
  • says little about how basic capacities (perceptual, motor, etc.) contribute to higher cognitive processes.
A

guided participation

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31
Q

_____ _____: inhibition, flexible shifting, working memory, planning.

A

executive function

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32
Q

______: recognition and recall; episodic memory

A

memory

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33
Q

___ ___ ____: false belief.

  • emergent literacy
  • mathematical reasoning
A

theory of mind

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34
Q

____ ___ ___ _____:

  • studied through rule-use tasks
  • around age 4, can switch rules
A

flexible shifting of attention

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35
Q

____ _____:

  • can hold in mind and manipulate more information
  • contributes to flexible shifting of attention
  • Increasingly important in problem solving
A

working memory

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36
Q

_________ :

  • Significant gains in early childhood
  • a complex executive function activity
  • by end of early childhood, can postpone action in favor of planning:
A

planning

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37
Q

________:

  • object names
  • verbs
  • modifiers
A

fast-mapping

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38
Q

_________: overextends rules to exceptions

A

overregularization

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39
Q

_____: restructuring inaccurate speech to correct grammatical form

A

recasts

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40
Q

_____: elaborating on children’s speech, increasing its grammar complexity.

A

expansions

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41
Q

____ _____: Initiative vs guilt

A

Erikson’s Theory

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42
Q

______:

  • New sense of purposefulness
  • eagerness to try new tasks, join activities with peers
  • play permits trying new skills and cooperation
  • strides in conscience development
A

initiative

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43
Q

______:

  • overly strict superego (conscience) causes too much guilt
  • related to parental threats, criticism, and punishment.
A

guilt

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44
Q

______ :

  • observable characteristics (age 3): appearance, possessions, behavior.
  • increasingly anticipates future states and need
  • does not yet reference personality traits (“I’m shy”)
A

self-concept

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45
Q

______

  • Feeling same or similar emotions as another person
  • Motivates prosocial, or altruistic, behavior
  • For some children, prompts self-focused distress
A

empathy

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46
Q

_____

-feeling concern or sorrow for another’s plight

A

sympathy

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47
Q

_____ _____: unoccupied onlooker, solitary play

A

nonsocial activity

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48
Q

____ ____: plays near others with similar materials; d does not try to influence them.

A

parallel play

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49
Q

____ ____: engages in separate activities; exchanges toys and comments on one another’s behaviors

A

associative play

50
Q

_____ ____: children orient toward common goal (e.g. acting out a make-believe theme)

A

cooperative play

51
Q

______ _____ (0-2 years): simple, repetitive motor movements, with or without objects

A

functional play

52
Q

____ ____ (3-6 years): creating or constructing something

A

constructive play

53
Q

_______ ____ (2-6 years): acting out everyday and imaginary roles

A

make-believe play

54
Q

by the end of ___ ___:

  • Argues over matters of justice and fairness
  • conscience begins to take shape
  • can state many moral rules
  • develops compassionate concerns and principles of good conduct
A

early childhood

55
Q

_____ ________ ______:

  • Introduction promotes conscience formation:
  • adult points out effects of misbehavior
  • encourages empathy and sympathetic concern
  • Gives reasons for changing behavior– information how to behave in future situations.
A

The psychoanalytic perspective

56
Q

effective mild ______ involves:

  • consistency
  • warm parents-child relationship
  • explanation
A

punishment

57
Q

parents can __ advance child’s moral thinking by:

  • telling stories with more implications
  • pointing out injustices
  • encouraging prosocial behavior
A

help

58
Q

types of aggressions
_______ (instrumental)
-To fulfill a need or desire
-Self-initiated

______ (hostile)

  • Meant to hurt someone
  • Defensive response to provocation
A

proactive ; reactive

59
Q

______ (direct or indirect):

  • Physical injury
  • property damage
A

physical

60
Q

_____ (always direct)

  • threats of physical aggressions
  • name-calling
  • hostile teasing
A

verbal

61
Q

_____ (direct or indirect)

  • social exclusion
  • malicious gossip
  • friendship manipulation
A

relational

62
Q

_____ ____ ____:

  1. Individual differences
    - Gender: hormones and gender-role conformity
    - Temperament and related self-regulating skills
  2. Family
    - Harsh, inconsistent discipline
    - Repetitive cycles of such discipline, winning/giving in
    - Conflict-ridden family atmosphere
  3. Media violence
A

Sources influencing aggression

63
Q

Outcomes of Child-Rearing Styles

_______: self-control, social and moral maturity, high self-esteem

A

authoritative

64
Q

Outcomes of Child-Rearing Styles

_________: anxiety, unhappiness, low self-esteem, anger, defiance

A

authoritarian

65
Q

Outcomes of Child-Rearing Styles

________ impulsivity, disobedience, poor school achievement

A

permissive

66
Q

Outcomes of Child-Rearing Styles

______: depression, poor emotional regulation, school achievement difficulties, antisocial behavior

A

Uninvolved

67
Q

___ ____ refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes

A

gender typing

68
Q

Influences of Gender Typing
_______ ______:
-evolutionary adaptiveness
-Hormones

______ ______:

  • families
  • teachers
  • peers
  • broader social environment
A

biological influences; environmental influences

69
Q

How to reduce gender stereotyping

  • Delay exposure to stereotyped messages in language and media
  • Limit traditional gender roles in own behavior
  • Provide nontraditional models
  • Encourage mixed-gender activities
  • once aware of stereotypes, point out exceptions
A

..

70
Q

……………… has multiple stages:

  1. Sensorimotor: Birth- 2 years
  2. Preoperational: 2-6 years
  3. Concrete Operational: 6-12 years
  4. Formal Operational: 12+ years
A

Piaget’s Cognitive Development Theory

71
Q

……………… experiences the world through senses and motor system. Develop object permanence.

A

Sensorimotor

Birth- 2 years

72
Q

………………… use symbolic thinking to understand world. But egocentric and lacks logical thinking

A

Preoperational

2-6 years

73
Q

………………….. can think logically about concrete events but cant reason abstractly. Understand observational math.

A

Concrete Operational

6- 12 years

74
Q

……………. can think abstractly and engage in hypothetical-deductive reasoning.

A

Formal Operational

12+ years

75
Q

In which stage would a kid agree that a glass of water has more because it is taller?

A

In the preoperational

2- 6 years

76
Q

in which stage can a child tell which glass is more dull despite its mass, height, etc.?

A

In the Concrete Operational Stage

77
Q

___________ : focusing on several aspects of a problem and relating them.

A

decentration

78
Q

_________ : thinking through a series of steps and them mentally reversing direction

A

decentration

79
Q

__________ : thinking through a series of steps and then mentally reversing direction.

A

reversibility

80
Q

Children that pass class inclusion problem:

  • Are aware of classification ______
  • Focus on multiple category relations at once
A

hierarchies

81
Q

_________ : ability to order items along a quantitative dimension.
-Efficient around 6 to 7 years

A

Seriation

82
Q

……………………

  • single-room maps
  • landmarks, some inaccuracies
  • difficulty reorienting when rotated
A

preschool, early school age

83
Q

……………………..

  • maps of large-scale spaces
  • landmarks along organized route
  • gives clear directions
A

ages 8-10

84
Q

…………………………..

  • overall view of a large-scale space
  • understands notion of scale
  • can interpret nonliteral symbols
A

end of middle school

85
Q

Limitation of _____ _______ ______-

Operations are concrete: applied to information children can perceive directly
-work poorly with abstract ideas

Continuum of acquisition:
-children master concrete operational tasks gradually, step by step,

A

concrete operational thought

86
Q

_______ : gain in information-processing speed, rather than a shift to a new stage.

A

neo-piagetians

87
Q

automatic schemes free ___ ___

A

working memory

88
Q

During executive function , our _____ becomes more selective, flexible and adaptable.

A

attention

89
Q

During executive function our working memory gains:

  1. more efficient thinking
  2. processing time declines rapidly
  3. exception: poverty hinders tasks performance
A

working memory gains

90
Q

______ _____:

  • often embedded in interactive computer games
  • leads to improvement in working-memory capacity, IQ, and spelling and math achievement.
A

direct training

91
Q

_______ ______ :

  • exercise
  • mindfulness training: leads to gains in executive function, school grades, prosocial behavior, and positive peer relations.
A

indirect training

92
Q

Memory stages

_________ (early grade school): repeating information to onself.

A

rehearsal

93
Q

Memory stages_________ (early grade school): grouping related items together

A

organization

94
Q

________ (end of middle school): creating a relationship between information not in same category.

A

elaboration

95
Q

____ _____ predicts academic success

A

cognitive self-regulation

96
Q

__________ : understands more subtle, indirect expressions, including irony, sarcasm, and double meanings.

A

pragmatics

97
Q

_________: Eauropeam-American children

A

topic-focused

98
Q

________: African-American children

A

topic-associating

99
Q

Average IQ of a 3 year old child, regardless of their family’s socio-economic status (SES), correlates with the amount of ___ ___ that child experienced in the first 3 years.

A

daily talk

100
Q

Which portion of the body grows fastest?

A

lower portion

101
Q

In ______ _____ all permanent teeth appear.

A

middle childhood

102
Q

at the age of 9 years ____ grow faster their opposite gender. Then, _____ grow during their teenage years (15 years).

A

girls ; boys

103
Q

girls are better at __________, balance, and agility.

A

fine-motor skills

104
Q

boys are better at _____ ____, sports.

A

gross-motor skills

105
Q

Influences on gender differences:

  • parental expectations
  • self-perceptions
  • ____, ____
A

coaching, media

106
Q

middle childhood is a crucial time for participation because it is when children discover abilities and make ____ ____>

A

skill commitments

107
Q

Rough-and-tumble play establishes _____ ______

A

dominance hierarchy.

108
Q

_______: a sense of competence at skills and tasks; combines several developments.

  • Positive but realistic self-concept
  • Pride in accomplishments
  • Moral responsibility
A

Industry

109
Q

_______ :

  • Pessimism and lack of confidence in own ability to do well
  • Others’ negative responses can contribute
A

inferiority

110
Q

influences on _________:

  • Culture, gender, and ethnicity
  • child-rearing practices
  • attributions
A

self-esteem

111
Q

____ _____ : you are praising what they did to get there.

Ex: math problems wasn’t solved, the child know they need to work on the process, not the person.

A

process praise

112
Q

____ _____ : you need to work on the person, not process.

A

person praise

113
Q

_____ _______: they feel more competent on how they are expressing themselves.

A

emotional self-efficiency

114
Q

_____________:

  • appraises situation as changeable
  • idenifies difficulty
  • decides what to do
A

problem-centered coping

115
Q

____________:

  • uses when problem-centered coping does not work
  • Internal, private, and aimed at controlling distress when little can be done about the outcome.
A

emotion-centered coping

116
Q

_____________

  • Lying not always bad, and truthfulness not always good
  • considers intentions and context
  • Able to take the perspective of multiple people involved.
A

changes in moral understanding

117
Q

_______ proposed that moral reasoning develops over 6 stages. The 6 stages were grouped into 3 levels.

  • Pre-conventional morality
  • Conventional morality
  • Post-conventional morality
A

Kohlberg

118
Q

______ _____:

  • people follow mixed rules that are associated with rewards and punishments
  • Obey and act in a self-interested manner
A

pre-conventional morality

119
Q

__________ ______;

  • People approach problems as good, responsible members of society.
  • Conform to laws and maintain social order
A

conventional morality

120
Q

_____________ ________ ( rarely reached)

  • Use universal moral principles and consider more than your own society.
  • Human rights, universal huan ethics
A

Postconventional Morality (rarely reached)

121
Q

what is this an example of ………

A woman is near death from a rare cancer. Only one drug might cure her. The only pharmacist who makes that drug charges 10x his cost to produce it. Heinz tells the pharmacist he can pay half now and repay the other half in payments but pharmacist says no. Heinz steels so he can save his dying wife.

A

Heinz Dilemma (from Kohlberg)

122
Q
  1. It was all done on males

2. Only conducted with members of western cultures.

A

Issues with Kohlberg’s research

Psy 313 (5 decks)

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