Exam 2 Flashcards
with the development of the cerebellum you get _____ ____
motor coordination
with the development of the ____ ____ you gain sustain, controlled attention
reticular formation
With the development of the ______, you gain processing of novelty and emotional information.
amygdala
with the development of the _____ we gain memory and spatial understanding.
hippocampus
with the development of the ____ _____ we gain communication between hemispheres, enabling more complex, coordinated movements and thinking.
corpus callosum
_____ _____; development of body tissues
growth hormone
_______ _____: brain development and GH support
Thyroid-stimulating hormone (TSH)
Appetite declines due to ____ ____.
-requiere high-quality diet in smaller qualities.
slowed growth
- Cost
- Parents’ stressful daily lives
- Misconceptions about vaccine safety (mercury-free available)
- parents religious or philosophical objections.
Reason why many U.S. children lack immunizations
………………………..
- Auto and traffic accidents
- suffocation
- drowning
- poisoning
most common cause of death:
_______ _____:
- 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
gross-motor skills
______ _____ _____:
- self-help: dressing, eating
- Drawing and printing
fine-motor skills
______ : during second year (progression of drawing skills)
scribbles
______ _____ _____ : 3-4 years
first representational forms
_____ ____ ______: 5-6 years
more complex drawings
_____ _____: 4-6 years (evolves as child realizes writing stands for language)
early printing
_____ ____ ____: ages 2-7, significant gains in representational activity:
- make believe play
- symbol-real world relations
Piagets Preoperational Stage.
______ _____ develops: coordinating a plot and several roles with others.
sociodramatic play
_________
- 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
egocentrism
_____ __ ____: does not grasp than an object’s physical characteristics remain the same, even when appearance changes.
inability to conserve
_____: focuses on one aspect, neglecting others
centration
_____: inability to mentally reverse a series of steps
irreversibility
___ ___ ______ _____: cannot organize objects into classes and subclasses based on similarities and differences
lack of hierarchical classification
_________ :
- able to take others’ perspectives.
- Animistic and magical beliefs results from incomplete knowledge of objects
egocentrism
______ ____:
- conservation evident on simplified tasks
- reasons by analogy about physical changes
- illogical thinking only with unfamiliar topics too much information, or contradictory facts.
logical thought
____ ____:
- nested categories evident in everyday knowledge
- inferences about non observable characteristics shared by category members
categorization
____ ___ ____: expert guidance gradually leads to self-guidance:
- private speech
- zone of proximal development
- scaffolding: supply of an “expert”
Vygotsky Sociocultural Theory
____ ___ ____ _____: a range of tasks too difficult of the child to do alone but possible with the helps of others
zone of proximal development
______: adults aid learning by adjusting support to child’s performance level
scaffolding
_____ ______: a broader concept
- Helps us understand cultural variation in cognition
- says little about how basic capacities (perceptual, motor, etc.) contribute to higher cognitive processes.
guided participation
_____ _____: inhibition, flexible shifting, working memory, planning.
executive function
______: recognition and recall; episodic memory
memory
___ ___ ____: false belief.
- emergent literacy
- mathematical reasoning
theory of mind
____ ___ ___ _____:
- studied through rule-use tasks
- around age 4, can switch rules
flexible shifting of attention
____ _____:
- can hold in mind and manipulate more information
- contributes to flexible shifting of attention
- Increasingly important in problem solving
working memory
_________ :
- Significant gains in early childhood
- a complex executive function activity
- by end of early childhood, can postpone action in favor of planning:
planning
________:
- object names
- verbs
- modifiers
fast-mapping
_________: overextends rules to exceptions
overregularization
_____: restructuring inaccurate speech to correct grammatical form
recasts
_____: elaborating on children’s speech, increasing its grammar complexity.
expansions
____ _____: Initiative vs guilt
Erikson’s Theory
______:
- New sense of purposefulness
- eagerness to try new tasks, join activities with peers
- play permits trying new skills and cooperation
- strides in conscience development
initiative
______:
- overly strict superego (conscience) causes too much guilt
- related to parental threats, criticism, and punishment.
guilt
______ :
- observable characteristics (age 3): appearance, possessions, behavior.
- increasingly anticipates future states and need
- does not yet reference personality traits (“I’m shy”)
self-concept
______
- Feeling same or similar emotions as another person
- Motivates prosocial, or altruistic, behavior
- For some children, prompts self-focused distress
empathy
_____
-feeling concern or sorrow for another’s plight
sympathy
_____ _____: unoccupied onlooker, solitary play
nonsocial activity
____ ____: plays near others with similar materials; d does not try to influence them.
parallel play
____ ____: engages in separate activities; exchanges toys and comments on one another’s behaviors
associative play
_____ ____: children orient toward common goal (e.g. acting out a make-believe theme)
cooperative play
______ _____ (0-2 years): simple, repetitive motor movements, with or without objects
functional play
____ ____ (3-6 years): creating or constructing something
constructive play
_______ ____ (2-6 years): acting out everyday and imaginary roles
make-believe play
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
early childhood
_____ ________ ______:
- 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.
The psychoanalytic perspective
effective mild ______ involves:
- consistency
- warm parents-child relationship
- explanation
punishment
parents can __ advance child’s moral thinking by:
- telling stories with more implications
- pointing out injustices
- encouraging prosocial behavior
help
types of aggressions
_______ (instrumental)
-To fulfill a need or desire
-Self-initiated
______ (hostile)
- Meant to hurt someone
- Defensive response to provocation
proactive ; reactive
______ (direct or indirect):
- Physical injury
- property damage
physical
_____ (always direct)
- threats of physical aggressions
- name-calling
- hostile teasing
verbal
_____ (direct or indirect)
- social exclusion
- malicious gossip
- friendship manipulation
relational
_____ ____ ____:
- Individual differences
- Gender: hormones and gender-role conformity
- Temperament and related self-regulating skills - Family
- Harsh, inconsistent discipline
- Repetitive cycles of such discipline, winning/giving in
- Conflict-ridden family atmosphere - Media violence
Sources influencing aggression
Outcomes of Child-Rearing Styles
_______: self-control, social and moral maturity, high self-esteem
authoritative
Outcomes of Child-Rearing Styles
_________: anxiety, unhappiness, low self-esteem, anger, defiance
authoritarian
Outcomes of Child-Rearing Styles
________ impulsivity, disobedience, poor school achievement
permissive
Outcomes of Child-Rearing Styles
______: depression, poor emotional regulation, school achievement difficulties, antisocial behavior
Uninvolved
___ ____ refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes
gender typing
Influences of Gender Typing
_______ ______:
-evolutionary adaptiveness
-Hormones
______ ______:
- families
- teachers
- peers
- broader social environment
biological influences; environmental influences
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
..
……………… has multiple stages:
- Sensorimotor: Birth- 2 years
- Preoperational: 2-6 years
- Concrete Operational: 6-12 years
- Formal Operational: 12+ years
Piaget’s Cognitive Development Theory
……………… experiences the world through senses and motor system. Develop object permanence.
Sensorimotor
Birth- 2 years
………………… use symbolic thinking to understand world. But egocentric and lacks logical thinking
Preoperational
2-6 years
………………….. can think logically about concrete events but cant reason abstractly. Understand observational math.
Concrete Operational
6- 12 years
……………. can think abstractly and engage in hypothetical-deductive reasoning.
Formal Operational
12+ years
In which stage would a kid agree that a glass of water has more because it is taller?
In the preoperational
2- 6 years
in which stage can a child tell which glass is more dull despite its mass, height, etc.?
In the Concrete Operational Stage
___________ : focusing on several aspects of a problem and relating them.
decentration
_________ : thinking through a series of steps and them mentally reversing direction
decentration
__________ : thinking through a series of steps and then mentally reversing direction.
reversibility
Children that pass class inclusion problem:
- Are aware of classification ______
- Focus on multiple category relations at once
hierarchies
_________ : ability to order items along a quantitative dimension.
-Efficient around 6 to 7 years
Seriation
……………………
- single-room maps
- landmarks, some inaccuracies
- difficulty reorienting when rotated
preschool, early school age
……………………..
- maps of large-scale spaces
- landmarks along organized route
- gives clear directions
ages 8-10
…………………………..
- overall view of a large-scale space
- understands notion of scale
- can interpret nonliteral symbols
end of middle school
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,
concrete operational thought
_______ : gain in information-processing speed, rather than a shift to a new stage.
neo-piagetians
automatic schemes free ___ ___
working memory
During executive function , our _____ becomes more selective, flexible and adaptable.
attention
During executive function our working memory gains:
- more efficient thinking
- processing time declines rapidly
- exception: poverty hinders tasks performance
working memory gains
______ _____:
- often embedded in interactive computer games
- leads to improvement in working-memory capacity, IQ, and spelling and math achievement.
direct training
_______ ______ :
- exercise
- mindfulness training: leads to gains in executive function, school grades, prosocial behavior, and positive peer relations.
indirect training
Memory stages
_________ (early grade school): repeating information to onself.
rehearsal
Memory stages_________ (early grade school): grouping related items together
organization
________ (end of middle school): creating a relationship between information not in same category.
elaboration
____ _____ predicts academic success
cognitive self-regulation
__________ : understands more subtle, indirect expressions, including irony, sarcasm, and double meanings.
pragmatics
_________: Eauropeam-American children
topic-focused
________: African-American children
topic-associating
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.
daily talk
Which portion of the body grows fastest?
lower portion
In ______ _____ all permanent teeth appear.
middle childhood
at the age of 9 years ____ grow faster their opposite gender. Then, _____ grow during their teenage years (15 years).
girls ; boys
girls are better at __________, balance, and agility.
fine-motor skills
boys are better at _____ ____, sports.
gross-motor skills
Influences on gender differences:
- parental expectations
- self-perceptions
- ____, ____
coaching, media
middle childhood is a crucial time for participation because it is when children discover abilities and make ____ ____>
skill commitments
Rough-and-tumble play establishes _____ ______
dominance hierarchy.
_______: a sense of competence at skills and tasks; combines several developments.
- Positive but realistic self-concept
- Pride in accomplishments
- Moral responsibility
Industry
_______ :
- Pessimism and lack of confidence in own ability to do well
- Others’ negative responses can contribute
inferiority
influences on _________:
- Culture, gender, and ethnicity
- child-rearing practices
- attributions
self-esteem
____ _____ : 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.
process praise
____ _____ : you need to work on the person, not process.
person praise
_____ _______: they feel more competent on how they are expressing themselves.
emotional self-efficiency
_____________:
- appraises situation as changeable
- idenifies difficulty
- decides what to do
problem-centered coping
____________:
- uses when problem-centered coping does not work
- Internal, private, and aimed at controlling distress when little can be done about the outcome.
emotion-centered coping
_____________
- Lying not always bad, and truthfulness not always good
- considers intentions and context
- Able to take the perspective of multiple people involved.
changes in moral understanding
_______ proposed that moral reasoning develops over 6 stages. The 6 stages were grouped into 3 levels.
- Pre-conventional morality
- Conventional morality
- Post-conventional morality
Kohlberg
______ _____:
- people follow mixed rules that are associated with rewards and punishments
- Obey and act in a self-interested manner
pre-conventional morality
__________ ______;
- People approach problems as good, responsible members of society.
- Conform to laws and maintain social order
conventional morality
_____________ ________ ( rarely reached)
- Use universal moral principles and consider more than your own society.
- Human rights, universal huan ethics
Postconventional Morality (rarely reached)
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.
Heinz Dilemma (from Kohlberg)
- It was all done on males
2. Only conducted with members of western cultures.
Issues with Kohlberg’s research
