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Lifespan Development > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Non-Social Play

A

Unoccupied (not playing, watching others), onlooker behavior, solitary play

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2
Q

Parallel Play

A

Plays near other children with similar toys but does not try to influence them. Plays next to each other without interacting

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3
Q

Social Interaction

A

Associative play (kids trading objects, play together without influence), cooperative play (fully playing with others with a common goal, playing house/school)

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4
Q

Functional Play

A

infants, toddlers, young children. Repetitive behaviors (spinning, banging blocks together, running)

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5
Q

Constructive Play

A

constructing something, more goal oriented (building tower, puzzles)

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6
Q

Make-Believe Play

A

using imagination/pretending (house, school) typically occurs with older children

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7
Q

How do preschoolers define friendship?

A

“someone who likes you”, “someone who plays with you”, “someone who shares with you”

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8
Q

How do parents influence preschoolers’ peer relationships?

A

DIRECT: parents making a precise effort to set their kids up with other kids (playdates)
INDIRECT: parents affecting how their kids act (warm and loving parents = warm and loving kid)

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9
Q

Proactive (Instrumental) Aggression

A

meant to help child get something he/she wants

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10
Q

Reactive (Hostile) Aggression

A

meant to hurt someone, physical aggression, verbal aggression, relational aggression (hurting someones relationships with others)

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11
Q

What influences aggressive behavior in kids?

A

family, stress in the home, love withdrawal, harsh and inconsistent discipline, parent aggression, media aggression

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12
Q

Induction

A

verbal teaching/explanation (why behavior is wrong, how to behave differently)

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13
Q

What are the best options for discipline?

A

time out (needs to be age appropriate), withdrawing of privileges (taking fun and desirable things away for consequences), positive discipline (re-direct, reduce opportunity for misbehavior)

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14
Q

What increased the effectiveness of discipline?

A

consistency, warm parent-child relationship, explanations

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15
Q

Describe physical growth during middle childhood

A

slow, regular pattern

girls shorter and lighter between 6&8. At age 9, the trend reverses

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16
Q

Which part of the body is growing the fastest during middle childhood?

A

lower portion of the body, “growing pains”

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17
Q

Risk factors of childhood obesity

A

screens, fast food, car time, lack of family dinner, cultural values, role modeling, portion sizes, school lunches

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18
Q

Do overweight kids tend to become overweight adults?

A

YES. Over 80% of affected children become overweight adults.

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19
Q

Consequences of being overweight in middle childhood

A

diabetes, heavily limits activity, internal organ damage

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20
Q

What did you learn from the Jamie Oliver/Food Revolution clip?

A

That even when kids know what nastiness is in their food, they’ll probably still be likely to eat it

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21
Q

What did you learn about the role of family meals?

A

family dinners lower the risk of obesity and overeating

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22
Q

What are the four main gains in gross motor development during middle childhood?

A

flexibility, balance, agility, force (muscle strength)

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23
Q

Describe fine motor development in middle childhood.

A

fine motor skills improve

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24
Q

What does the text say about participation in organized sports during middle childhood (e.g., benefits? risks?)

A

is a positive because it’s a way to create rule based games and get active but it can be overbearing and cause the children to burn out

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25
Q

Describe achievements in cognitive development during the concrete operational stage

A

thought is more logical, flexible, organized, better with dealing with concrete information (things they can touch or see), thinking is less egocentric, can conserve now

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26
Q

Decentralization

A

less focused on one thing, can think about multiple aspects of the problem

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27
Q

Reversibility

A

can reverse steps of the problem, very abstract

28
Q

Seriation and Transitive Inference

A

putting things in order such as height and weight in your head

29
Q

Spatial Reasoning

A

being able to understand how things are spaced out and distance between things

30
Q

How is cognitive development limited during the concrete operational stage?

A

**

31
Q

How do processing speed, capacity, and inhibition change during middle childhood?

A

All increase

32
Q

Describe Erikson’s stage for middle childhood.

A

Industry vs. Inferiority (feeling useful vs. feeling inferior)

33
Q

Describe how self-esteem and the self-concept differ between early childhood and middle childhood.

A

self concept becomes more refined, can define the self in terms of psychological traits, social comparisons are frequent and more complex, self esteem is more realistic and more differentiated. Self esteem drops during first few years of school, rises from 4th to 6th grade

34
Q

What are social comparisons?

A

comparing yourself to others (ideal self vs real self)

35
Q

What are peer groups?

A

the groups of people that you hang out with

36
Q

Why are peer groups important I’m middle childhood?

A

helps kids learn social skills (cooperation, leadership, loyalty) in their groups

37
Q

How are peer groups formed?

A

gender, age, activities

38
Q

Define ‘adolescence’ and ‘puberty’

A

adolescence: transition between childhood and adulthood
puberty: time when girl or boy becomes sexually mature

39
Q

Compare friendships in early childhood to friendships in middle childhood. What is friendship selection based on in middle childhood? Why are friendships important?

A

young children make friends on whoever is nice and plays with them. Adolescents make friends based on loyalty and common activities.

40
Q

Describe findings with respect to rate of emotional problems and psychological disturbance that show that the “storm and stress” view is inaccurate with adolescence.

A

adolescents are no more worse off than they are at any other time in their lives, however, the stress and anxiety in our lives is just much more apparent than at other times in our lives

41
Q

What is a growth spurt?

A

rapid growth

42
Q

When do growth spurts happen for boys and girls?

A

girls: starts at 10 and ends at 16
boys: starts at 12.5 and ends at 17.5

43
Q

What are the main sex hormones?

A

estrogen and androgen (testosterone)

44
Q

What is the difference between primary and secondary sexual characteristics?

A

Primary characteristics are things that have to happen for you to be able to produce a baby whereas secondary characteristics are more things that are on the surface and don’t affect baby making

45
Q

examples of primary sexual characteristics

A

ovaries and testes growth

46
Q

examples of secondary sexual characteristics

A

hips widening, hair growth, voice changes

47
Q

What is spermarche and when does it typically happen in North America?

A

first ejaculation, 13.5 years old

48
Q

What is menarche and when does it typically happen in North America?

A

first period, 12/5 years old

49
Q

Compare and contrast the consequences of early and late maturing in boys and girls, according the research cited in the textbook.

A

more socially acceptable for boys to mature early and girls to mature later

50
Q

Describe Piaget’s formal operational stage.

A

Occurs at age 11. Ability to think scientifically and abstractly

51
Q

What is hypo-deductive thinking?

A

thinking about all the possible solutions to a problem, predicting which one will best solve the problem, and then testing your hypothesis

52
Q

Describe the pendulum problem

A

thinking about all of the things that will affect the speed of the pendulum swing. Two of the answers: height of release and force are ABSTRACT. Over 40% of college students will fail to discover these abstract ways of thinking

53
Q

Imaginary Audience

A

kids thing that they’re on stage/ that they have people watching them all the time

Ex) having a zit and freaking out because you think everyone will notice

54
Q

Personal Fable

A

Way of thinking that you’re SUPER unique and no one can relate to what you’re going through

ex) going through a breakup and thinking no one can understand your pain

55
Q

What types of behavior do personal fable and imaginary audience lead to?

A

increased risk taking behavior because “it won’t happen to me” super self conscious

56
Q

Describe Erikson’s stage of psychosocial development for adolescence.

A

Identity vs. Role Confusion

57
Q

What’s the idea behind Identity vs. Role Confusion

A

task of adolescents is to find themselves/their identity

58
Q

Identity Achievement

A

end goal for all people. Means you’ve explored your options and achieved them

59
Q

Identity Moratorium

A

exploring all options without committing to any of them

can cause low self esteem, lack of happiness, and low grades

60
Q

Identity Foreclosure

A

not exploring options but know what they believe in

ex) knowing your political views because they’re what youre parents believe in so you just go with it

61
Q

Identity Diffusion

A

not exploring options or committing to anything

“I don’t care/nothing matters”

62
Q

friendships

A 
fewer “best friends” 
more intimacy, loyalty, closeness, trust, 
self-disclosure 
 friends are similar or get more similar
 fairly stable
63
Q

Benefit of friendships through adolescence?

A

having people that you can count on and tell things to, having a support system

64
Q

Cliques

A

small, interaction-based groups

65
Q

Crowds

A

eputation-based

membership is not always obvious

Lifespan Development (4 decks)

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