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Developmental Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

the membrane that connects the right and left hemispheres of the cerebral cortex

A

corpus callosum

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2
Q

the process through which brain functions are divided between the two hemispheres of the cerebral cortex

A

lateralization

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3
Q

a brain structure that is important in learning

A

hippocampus

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4
Q

the understanding that one object or behavior can represent another

A

semiotic (symbolic) function

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5
Q

piaget’s second stage of cognitive development, during which children become proficient in the use of symbols in thinking and communicating but still have difficulty thinking logically

A

preoperational stage

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6
Q

a young child’s belief that everyone sees and experiences the world the way she does

A

egocentrism

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7
Q

a young child’s tendency to think of the world in terms of one variable at a time

A

centration

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8
Q

the understanding that matter can change in appearance without changing in quantity

A

conservation

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9
Q

neo-piagetian theorist Robbie Case’s term for the working memory

A

short-term storage space (STSS)

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10
Q

a neo-piagetian term that refers to the maximum number of schemes that can be processed in working memory at one time

A

operational efficiency

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11
Q

knowledge about how memory works and the ability to control and reflect on one’s own memory function

A

metamemory

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12
Q

knowledge about how the mind thinks and the ability to control and reflect on one’s own though processes

A

metacognition

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13
Q

the ability to categorically link new words to real-world referents

A

fast-mapping

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14
Q

the period during which the grammatical features of children’s speech become more similar to those of adult speech

A

grammar explosion

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15
Q

attachment of regular inflections to irregular words, such as the substation of “goed” for “went”

A

overregularization

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16
Q

children’s understanding of the sound patterns of the language they are aquiring

A

phonological awareness

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17
Q

a strategy young children with good phonological awareness skills use when they write

A

invented spelling

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18
Q

a range, established by one’s genes, between upper and lower boundaries for traits such as intelligence; one’s environment determines where, within limits, one will be

A

reaction range

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19
Q

a theoretical perspective which asserts that social and personality development in early childhood is related to improvements in the cognitive domain

A

social-cognitive theory

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20
Q

the ability to classify others according to categories such as age, gender, or race

A

person perspective

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21
Q

the ability to control emotional states and emotion-related behavior

A

emotional regulation

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22
Q

the ability to identify with another person’s emotional state

A

empathy

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23
Q

the psychological and social associates and implications of biological sex

A

gender

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24
Q

the ability to correctly label oneself and others as male or female

A

gender identity

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25
Q

the understanding that gender is a stable, lifelong characteristic

A

gender stability

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26
Q

the understanding that gender is a component of the self that is not altered by external appearance

A

gender constancy

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27
Q

an information-processing approach to gender concept development, asserting that people use a schema for each gender to process information about themselves and others

A

gender schema theory

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28
Q

different patterns of behavior exhibited by boys and girls

A

sex-typed behaviors

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29
Q

behavior that is atypical for one’s own sex but typical for the opposite sex

A

cross-gender behavior

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30
Q

the characteristic strategies that parents use to manage children’s behavior

A

parenting styles

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31
Q

a style of parenting that is high in nurturance and low in maturity demands, control, and communication

A

permissive parenting style

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32
Q

a style of parenting that is low in nurturance and communication, but high in control and maturity demands

A

authoritarian parenting style

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33
Q

a style of parenting that is high in nurturance, maturity demands, control, and communication

A

authoritative parenting style

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34
Q

a style of parenting that is low in nurturance, maturity, demands, control, and communication

A

uninvolved parenting style

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35
Q

a discipline strategy in which parents explain to children why punished behavior is wrong

A

inductive discipline

36
Q

a social network of grandparents, aunts, uncles, cousins, and so on

A

extended family

37
Q

a set of behaviors that usually lead to being accepted as a play partner or friend by peers

A

social skills

38
Q

behavior intended to harm another person or object

A

aggression

39
Q

aggression used to gain or damage an object

A

instrumental aggression

40
Q

aggression used to hurt another person or gain an advantage

A

hostile aggression

41
Q

behavior intended to help another person

A

prosocial behavior

42
Q

the ability to focus cognitive activity on the important elements of a problem or situation

A

selective attention

43
Q

parts of the brain where sensory, motor, and intellectual functions are linked

A

association areas

44
Q

the ability to identify and act on relationships between objects and space

A

spacial perception

45
Q

the ability to identify right and left from multiple perspectives

A

relative right-left orientation

46
Q

the ability to infer rules from and make predictions about the movement of objects in space

A

spatial cognition

47
Q

an injury to the head that results in dinimished brain function such as a loss of consciousness, confusion, or drowsiness

A

traumatic brain injury (TBI)

48
Q

a chronic lung disease, characterized by sudden, potentially fatal attacks of breathing difficulty

A

asthma

49
Q

a pattern in which children gain more weight in a year than is appropriate for their age and height

A

excessive weight gain

50
Q

comparison of an individual child’s BMI against established norms for his or her age group and sex

A

BMI-for-age

51
Q

a child whose BMI-for-age is at or above the 95th percentile

A

obese

52
Q

a child whose BMI-for-age is at or above the 99th percentile

A

severely obese

53
Q

a child whose BMI-for-age is between the 85th and 95th percentiles

A

overweight

54
Q

Piaget’s third stage of cognitive development, during which children construct schemes that enable them to think logically about objects and events in the real world

A

concrete operational stage

55
Q

thinking that takes multiple variables into account

A

decentration

56
Q

the understanding that both physical actions and mental operations can be reversed

A

reversability

57
Q

a type of reasoning in which general principles are inferred from specific experiences

A

inductive logic

58
Q

a type of reasoning, based on hypothetical premises, that requires predicting a specific outcome from a general priniciple

A

deductive logic

59
Q

the understanding that subordinate classes are included in larger, superordinate classes

A

class inclusion

60
Q

the ability to make efficient use of short-term memory capacity

A

processing efficiency

61
Q

the ability to recall information from long-term memory without using short-term memory capacity

A

autonomaticity

62
Q

information-processing skills that involve devising and carrying out strategies for remembering and solving problems

A

executive processes

63
Q

learned methods for remembering information

A

memory strategies

64
Q

planned, specific instruction in sound-letter correspondences

A

systematic and explicit phonics

65
Q

reading instruction that combines explicit phonics instruction with other strategies for helping children acquire literacy

A

balanced approach

66
Q

an approach to second-language education in which children receive instruction in two different languages

A

bilingual education

67
Q

an approach to second-language education in which children attend English classes for part of the day and receive most of their academic instruction in english

A

ESL program

68
Q

a test designed to assess specific information learned in school

A

achievement test

69
Q

a tendency to focus on the details of a task

A

analytical style

70
Q

a tendency to ignore the details of a task in order to focus on the big picture

A

relational style

71
Q

a disorder in which a child has difficulty mastering a specific academic skill, even though she possesses normal intelligence and no physical or sensory disabilities

A

learning disability

72
Q

problems in reading or the inability to read

A

dyslexia

73
Q

general term for education programs in which children with disabilities are taught in classrooms with non disabled children

A

inclusive education

74
Q

a mental disorder that causes children to have difficulty attending to and completing tasks

A

attention-deficit/hyperactivity disorder (ADHD)

75
Q

a stable pattern of responding to situations

A

trait

76
Q

bandura’s model in which personal, behavioral, and environmental factors interact to influence personality development

A

reciprocal determinism

77
Q

an understanding of one’s stable, internal traits

A

psychological self

78
Q

belief in one’s capacity to cause an intended event to occur or to perform a task

A

self-efficacy

79
Q

conclusions drawn about the self based on comparisons to others

A

social comparisons

80
Q

a global evaluation on one’s own worth

A

self-esteem

81
Q

the first of piaget’s stages of moral development, in which children believe rules are inflexible

A

moral realism stage

82
Q

children’s ability to conform to parental standards of behavior without direct supervision

A

self-regulation

83
Q

aggression aimed at damaging another person’s self-esteem or peer relationships, such as by ostracism or threats of ostracism, cruel gossip, or facial expressions of disdain

A

relational aggression

84
Q

aggression to get back at someone who has hurt you

A

retaliatory aggression

85
Q

a complex form of aggression in which a bully routinely aggresses against one or more habitual victims

A

bullying

86
Q

an individual child’s classification as popular, rejected, or neglected

A

social status

87
Q

a psychological disorder in which children’s social and/or academic functioning is impaired by patterns of antisocial behavior that include bullying, destruction of property, theft, deceitfulness, and/or violations of social rules

A

conduct disorder

Developmental Psychology (5 decks)

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