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Psych 250 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

body growth from 2-6 years:

A
  • children become slimmer and more muscular

- growing over 3” and gaining 4.5 lbs per year

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2
Q

typical 6 year old weight and height

A

40-50 lbs and at least 3.5 ft tall

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3
Q

BMI lowest at:

A

age 5 or 6

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4
Q

young children tend to be:

A

picky eaters who insist on rituals

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5
Q

Just Right phenomenon

A

child’s insistence that a particular experience occur in an exact sequence and manner

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6
Q

when does just so insistence decline

A

after age 3

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7
Q

brain development: by age 6…

A

brain is 90% of its adult weight

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8
Q

brain developments: social understanding develops as…

A

prefrontal cortex matures and emotional control improves

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9
Q

corpus callosum myelinates rapidly from…

A

2-6 years

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10
Q

left handed child advantages

A

1 in 10 children

good for professions involving creativity and split-second timing (artists, musicians, sports stars)

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11
Q

left brain

A

notices details:

logical reasoning, detailed analysis, language

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12
Q

right brain

A

notices big picture:

emotional and creative

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13
Q

advances in maturation of the prefrontal cortex b/w ages 2 and 6 include:

A
  • planning and thinking
  • language
  • social awareness
  • attention and impulse control
  • perseveration (getting stuck)
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14
Q

limbic system function

A

expression and regulation of emotions

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15
Q

parts of the limbic system

A
  • amygdala: emotions
  • hippocampus: memory
  • hypothalamus: produces hormones in response
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16
Q

gross motor skills in early childhood

A

balance improves: run, jump, hop, skip

greater speed and endurance

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17
Q

fine motor skills in early childhood

A

self help: dressing, eating, tying shoes

drawing

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18
Q

what did eliminated lead to do children’s brain

A

lead shrinks childrens brains

when lead decreased, violent crimes of teens lowered

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19
Q

artistic expression changes in early childhood

A

age 2: scribbles
age 3: first representational forms (boundaries, people)
age 5-6: more realistic drawings

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20
Q

preoperational thinking

A

piaget:

  • gains in symbolic thought (represent things in your head); make believe play, language
  • limitations in thinking: centration (egocentrism), focus on appearance, static reasoning, irreversibility
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21
Q

centration

A

tendency to focus on one aspect of a situation the exclusion of others
ex: child insists that daddy is a father, not a brother

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22
Q

egocentrism

A

inability to consider another person’s point of view

  • -> form of centration
    example: piaget’s three mountain problem
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23
Q

piaget’s three mountain task

A

doll has a mountain in front of it, can’t see cross and house, but kids think doll can see what they see

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24
Q

focus on appearance

A

young children tend to focus only on what is apparent and ignore other relevant attributes
ex: child who thinks girl w/ short haircut must be boy

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25
Q

static reasoning

A

young children assume the world is unchanging

ex: boy surprised that his teacher is someone’s mother

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26
Q

irreversibility

A

ability to mentally reverse a series of steps, young children can’t recognize that reversing something restores it to original state
example: child won’t eat hamburger w/ lettuce, even after it’s been removed

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27
Q

conservation

A

physical traits of objects remain the same despite changes in appearance
-children not logical (about conservation) until age 7

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28
Q

preoperational thought: egocentric thought

A
  • can adjust language to fit the level of the listener

- can take others’ perspectives in simple situations

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29
Q

preoperational thought: illogical thought

A

can think logically when the task is simplified and relevant to everyday life

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30
Q

preoperational thought: categorization

A

able to organize everyday knowledge into nested categories

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31
Q

preoperational thought: appearance vs reality

A

can solve appearance-related tasks in nonverbal ways or in a “game-like” setting

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32
Q

critique of preoperational stage

A
  • piaget focused too much on preschoolers’ limitations and their ability to give verbal explanations
  • tasks contained unfamiliar elements and ambiguous questions
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33
Q

bottom line of critique of preoperational stage

A

children show some elements of logical operations long before concrete operations

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34
Q

theory-theory

A

the idea that children attempt to explain everything they see and hear by constructing theories

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35
Q

theory of mind

A

a person’s theory of what other people may be thinking

  • rarely develops before age 4
  • ex: alison gopnik’s false-beliefs research (box of crayons w/ mms)
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36
Q

evans, xu, and lee (2011) study

A

3-5 y.o.s left alone w/ cup covering lots of candy

  • 57% peeked under the cup
  • only 1/4 told the truth, the rest lied
  • older children are better liars and have more advanced theory of mind
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37
Q

development of theory of mind is influenced by

A
  • maturation of prefrontal cortex
  • language ability
  • older siblings
  • culture
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38
Q

language: early childhood is a ____ for language

A

sensitive period: time when language learning happens most easily

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39
Q

fast mapping

A

speedy and imprecise way in which children learn new words by mentally charting them into categories

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40
Q

by age 3, children show ___, but ____

A

extensive grammatical knowledge, but time, place, comparison words, and metaphors are difficult

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41
Q

overregularization

A

applying grammar rules even when exceptions occur

ex: he goed to the store

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42
Q

adults who master 2 language before….

A

age 6 experience lifelong brain benefits

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43
Q

language shift

A

sometimes children become fluent in the majority language at the expensive of native language (not good)

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44
Q

language: children from all backgrounds benefit from:

A
  • code-focused teaching (a is for apple, etc.)
  • book reading
  • parent education
  • language enhancement
  • preschool programs
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45
Q

learning when and how to express emotions is a major developmental milestone between

A

ages 2 and 6

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46
Q

emotional regulation

A

ability to control when and how emotions are expressed

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47
Q

effortful control

A

ability to regulate one’s emotions and actions through effort, not just natural inclination

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48
Q

erikson’s theory: initiation vs guilt

A

characterized by a new sense of purposefulness as the child takes on new tasks
-typical 3-5 y.o. positive self concept and high self esteem

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49
Q

protective optimism

A

positive self concept and high self esteem, helps children try new things and persist at difficult tasks

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50
Q

developing emotional competence: b/w ages 2 and 6, children experience more ___ emotions

A

self conscious emotions (shame, guilt, embarrassment) and empathy

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51
Q

when does emotional self-regulation develop

A

3-4 y.o: have learned how to cope w/ and channel their emotions

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52
Q

emotional regulation develops as a result of

A

brain maturation and experience (prefrontal cortex)

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53
Q

emotional regulation is influenced by

A
  • genes
  • early experiences (especially stressors)
  • culture
  • brain maturation
  • gender (girls earlier)
  • attachment
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54
Q

marshmallow test

A

kids who held off eating had more success, better adjustment as adults

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55
Q

play….

A
  • is universal
  • changes b/w 2 and 6 years, becomes more complex and social
  • provides practice in self-control, empathy, and social understanding
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56
Q

types of play (parten)

A
  • solitary play: alone, unaware of nearby children
  • onlooker play: watches other play
  • parallel: play w/ similar toys, but not together
  • associative: interact/share, but not mutual/reciprocal
  • cooperative: play together, turn-taking
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57
Q

rough and tumble play

A
  • mimics aggression w/ no intent to harm
  • advances social understanding but increases likelihood of injury
  • positively affects prefrontal cortex development
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58
Q

sociodramatic play

A

pretend play in which children act out self-created roles and themes

59
Q

benefits of make believe play

A
  • learn social skills/cooperation
  • self control, perspective taking
  • gains in language/literacy
  • develop self-context
  • improve attention, memory, reasoning
60
Q

child rearing styles: diana baumrind found parents differed on four dimensions:

A
  • expressions of warmth
  • strategies for discipline
  • communication
  • expectations for maturity
61
Q

child rearing styles: list

A
  • authoritative
  • authoritarian
  • permissive
  • neglectful/uninvolved
62
Q

authoritative style

A
  • high warmth and acceptance
  • high levels of communication b/w child and parent
  • moderate expectations for maturity
  • discipline strategies involve lots of discussion (firm but fair)
63
Q

authoritarian style

A
  • little warmth and acceptance
  • one way communication (parent->child)
  • very high expectations for maturity
  • high in coercive control (strict, physical)
64
Q

permissive style

A
  • high levels of warmth and acceptance
  • high levels of communication
  • few/no expectations for maturity
  • little or no discipline
65
Q

neglectful/uninvolved style

A
  • low on acceptance and involvement
  • little/no control
  • general indifference regarding autonomy granting
66
Q

outcome of authoritarian parenting

A

raise obedient and quiet, but not especially happy children (guilty, blame themselves, rebel as teens)

67
Q

outcome of permissive parenting

A

raise children who lack self-control and are least happy (live at home through early adulthood)

68
Q

authoritative parenting outcome

A

raise children who are successful, articulate, generous, and happy

69
Q

outcome of neglectful/uninvolved parenting

A

raise children who are immature, sad, lonely, at risk for injury/abuse

70
Q

3 way interaction influences outcome of any parenting style:

A
  • child’s temperament
  • parent’s personality
  • social context
71
Q

respeto and carina

A

mexican american mothers didn’t use physical punishment or harsh threats, children comply and respect elders

72
Q

gender typing

A

process of developing gender roles or gender-linked preferences and behaviors valued by society

73
Q

gender identity

A

an image of oneself as relatively masculine or feminine

74
Q

theories of gender identity: social learning

A

behavior (modeling and reinforcement) leads to gender identity

75
Q

theories of gender identity:

cognitive developmental

A

self-perceptions (gender constancy) guide behavior, cognitive understanding that sex is biologically based and permanent

76
Q

theories of gender identity:

gender schema

A

combines social learning and cognitive developmental thoeries

77
Q

gender beliefs: by age 2, children…

A

label themselves and others in terms of their sex

78
Q

preferences for same-sex playmates by age

A

3

79
Q

by age 6 ____ in play patterns is very pronounced

A

gender segregation

80
Q

research suggests that ______ in gender typing than girls

A

more rigid

ex: verbally expressed preferences, stereotypes/flexibility, cross-sex behavior

81
Q

influences on gender typing

A
  • genetic: evolutionary adaptiveness, hormones

- environmental: family, teachers, peers, social/culture

82
Q

parent’s role in gender typing

A
  • direct verbal comments about expectations
  • differentially reinforce various activities
  • treat and supervise children differently
83
Q

channeling

A

differential encouragement of toys, activities, and chores

84
Q

middle childhood years

A

ages 7-11

generally happy healthy time of life

85
Q

what causes obesity?

A
  • overweight parents
  • low SES
  • poor eating habits
  • low physical activity
  • fast food and supersizing
  • TV and screen time
86
Q

average american child spends ____ on screens

A

3-4 hours a day

positive association b/w TV and obesity

87
Q

mechanism behind relationship b/w obesity and TV

A
  • Screen time displaces physical activity
  • increased consumption of food while watching TV
  • advertising fast food
  • reduction in resting metabolism
88
Q

brain development middle childhood

A

-increasing maturation results in a highly interconnected brain by age 7/8

89
Q

selective attention

A

ability to concentrate on some stimuli while ignoring others; improves markedly around age 7

90
Q

increasing myelination…

A

reduces RT from birth to about age 16

91
Q

achievement vs aptitude tests

A
  • achievement: measure what has been learned

- aptitude: measure one’s potential (IQ)

92
Q

flynn effect

A

over last 100 years, average 1Q scores of nations has risen substantially

93
Q

criticisms of IQ testing

A
  • tests are culturally biased
  • person’s potential is not fixed, changes w/ time
  • IQ tests ignore other types of intelligence
94
Q

sternberg’s triarchic theory of successful intelligence

A
  • analytical intelligence: apply strategies
  • creative: solve novel problems
  • practical intelligence: adapt to demands of everyday life
95
Q

gardner’s theory of multiple intelligences

A
  • linguistic
  • logical-mathematical
  • musical
  • spatial
  • bodily-kinesthetic
  • interpersonal
  • intrapersonal
  • naturalistic
  • spiritual/existential
96
Q

what do IQ tests tell us

A
  • help detect learning disabilities, giftedness
  • predicts school achievement
  • however, factors like growth mindset may be better predictors of life success than IQ tests
97
Q

autism

A

developmental disorder, difficulty w/ social communication and interaction
restricted, repetitive patterns

98
Q

possible causes of autism

A
  • more common in boys
  • genes
  • teratogens
  • viruses, infections, pesticides, drugs
99
Q

concrete operational stage (piaget)

A

7-11 years

characterized by more logical, flexible, and organized though (but limited to direct experiences/perceptions)

100
Q

classification

A

ability to organize things into groups

-by end of middle childhood, there is greater awareness of classification hierarchies

101
Q

piaget’s class inclusion problem

A

children asked if there are more yellow daffodils or more flowers
before age 8, children say more daffodils
after age 8, children say more flowers (correct)

102
Q

transitive interference

A

ability to infer an unspoken connection b/w one fact and another

103
Q

seriation

A

knowledge that things can be arranged in a logical series (eg number sequencing)

104
Q

development of mapping skills

A
  • preschool: landmarks
  • age 8-10: landmarks along organized route of travel
  • end of middle childhood: overall view of large-scale space
105
Q

unlike piaget, vygotsky believed

A

that culture shapes cognition

106
Q

evidence that culture affects content and method of learning

A

study by silva:

  • sibling pairs, half were mexican americans, half were indigenous, not used to american culture
  • indigenous siblings watched other build toy
  • american siblings learned by direct instruction
107
Q

cognition becomes ___ in middle childhood

A

more efficient

108
Q

3 parts of memory

A

sensory register, working memory, long term memory

109
Q

speed of processing increases during…

A

the first 2 decades of life

110
Q

knowledge base

A

body of knowledge in a particular subject area that makes it easier to master new concepts

111
Q

what determines size of knowledge base

A

past experience, current opportunity, and personal motivation
ex: pokemon study

112
Q

control processes (executive processes)

A

regulate the analysis and flow of information w/in the information processing system

113
Q

cognitive processes include

A
  • selective attention
  • emotional regulation
  • metacognition (thinking about thinking)
  • metamemory (knowing about memory)
114
Q

gender differences in school performance

A
  • internationally, girls better than boys in verbal skills, differences in math narrowed/disappeared
  • girls get higher grades overall
  • at puberty, girls’ grades dip, esp in science
115
Q

finland education

A
  • children learn together, no tracking
  • no child designated for special education
  • no system wide testing until high school
116
Q

four psychosocial challenges of middle childhood

A
  1. challenge to achieve
  2. challenge of self-understanding
  3. challenge of peer relationships
  4. challenge of family relationships
117
Q

erikson’s theory: industry vs inferiority

A

industry: develop sense of competence and willingness to achieve
inferiority: lack of confidence in own ability to do things well

118
Q

changes in self-esteem in middle childhood

A

-self esteem declines (before rising after 4th grade) as children develop more realistic sense of self

119
Q

self esteem hierarchically structured:

A
  • academic
  • social
  • physical competence
  • physical appearance
120
Q

culture of children

A

habits, styles, values, and rules that set children apart from adult society

121
Q

role of peers

A
  • offer sociability and sense of belonging
  • help shape definitions of self
  • provide opportunities for leanring
122
Q

friendship

A

mutually agreed-on relationship in which loyalty, intimacy, and trust are defining features

123
Q

social cognition

A

ability to understand social interactions (key to popularity)

124
Q

peer acceptance predicts

A

both current and future psychological adjustment

125
Q

five categories of social acceptance

A
  • popular
  • average
  • controversial
  • rejected
  • neglected
126
Q

popular-prosocial children

A

at every age are well-liked bc they are kind, trustworthy, and cooperative

127
Q

popular-antisocial children

A

are athletic, cool, dominant, arrogant, aggressive; emerge around fifth grade

128
Q

aggressive-rejected children

A

are disliked bc of antagonist, confrontational, and impulsive behavior

129
Q

withdrawn rejected children

A

disliked bc of passive and socially awkward behavior

130
Q

combat ready example

A

withdrawn-rejected: thought it was done on purpose or accident, but ignored situation
aggressive-rejected: respond aggressively

131
Q

bullying can include

A
  • physical
  • verbal
  • relational (destroying peer acceptance)
  • cyberbullying
132
Q

victims of bullying tend to be

A
  • withdrawn-rejected (passive and physically weak) w/o friends
  • some aggressive-rejected children are bullied
133
Q

who are the bullies

A
  • high status and powerful

- socially perceptive but lack empathy

134
Q

family factors associated w/ bullying

A
  • parental hostility
  • lack of parental monitoring
  • tolerance of aggressive behavior
  • exposure to marital conflict or violence
  • physical abuse
  • hostile siblings
135
Q

family structure

A

refers to the legal and genetic relationships among relatives living in same household (nuclear, stepfamilies, single parent)

136
Q

more important than who lives w/ a child is

A

family function: the way a family works to meet the needs of its members

137
Q

___ and ___ impair family functioning

A

low income and high conflict

138
Q

children of divorce/remarriage experience what problems

A
  • peer/romantic relationships
  • academic failure
  • early sexual activity
  • delinquency/substance abuse
139
Q

short term fall out of divorce

A
  • instability/conflict
  • drop in family income
  • parental stress/disorganization
140
Q

long term fall out of divorce

A
  • improved adjustment after 2 years

- boys and children w/ difficult temperament at greater risk

141
Q

divorce and remarriage: what matters

A
  • quality of parent-child relationships
  • process of going through divorce matters
  • exposure to marital conflict and stress matter a lot
142
Q

blended families: mother-stepfather

A
  • boys adjust quickly, girls not as well
  • older children and teens of both sexes display more problems
  • stepfather-stepdaughter relationship most conflicted
143
Q

blended families: father-stepmother

A
  • reduced father-child contact
  • children in fathers’ custody react negatively
  • girls and stepmothers slow to get along at first, more positive later

Psych 250 (3 decks)

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