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Developmental psychology > Exam 3 - Childhood > Flashcards

Exam 3 - Childhood Flashcards

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1
Q

Middle Childhood

A

The second phase of childhood, comprising the ages from roughly 7 to 12 years.

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2
Q

Industry

A

Erik Erikson’s term for the middle childhood psychosocial task involving:

  1. bending to adult reality
  2. needing to work for what we want.
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3
Q

Initiative

A

Erik Erikson’s term for the early childhood psychosocial task involves exuberantly testing skills.

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4
Q

What makes human’s different from apes

A
  1. Reflect our actions
  2. read each other’s minds
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5
Q

What stage of Erikson’s psychosocial tasks is most similar to early childhood

A

Adolescence, other age of exploration

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6
Q

What are the two types of physical skills according to developmentalism?

A
  1. Gross Motor skills
  2. Fine motor skills
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7
Q

What are boys slightly better at than girls and how do girls make up for it?

A

Gross motor skills - boys can throw faster but girls better at fine motor skills

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8
Q
  • Relation with physical abilities and school talents
  • How to improve academic abilities
A

Preschoolers with exponential physical abilities advance at school

Improve academic abilities = train children to reproduce images

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9
Q

Two threats to preschool physical skills

A
  1. Lack of outdoor play
  2. Lack of food
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10
Q

What reduces lack of outdoor play

A

Internet + high tech educational tools

More parent screen time = less preschool outdoor time

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11
Q

Benefit and disadvantages of learning tools

A

Learning tools stimulate school-related skills

  • outside time does the same
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12
Q

What does undernutrition impair and how

A

Undernutrition impairs gross and fine motor skills

Compromises:

  1. Development
  2. too tired to engage with the world
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13
Q

In the 1980s undernourished children maximized growth by

A
  • cutting down on play
    • lack ability to compromise & understand
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14
Q

Fine motor skills

A

involve small, coordinated movements, such as drawing faces and writing one’s name

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15
Q

Gross motor skills

A

refer to large muscle movements, such as running, climbing, and hopping

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16
Q

What activities are better for somebody with great gross motor skills but terrible fine motor skills

A
  1. Long distance running
  2. High jump
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17
Q

Which strategy is least helpful in stimulating physical development during early childhood

A

pushing preschoolers

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18
Q

_____ is the understanding that a general category can encompass several subordinate elements.

A

Class inclusion

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19
Q

According to Lev Vygotsky, children learn through their interactions with parents, teachers, and older siblings. These individuals can be crucial to learning by _____.

A

Teaching or specifically instructing them

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20
Q

Evolutionary psychologists believe that the reason humans have advanced intellectually when compared to other animals is that humans have the capacity to _____.

A

think about other people’s minds and decode their intentions and thoughts

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21
Q

_____ refers to a child’s knowledge that one can pour fluid from a tall, thin glass into a fat, wide glass, and it will still have the same amount of liquid.

A

Reversibility

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22
Q

Many preschoolers say “runned,” “teached,” and “mouses” rather than using the correct form. These are examples of _____.

A

overregularization

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23
Q

Veronica can write her name due to her _____ skills.

A

Fine motor

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24
Q

Samantha is a young girl and is concerned that if she gets a short haircut, she might become a boy. This is BEST seen as an example of _____.

A

a lack of identity constancy

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25
Q

Jarell is celebrating his seventh birthday. Which life stage has he just completed?

A

Early childhood

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26
Q

Reggie can ride a bike only if his mom is providing some physical support and coaching. Lev Vygotsky would say that _____.

A

riding a bike is within Reggie’s zone of proximal development.

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27
Q

Jeremy is celebrating his third birthday. Which life stage has he just entered?

A

early childhood

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28
Q

An experimenter begins with two equal glasses of water and then pours one of the glasses into a container of different sizes and shapes. The experimenter is MOST likely testing for conservation of _____.

A

Volume

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29
Q

Marcus can copy two short words and catch a ball with both hands with his arms in front of his body. Mastery of these skills indicates that Marcus is at LEAST _____ year(s) old.

A

6

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30
Q

An experimenter lines up seven checkers in each of two rows of unequal length and asks a child if one row has just as many checkers as the other. The experimenter is MOST likely testing for conservation of _____.

A

number

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31
Q

“Mr. Sun goes to bed because I do.” This 3-year-old child’s statement shows signs of _____.

A
  1. Animism
  2. Egocentrism
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32
Q

Mrs. Taylor gives help to her class when needed and then backs off when a student masters a specific skill. Mrs. Taylor is using a teaching technique called _____.

A

scaffolding

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33
Q

age 7 or 8 is a landmark for

A
  • Looking beyond immediate appearances
  • For understanding categories
  • For decentering in the physical and social worlds
  • For abandoning the tooth fairy and the idea that our stuffed animals are alive
  • For entering the mental planet of adults.
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34
Q

Preoperational stage

A

Children’s perceptions are captured by their immediate appearances:

“What they see is what is real.”

They believe, among other things, that inanimate objects are really alive and that if the appearance of a quantity of liquid changes (for example, if it is poured from a short, wide glass into a tall, thin one), the amount of liquid itself changes.

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35
Q

Concrete operational

A

thinking defined by what older children possess:

the ability to reason about the world in a logical, adult-like way.

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36
Q

Preoperational thinking

A

defined by what young children are missing

the ability to step back from their immediate perceptions

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37
Q

Conservation tasks

A

knowing that the amount of a given substance remains identical despite changes in its shape or form

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38
Q

Reversibility

A

the idea that an operation (or procedure) can be repeated in the opposite direction.

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39
Q

Identity consistency

A

don’t realize that people remain their essential selves despite changes in the way they visually appear

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40
Q

Animism

A

refers to the problem young children have in sorting out what is alive

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41
Q

Centering

A

Young children interpret things according to what first catches their eye, rather than taking in the entire visual array

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42
Q

Decenter

A

can step back from a substance’s immediate appearance and understand that an increase in one dimension makes up for a loss in the other one.

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43
Q

Class inclusion

A

The understanding is that a general category can encompass several subordinate elements.

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44
Q

Artificialism

A

Young children believe that human beings make nature

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45
Q

Egocentrism

A

the inability to understand that other people have different points of view.

And the world literal centers around you

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46
Q

Development zone of proximal (ZPD)

A

defined as the difference between what the child can do by himself and his level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers

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47
Q

Scaffolding

A

The process of teaching new skills by entering a child’s zone of proximal development and tailoring one’s efforts to that person’s competence level.

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48
Q

Inner speech

A

In Vygotsky’s theory, the way in which human beings learn to regulate their behavior and master cognitive challenges, through silently repeating information or talking to themselves.

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49
Q

Phonemes

A

word sounds of language

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50
Q

Morphemes

A

meaning units of language

EX: boys have two units of meaning: boy and the plural suffix -s

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51
Q

Mean length of utterance (MLU)

A

the average number of morphemes per sentence

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52
Q

Syntax

A

The system of grammatical rules in a particular language.

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53
Q

Overregularization

A

An error in early language development, in which young children apply the rules for plurals and past tenses even to exceptions, so irregular forms sound like regular forms.

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54
Q

Overextensions

A

extending a verbal label too broadly

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55
Q

Underextensions

A

making name categories too narrow.

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56
Q

Semantics

A

understanding word meanings

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57
Q

how do children go through different stages of cognitive growth?

A
  1. Assimilation
  2. Accommodation
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58
Q

When leaves infancy, enter preoperational thought ___ how is this different from adults

A
  • tremendous mental strides
  • different from adults = unable to look beyond way object immediately appear
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59
Q

when do children enter the concrete operational stage?

A

Age 7 or 8

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60
Q

what do Conservation tasks show

A

children under 7 don’t understand conservation

Conservation-of-mass-task
Conservation-of-liquid task

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61
Q

Why can’t children conserve?

A

Can’t grasp reversibility

Centering impair class inclusion (more skittle than gummies = want skittles)

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62
Q

How does conservation change in concrete operations?

A

The idea that bigger equals more extends to every aspect of preoperational thought

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63
Q

3 peculiar perceptions about people

A
  1. Egocentrism
  2. Artificalism
  3. Animism - see inanimate objects as having consciousness
    Lasts our whole life
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64
Q

What do young children like

A

identity consistency

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65
Q

What illustrates the concept of assimilation

A

Animism + artificialitsm

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66
Q

How does transition away from pre-operations happen from age 5 to 8

A

Gradually

  • Age 5 and 7 = thinking less static
    • a better understanding of conservation-of-liquid but not completely there
  • Age 8 = reach concrete operational stage
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67
Q

Specific conservation appears at different ages

A

Master conservation of numbers then mass & liquid

Fully mastered at age 11 or 12

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68
Q

4 things Piaget got wrong

A
  1. Overstated young children’s egocentrism - happens far before age 8
  2. Children abandon animism at age 7-8 -
  3. Age at which children master specific conservation task vary place by place = due to nature interacting with nurture
  4. Teaching promotes cognitive growth
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69
Q

Psychologist Lev Vygotsky view on cognitive development

A

People propel mental growth

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70
Q

Learning takes place in

A

zone of proximal development (ZPD)

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71
Q

Good scaffolder in the western world

A
  1. Actively instruct but sensitive to child’s response
  2. Form secure attachment
  3. Break larger cognitive challenges into manageable steps
  4. Help until fully mastered before moving on
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72
Q

Good scaffolder in collectivist societies

A
  1. children listen
  2. watch adults
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73
Q

Language according to Vygotsky -

A

speaking vital for a child’s ability to think

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74
Q

words a child hears from parents migrate inward this is

A

Inner speech

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75
Q

How does speech development in early childhood, age 3, and kindergarten

A
  • Early childhood = language explodes
  • Age 2 = beginning to put words together
  • Kindergarten = adult language nailed down
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76
Q

Phonemes change from infant, age 3, & early elementary school

A
  • Infant - repeat sounds that seem similar
  • Age 3 - trouble mispronouncing multi-syllable words
  • Early elementary school - articulation problems disappear
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77
Q

how do Children mean length of utterance (MLU) expands and what is a milestone

A

with age
3 or 4 - children fascinated by using “ and “

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78
Q

when do Children typically produce grammatically correct sentences by

A

preschool

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79
Q

What is the most amazing change in language?

A

semantics

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80
Q

How did semantics change

A
  • Age 1 - three or four-word vocabulary
  • Age 6 - 10,000 words
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81
Q

how are errors in semantics fixed?

A

through

  1. Assimilation
  2. Accommodation
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82
Q

3 error in semantics

A
  1. Over-regularization = 3 or 4 YO
    1. mistake while learning language
  2. Over-extensions = 3 YO
    1. (thinking dog is cat cause they both have 4 legs)
  3. Underextensions
    1. (thinking only her dog is a dog everything else is something else)
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83
Q

a Piagetian label for:

Vince tells you that a tree in a garden is watching him

A

animism

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84
Q

a Piagetian label for :

when you stub your toe Vince gives you his stuffed animal

A

egocentrism

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85
Q

a Piagetian label for:

Vince explains his dad made the sun

A

artificialism

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86
Q

a Piagetian label for:

Vince says there’s more now when you pour juice from a wide jar into a skinny glass

A

can’t conserve

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87
Q

Piagetian label for:

Vincent tells you that your sister turned into a princess yesterday when she put on a costume

A

no identify constancy

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88
Q

Basic mental differences between eight-year-olds in concrete operational stage and pre-operational four-year-olds

A
  • Children in concrete operations:
    • can step back from their current perceptions
    • think conceptually
  • preoperational children:
    • can’t go beyond how things immediately appear
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89
Q

What allows us to reflect on our past

A

language

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90
Q

Autobiographical memories

A

refer to reflecting on our life histories:

from our earliest memories at age 3 or 4 to that incredible experience at work last week.

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91
Q

Theory of mind

A

the understanding that other people have perspectives different from their own

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92
Q

How do Autobiographical memories form

A

through past talk conversations

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93
Q

Autobiographical memories from a preschool, to adolescence

A
  • Preschool = children have mutual stories of past self
  • Age 4 or 5 = initiate past talk conversations on their own
  • Adolescence = link memories to each other and construct a timeline of life
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94
Q

when is identity achieved?

A

16

use events to reflect on her personality

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95
Q

Caregivers stimulate memories by

A

asking questions about experiences shared with child

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96
Q

What does past talk do?

A

Past talk = scaffold the values a given society holds

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97
Q

Personal autobiographies scaffolding through

A

loving caregiver - child interactions

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98
Q

Children with depressed mothers=

A

produced overly general memories

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99
Q

Traumatic childhood experiences does what

A

stunt memories

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100
Q

Children removed from an abusive home =

A

denied remembering anything about event

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101
Q

when autobiographical memories form what also happens

A

Children also understand other people live in different mental spaces

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102
Q

When do you reach the landmark of a theory of mind how do you know when reached

A

age 4 or 5
Developmentalist use false-belief tasks to prove a milestone

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103
Q

Why is having a theory of mind important

A
  1. To having a real conversation
  2. Convincing someone to do what you say
  3. Understanding not everybody has your best interest at heart
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104
Q

What happens at 3 and how do children with a theory of mind do better at this

A

At three we start impulsively tell lies

A child with the theory of mind = lies more strategic and sophisticated

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105
Q

False-belief studies did what

A

convinced developmental Piaget idea on proportional egocentrism was wrong

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106
Q

People who pass theory of mind later

A

Collectivist cultures -

take longer to grasp the idea that people have conflicting opinions

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107
Q

Why do collectivist cultures pass theory of mind later?

A

Parents socialize obedience greatly

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108
Q

People who pass theory of mind earlier

A
  1. Western preschoolers with siblings
  2. Bilingual preschoolers
  3. Preschoolers ability to control themself highly
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109
Q

Being early or late in developing a theory of mind does what

A

real-world affects

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110
Q

Children with the superior theory of mind skills are

A

more popular

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111
Q

Theory of mind abilities

A
  1. linked to sharing
  2. helping
  3. In girls linked
    1. behaving in a caring way
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112
Q

4 ways to help stimulate theory of mind

A
  1. Train preschoolers in perspective-taking by pointing out others feelings
  2. When reading discuss what each protagonist feels
  3. Embedded false belief task into games
  4. Encourage dramatic play
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113
Q

What preschool game is implicitly tailored to teach the theory of mind

A

hide & seek

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114
Q

Exercise play

A

Running and chasing play that exercises children’s physical skills.

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115
Q

Rough-and-tumble play

A

refers to the excited shoving and wrestling that is most apparent with boys

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116
Q

Fantasy play

A

Pretend play in which a child makes up a scene, often with a toy or other prop.

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117
Q

Collaborative pretend play

A

fantasizing together with another child gets going at about age 4

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118
Q

Gender-segregated play

A

Play in which boys and girls associate only with members of their own gender-typical of childhood.

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119
Q

Gender schema theory

A

once children understand their category (girl or boy), they selectively attend to the activities of their own sex.

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120
Q

Transgender

A

people whose gender identity is different from their sex at birth

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121
Q

Autism Spectrum Disorders (ASDs)

A

syndromes that center on deficits in self-awareness and theory of mind

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122
Q

How do developmentalism divide young children play

A
  1. Exercise play
  2. Rough-and-tumble play
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123
Q

What is unique in relation to gender and Rough-and-tumble play

A
  • Biologically built into being male
  • Males that engage in this play typically popular with peers
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124
Q

Roots of pretending starts in ___, who fosters this

A

infancy

mothers scaffold this skill

Toddler initiate scene + mother acting = fantasy play

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125
Q

When do Children start pretending with peers and what does this show?

A

Age 3

Shows preschoolers have a theory of mind - able to make sense of others minds better

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126
Q

When children reach concrete operations (about age 9 ) what happens

A

interest shifts to structured games

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127
Q

3 purposes of fantasy play

A
  1. Play allows children to practice adult role
  2. Play allows children a sense of control
  3. Play furthers our understanding of social norms
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128
Q

why do Girls become mommy and baby and boys become soldiers?

A
  • girls:
    • Realize women are the main child-care providers
  • boys:
    • Offers built-in training for wars they will face as adults.
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129
Q

Sociologist William Cosaro and fantasy

A

Child play focus on mastering upsetting events

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130
Q

When does Gender-segregated play starts?

A

in preschool (Age 5/6)

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131
Q

Difference between boy and girl play

A

Boys play more rambunctious than a girl

even if playing the same game

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132
Q

Boys in groups act

A

Boys try to be dominant and compete to win

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133
Q

Girl vs boy fantasy themes

A
  • Girl-to-girl fantasy =
    • nurturing themes
  • Boys fantasy =
    • warrior
    • superhero mode
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134
Q

2 reasons Why girls tend to have a yucky view of boys

A
  1. Different play interests
  2. Boys generally don’t like girls in their space first
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135
Q

Separate worlds of boys and girls

A

Girls tend to like both boy and girl assigned toys more than boys

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136
Q

What causes gender-stereotyped play?

A
  1. A Biological Underpinning
  2. The Amplifying Effect of Socialization
  3. The Impact of Cognitions
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137
Q

when are female and male brains programed

A

In utero

testosterone programs a more female or male brain

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138
Q

What are high levels of testosterone-related to

When is it important

A

High testosterone level = more male play behavior at 2 YO

  • High levels at 1-month old
  • Female fetuses exposed to high levels of prenatal testosterone
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139
Q

Our environment reinforces what

A

Our environment reinforces males and females act in a different way

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140
Q

Splitting into separate play reinforces what

A

male-female norms

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141
Q

When children behave in gender-atypical ways what happens

A

Children reject classmates

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142
Q

when do we first grasp our gender label and modeling?

A

At age 2 1/2

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143
Q

at what age do we understand the physical difference between males and females

A

Age 3

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144
Q

when do we master identity constancy

A

Age 5

grasp the idea that once a certain gender you stay that way​

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145
Q

How do we know that pink gives girls permission to act like boys?

A

Study shows pink becomes defining symbol of womanhood at childhood

Girls will play with pink “boy” toys

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146
Q

How to encourage less stereotyped play

A
  1. Give children a chance to interact and mixed-sex groups
  2. Organize classroom to foster mixed-gender play
  3. Showcase role models who behave in non-standard ways
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147
Q

3 common behaviors of autism

A
  1. Inability to have normal back-and-forth conversations
  2. Inability to share feelings
  3. Inability to connect with adults and friends
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148
Q

Diagnosis of autism

A
  • Behaviors:
    • Restricted
    • Stereotyped
    • Repetitive
  • Typically diagnosed in
    • Preschool
  • Things to look out for:
    • Poor social referencing
    • Delete language
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149
Q

Genetic and environmental causes of autism

A
  • Genetic
    1. Genetic trait
    2. Advanced age of Grandad
  • Environmental risks
    1. maternal abusive relationships
    2. Prenatal medication use
    3. Premature
    4. Older parents
    5. air pollution

Vaccines don’t cause autism

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150
Q

Roughly 1 in _____ children in the United States is diagnosed with an autism spectrum disorder.

A

68

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151
Q

Drawing on Erickson and Piaget’s theories name the qualities that make middle childhood (and human beings) special

A
  1. our ability to transcend immediate appearances
  2. control our emotions to work for a goal
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152
Q

What does Piaget’s and Erikson’s middle childhood landmarks depend on

A

Frontal lobes

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153
Q

Frontal lobes

A

the brain region responsible for thinking through our actions and managing our emotions

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154
Q

Childhood obesity

A

A body mass index at or above the 95th percentile compared to the U.S. norms established for children in the 1970s.

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155
Q

Body Mass Index

A

The ratio of a person’s weight to a height;

the main indicator of overweight or underweight.

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156
Q

Early childhood Visual and motor cortices in what phase

A

Pruning phase

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157
Q

When does pruning in the frontal lobe starts

What does this explain

A

Age 9

Explains why we have high expectations for children during late elementary

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158
Q

How do children now compare to children of the past generations in terms of activity

Why is this

A

Today children less proficient physically than past generations

Due to: no regularly play outside

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159
Q

Preschoolers with superior motor talents leads to

A

more physically active during middle childhood

160
Q

Correlation between physical coordination & fitness

A

decreases as grow up (don’t need to be good at gross motor skills to run)

161
Q

To produce physically skilled children what two things should people do

A
  1. Encourage outdoor activities
  2. Not micromanage or hover over a child
162
Q

Sports oriented children and activity levels, what makes an inactive level hard

A

more active than adults

Change inactive level hard with -

  1. Childhood obesity
  2. Body mass index (BMI)
163
Q

Is it important for children to have good elementary school motor skills?

A

If a child is developing normally = no

164
Q

4 YO can run well but has trouble not betraying his hiding place and understanding the rules of the game. The reason is that Ethan’s _____ cortex is on an earlier developmental timetable than his ____ lobes

A

Motor

Frontal

165
Q

What are 3 different from 1950s parent and child to today

A
  1. Better coordinated than they are today
  2. More physically active than they are today
  3. Parents less micromanaging
166
Q

Are excellent motor skills crucially important in adult fitness?

Are preschool gross motor skills predict children’s later academic abilities?

A
  • No
  • no fine motor skills
167
Q

Can obesity be cured by diet and exercise?

A

no

168
Q

Attention-deficit/hyperactivity disorder (ADHD)

A

defined by inattentiveness and hyperactivity/distractibility

is the most widely diagnosed childhood disorder in the United States, affecting roughly 1 in 10 children

169
Q

Working Memory

A

where the “cognitive action” takes place. keep information in awareness and act to either process it or discard it

170
Q

Executive Functions

A

a broad term that refers to every frontal lobe feat of self-control.

171
Q

Selective Attention

A

The ability to manage our awareness to focus on just what we need to know

172
Q

Rehearsal

A

A major way we learn.

repeat material to embed it in memory

173
Q

Dopamine

A

the neurotransmitter that modulates sensitivity to rewards

174
Q

Information processing theorists believe that to become a memory

A

information passes through different stages

175
Q

Adults working memory bin size and when does the size enlargen

A

7 chunks of information

Bin size dramatically enlarges during early elementary school

176
Q

Expanding working memory explains

A

why theory of mind capacities bloom during elementary school

177
Q

3 executive Functions older children master that younger do not

A
  1. Older Children Rehearse Information
  2. Older Children Understand How to Selectively Attend
  3. Older Children Are Superior at Inhibition
178
Q

Children’s executive functions greatly improve

A

through controlling and inhibiting our behaviors throughout life

179
Q

A pattern of diagnosis of ADHD

A
  1. Typically middle childhood
  2. Boys more than girls
180
Q

Causes of ADHD

A
  1. Mostly genetic
  2. Epigenetic forces (premature or mom smoking)
  3. Delayed maturation of frontal lobes
  4. Impairments in the lower brain center
  5. The lower-than-normal output of dopamine
181
Q

ADHD Symptoms:

A
  1. Executive function defects
  2. Difficulties with selective attention
  3. Trouble estimating time
  4. Less affected by punishments & rewards
182
Q

What parenting style is often used with children with ADHD

A

Less Sensitive parenting often given to children with ADHD

183
Q

Helping children with ADHD

A
  • Psycho-stimulant medications
  • Train caregiver to
    1. use time outs
    2. consistently reward appropriate behavior
    3. Don’t pressure children to complete demanding time-based tasks
    4. Provide background noise
    5. Give small reinforcers for good behavior
    6. Build more physical activity into day
    7. Present learning tasks in a gaming format
    8. Avoid power assertion
  • Train children to
    1. Practice relaxing their minds via EEG
184
Q

According to Erikson, the initiative is to _____ as ______ is to inferiority.

A

guilt; industry

185
Q

Which approach to treating ADHD may stimulate neurogenesis?

A

exercise

186
Q

Characterized by excessive restlessness and distractibility, attention-deficit/hyperactivity disorder (ADHD) is most often diagnosed among _____, with _____ being affected MORE often.

A

elementary schoolage students; boys

187
Q

Silvio is 11. His body mass index is at the 96th percentile. Silvio would be considered _____.

A

obese

188
Q

Which suggestion would be on a list of information-processing guidelines for adults to use during middle childhood?

A
  1. Scaffold organizational strategies for school and life.
  2. Teach rehearsing information, selective attention strategies, and other studying skills.
  3. Expect situations that involve many different tasks to present problems.
189
Q

Western legal systems that suggest that children who are 7 or 8 years old have attained the ability to reason are consistent with Piaget’s theory because basic reasoning skills appear during the _____ period.

A

concrete operations

190
Q

Mrs. Brierly tells her study skills class that “repetition is the key to learning.” This advice emphasizes the role of _____ in learning.

A

rehearsal

191
Q

Do we have to be taught to reach out in a caring way?

A

The answer is no.

the impulse to be prosocial and ethical blossoms during our first two years of life.

192
Q

Emotion regulation

A

term developmentalists use for the skills involved in controlling our feelings so that they don’t get in the way of a productive life

193
Q

Self-awareness

A

The capacity to observe our abilities and actions from an outside frame of reference and to reflect on our inner state.

194
Q

Self-esteem

A

the tendency to feel good or bad about ourselves

first becomes a major issue in elementary school

195
Q

Externalizing tendencies

A

A personality style involves acting on one’s immediate impulses and behaving disruptively and aggressively.

196
Q

Internalizing tendencies

A

A personality style that involves intense fear, social inhibition, and often depression.

197
Q

Learned Helplessness

A

A state that develops when a person feels incapable of affecting the outcome of events, and so gives up without trying.

198
Q

Empathy

A

is the term developmentalists use for directly feeling another person’s emotions.

199
Q

Shame

A

the primitive feeling we have when we are personally humiliated.

200
Q

Sympathy

A

is the more muted feeling that we experience for another human being.

201
Q

Moral disengagement

A

Rationalizing moral or ethical lapses by invoking justifications, such as “He deserved that.”

202
Q

Induction

A

Many studies of prosocial behavior focus on a socialization technique

203
Q

Guilt

A

is the more sophisticated emotion we experience when we have violated a personal moral standard or hurt another human being.

204
Q

Aggression

A

refers to acts designed to cause harm, from shaming to shoving, from gossiping to starting wars.

205
Q

Relational Aggression

A

A hostile or destructive act is designed to cause harm to a person’s relationships.

206
Q

Reactive Aggression

A

A hostile or destructive act is carried out in response to being frustrated or hurt.

207
Q

Proactive Aggression

A

A hostile or destructive act is initiated to achieve a goal.

208
Q

Prosocial behavior

A

is the term developmentalists use to describe such amazing acts of self-sacrifice, as well as the minor acts of helping, comforting, and sharing that we perform during daily life.

209
Q

Children with externalizing tendencies

A
  • trouble managing emotions - act on immediate emotion
  • Bossing people around
  • Wreaking havoc
210
Q

Children with internalizing tendencies

A
  1. Hang back in social situations
  2. Timid
  3. Self-conscious
211
Q

Susan Harter study

A
  • ask children to describe themselves
  • Results:
    • children reach concrete operations = realistically evaluate abilities
212
Q

Self-esteem first becomes a major issue

A
  • in elementary school
  • Tends to decline during early elementary
213
Q

Inferiority helps propel

A

industry

214
Q

Areas that determine self-esteem:

A
  1. Scholastic competence ( academic talents )
  2. Behavioral conduct ( being “good”)
  3. Athletic skills
  4. Peer likability (popularity)
  5. Physical appearance
215
Q

Humans self-esteem only lowers if

A

they think low of themselves in areas that matter to that human

216
Q

Two Kinds of Self-Esteem Distortions

A
  1. Children with internalizing tendencies
  2. Children with externalizing problems
217
Q

Children with internalizing tendencies can develop what and what were the consequences

A

Learned helplessness

Consequence: Continue to fail because decide they can’t succeed & stop working

218
Q

Children with externalizing problems and consequence

A

may ignore real problems & have unrealistically high self-esteem

Consequence: continue to fail because don’t see they need to improve

219
Q

2 ways promoting Realistic Self-Esteem

A
  1. Enhancing Self-Efficacy
  2. Encouraging accurate perceptions
220
Q

Carol Dweck on enhancing self-efficacy

A
  1. praise children for effort
  2. enhance academic self-efficacy
221
Q

2 Importance of enhancing self-efficacy during concrete operations

A
  1. Categorize themselves according to fixed labels
  2. Could succumb to racial or gender stereotypes
222
Q

How to encouraging accurate perceptions

A

Continually provide accurate feedback

223
Q

3 YO who share more readily are

_____ are more physiologically attuned to others’ distress than males

May not be true

A

more prosocial at every age

Females

we show prosocial behaviors in different ways

224
Q

Who thinks sympathy, not empathy is related to prodigal behavior and why?

A

Developmentalists

Feeling others distress can provoke reactions

225
Q

During middle school acting prosaically requires

A

sophisticated information-processing skills

226
Q

Do we get more prosocial with age

A

Don’t get more prosocial with age

justifying uncaring actions locks in as we get older

227
Q

Who thought of Morał disengagement

A

Albert Bandura

228
Q

How to Socialize Moral Children

A
  1. Foster secure, loving attachment
  2. Remind child about fundamental ethical principles
  3. Attribute behavior to personality
  4. Induction - works cause it stimulates guilt
    • Offers child concrete feedback
    • Allows for reparation
229
Q

Difference between shame and guilt and connecting with humans

A
  • Shame causes us to withdraw from people
  • Guilt connects us to people
  • A child’s measure of guilt = best predictor of a person’s tendency to lash out
230
Q

Physical aggression reacts peak at

A

2 1/2 YO (terrible twos)

  • As you grow up:
    • regulate emotion and open aggression declines
231
Q

How do Developmentalists classify aggression

A
  1. Motive
  2. Form
232
Q

Types of aggression by Motive, pros and cons

A
  1. Proactive - cooler emotional tone
    • Pros: helps children be more popular
  2. Reactive
    • Pros: key for survival
    • Cons: problems getting along with people

Frustration aggression hypothesis - when people are frustrated we are biologically primes to strike back

233
Q

Types of aggression by form

A
  1. Relational
  2. Direct - hitting & yelling
234
Q

During middle childhood open aggression rates declining, relational aggression

A

relational aggression rises.

235
Q

Highly Aggressive Children typically are

A
  1. Defiant
  2. Antisocial kids
236
Q

The 2 Pathway to Producing Problematic Aggression

A
  1. Step 1: The Toddler’s Exuberant (or Difficult) Temperament Evokes Harsh Discipline
  2. Step 2: The Children is Rejected by Teachers and Peers in School
237
Q

Child impulsive & fearless leads at

A

caregiver using power assertion

Better to use loving parenting to fix this

238
Q

Transition to being an antisocial child occurs

A

during late kindergarten or 1st grade

239
Q

Being rejected by classmates

A

provokes reactive aggression

240
Q

reactive-aggressive children think

A

differently in social situations

may have a hostile attributional bias

241
Q

3 ways to taming Excessive Aggression

A
  1. Void shaming discipline style
  2. Vigorously socialize prosocial behavior
  3. Right person-environment fit
242
Q

Mario feels that everyone in the 5th grade is out to get him. What is the label for Mario’s worldview?

A

Hostile attributional bias

243
Q

Alyssa wants to replace Brianna as Chloe’s best friend, so she spreads horrible rumors about Brianna. Brianna overhears Alyssa dissing her and starts slapping Alyssa. Of the 4 types of aggression discussed in this section - direct, proactive, reactive, relational - which two describe Alyssa’s behavior, and which two fit Brianna’s actions?

A
  • Alyssa -
    1. proactive
    2. relational
  • Brianna -
    1. direct
    2. reactive
244
Q

A teacher wants to intervene with a student who has been teasing a classmate. Identify which statement is guilt-producing, which is shame-producing, and which involves the use of induction. Then name which response would promote social behavior

A: “Think of how bad Johny must feel”

B: “If that’s your act, you can sit by yourself. You are nice enough to be with the other kids”

C: “I’m disappointed in you. You are usually such a good kid”

A
  • a = induction; good for promotion behavior
  • b = shame; bad strategy
  • c = guilt; good for promoting prosocial behavior
245
Q

Carl, a 4th grader, is faced with the dilemma of whether to stand up for a bullied classmate. Which consideration does not predict he will reach out?

A

Carl is incredibly sensitive to other people’s emotions

246
Q

Bullying

A

being teased, made fun of, and verbally or physically abused by one’s peers

247
Q

Bully-victims

A

Exceptionally aggressive children (with externalizing disorders) who repeatedly bully and get victimized.

248
Q

Cyberbullying

A

aggressive behavior carried out via electronic media, is potentially more toxic than traditional bullying in several respects.

249
Q

Children gravitate towards people who

A

are “like them” in interests & activities

250
Q

Personality theorist Harry Stack Sullivan on best friends:

A
  1. believed best friend fulfills the developmental need for self-validation & intimacy at 9
  2. Best friend vital training ground for adult romance
251
Q

What are 2 functions of friends

A
  1. Friends Protect and Enhance the Developing Self
  2. Friends Teach Us to Manage Our Emotions and Handle Conflicts
252
Q

How does friends protect and enhance the developing self

A

The bullied child with a best friend = no change in stress maker

Can mute genetic tendency towards depression or reduce ADHD symptoms

253
Q

Friends can bring out a child’s worst self by

A

encouraging relational aggression and dangerous behavior

254
Q

Entering concrete operations and popularity

A

makes children sensitive to social comparisons

Popularity fades as we select our social circles

255
Q

Popular in 3rd, 4th, and 5th graders

who is considered popular, average, and rejected

A
  • Popular = Frequently names in the most-liked category and never disliked
  • Average = few most-liked and 1 or 2 disliked
  • Rejected = disliked often
256
Q

Elementary through 3rd-grade changes to popularity

A
  • Elementary = friendly, outgoing, prosocial, & kind
  • Early 3rd grade = linked to high levels of relational aggression
257
Q

Relational aggression is effective at

A

propelling popularity during preadolescence

258
Q

Two things rejected children have

A
  1. Rejected Children Have Externalizing (and Often Internalizing) Problems
  2. Rejected Children Don’t Fit in with the Dominant Group
259
Q

Socially anxious children tend to be

A

avoided as early as 1st grade

Bidirectional process of socially anxious kids and avoiding them

260
Q

Highly physically aggressive children

A

more at risk for getting into trouble during adolescence and adult years

261
Q

Benefits of rejected children

A

Flower during high school or college years

262
Q

How many children are bullied and 2 categories

A
  • 10-20% children = bullied
  • 2 categories
    1. Bully-victims - cycle
    2. Classic victim - internalizing issues
263
Q

Cyberbullying is easy why

A

emotionally - removes inner control

264
Q

Children are less likely to bully if

A

classmates don’t condone

265
Q

What is the goal of the Olweus Bullying Prevention Program?

A

to develop a schoolwide norm to not tolerate peer abuse

266
Q

A(n) ____ test is supposed to measure a child’s innate abilities.

A

aptitude

267
Q

John was given his own cell phone for his birthday. This is not uncommon, as _____ of kids have a cell phone.

A

40%

268
Q

Families who have _____ meals together every week tend to have healthier diets and stronger relationships.

A

3 or more

269
Q

What is the process by which a person can choose to devote attention to one thing while ignoring other messages occurring at the same time?

A

selective attention

270
Q

Margo wants her son to go to college one day but does not talk to him about it. What is likely to happen?

A

her son is not likely to go to college

271
Q

What is an average intelligence score?

A

90-109

272
Q

Blended Family

A

Another 20 percent - spouses divorced and remarried - so children have stepparents and, often, stepsiblings

273
Q

Traditional Nuclear Family

A

heterosexual married couples with biological children—has dwindled to less than half of U.S. households

274
Q

Authoritative Parents

A

have the best child-rearing style, when parents provide ample love and family rules.

275
Q

Authoritarian Parents

A

when parents provide many rules but rank low on love.

276
Q

Permissive Parents

A

when parents provide few rules but lots of love.

277
Q

Rejecting-neglecting Parents

A

when parents provide little discipline or love.

278
Q

Resilient Children

A

Children who rebound from serious early life traumas construct successful adult lives.

279
Q

Acculturation

A

Among immigrants, the tendency to become similar to the mainstream culture after time spent living in a new society.

280
Q

Collective efficacy

A

places, where community ties are close and neighbors bond around, shared prosocial norms

281
Q

Bronfenbrenner’s ecological developmental systems approach

A

many influences—from peer groups to schools, to neighborhoods, to living in a particular nation—affect how children behave.

282
Q

Corporal Punishment

A

The use of physical force to discipline a child.

283
Q

Child Maltreatment

A

the term for actions that endanger children’s physical or emotional well-being

284
Q

Parental alienation

A

poisoning children against ex-partners

285
Q

children living in single-parent families

A

1 in 4 US

286
Q

one-parent households classified as low income

A

2 out of 3

287
Q

Baumrind parenting styles

A

2 categories being caring & child-centered

  1. Authoritative parents
    • More academically successful
    • Well-adjusted
    • Kind
  2. Authoritarian Parents
  3. Permissive parents
  4. Rejected-neglecting parents
288
Q

Parenting studies showed parents need to

A
  1. Provide clear rules
  2. Lots of love
289
Q

The worst situation for a teen’s mental health

A

occurred when families had inconsistent rules

290
Q

2 critiques of Baumrind parenting styles

A
  1. Critique 1: Parenting Styles Can Vary From Child to Child
  2. Critique 2: Parenting Styles Can Vary Depending on One’s Society
291
Q

Good parents should vary childrearing based on

A

the unique personality of a specific child

292
Q

Baumrind’s styles of parenting reflect a

A

Western middle-class perspective

293
Q

Amy Chua, The Battle Hymn of the Tiger Mother on parenting styles

A

“no back talk” approach is the best way to produce a Havard bound child

294
Q

Authoritarian parenting around the world

A
  • War-torn countries: seen as needed
  • Western nations: a symptom of feeling
    1. less socially competent
    2. stressed-out
295
Q

3 lessons of parenting

A
  1. Parenting styles vary depending on families life situation and child
  2. Authoritarian parenting is not the best way to raise a child unless lives in dangerous areas
  3. Give children rules but above all offer lots of love
296
Q

Examples of resilient children

A
  1. Churchill
  2. Abraham Lincoln
297
Q

What makes resilient children thrive?

A
  1. Have special talent
  2. Adept at regulating emotions
  3. High self-efficacy
  4. Optimistic worldview
  5. Strong faith
  6. Good executive functions
  7. At least 1 caring relationship
298
Q

If exposed to series of tragedies

A

more difficult to preserve efficacy and construct a happy life

299
Q

the main factor in child-rearing

A

Genetics

300
Q

Psychologist Judith Harris

A

the environment has a dramatic impact on development but peer groups socialize us to become adults

301
Q

Parents better caregivers children thrive better in neighborhoods defined by,

A

​ high collective efficacy

302
Q

When a child is biologically reactive

A

sensitive caregiving make a difference

303
Q

Before 20th-century corporal punishment

A

standard practice

304
Q

Spanking and most common punishment in the US

A
  • 1 in 10 parents admit to often spanking
  • More common punishments in the US
    1. Removal of privileges
    2. getting sent to one’s room
305
Q

Who in the US most likely to spank

A
  1. African-American community
  2. Adults who were spanked as children
  3. Communities low in collective efficacy
306
Q

Expert opinion on spanking

A

never appropriate - models violence

307
Q

Diana Baumrind and spanking

A
308
Q

Cons of Spanked children

A
  1. Can lead to child abuse
  2. Aggressive in future
309
Q

Four categories of child abuse

A
  1. Physical - bodily injury
  2. Neglect - failure to provide supervision & care
  3. Emotional - shaming, terrorizing, or exploiting a child
  4. Sexual - rape to fondling
310
Q

Maltreatment statistics vary by

A
  • Who is asked
    • 3 in 1,000 children maltreated reported by informants
    • 1 in 4 children maltreated reported by a child
311
Q

Risk factors of child abuse

A
  1. Parents’ Personality Problems Are Important
  2. Life Stress Accompanied by Social Isolation Can Be Crucial
  3. Children’s Vulnerabilities Play a Role
312
Q

Parents’ Personality Problems Are Important why

A
  1. Typically suffer from psychological disorders
  2. May have a hostile attributional bias
313
Q

Life situations that can affect child abuse

A
  1. Often young and poorly education
  2. Coping with an overload of upsetting life events
  3. Feel cut off from caring social contacts
314
Q

Children’s Vulnerabilities Play a Role

A
  1. Child who is emotionally fragile
  2. medical problems
  3. premature
315
Q

Children who suffered maltreatment

A
  1. Suffer internalizing & externalizing problems
  2. Impaired theory of mind
  3. Rejected by peers
  4. Compromise the development of brain
  5. More physical problems during adult life
  6. At the risk of getting in abusive love relationships
316
Q

Adults that break the cycle of abuse

A
317
Q

The late-twentieth-century lifestyle revolution brought

A

More divorce

318
Q

Cons of children of divorce

A

can propel a mother-headed household into poverty

  1. Academically disadvantaged
  2. Socially disadvantaged
  3. Mental health disadvantaged
319
Q

Children adjust to divorce if

A

parents authoritative & fairly conflict free

320
Q

Parental alienation is common when

A

after acrimonious divorce

321
Q

During the 20th century, why was mother given custody more?

A

Psychoanalytic principle what women are superior nurturers

322
Q

Both parents have to be adequate for

A
323
Q

Best way to divorce

A
  1. Person-centered: shared custody
  2. If partners bad-mouth each other or are antisocial = limit the child to one caregiver
  3. Don’t be too permissive
  4. Older children should choose who they stay with most times
324
Q

Divorce or not divorce:

A
325
Q

Intelligence quotient (IQ)

A

A measure designed to evaluate a child’s overall cognitive ability or general aptitude for mastering academic work.

326
Q

Achievement tests

A

the yearly evaluations children take to measure knowledge in various subjects

327
Q

WISC (Wechsler Intelligence Scale for Children)

A

now in its fifth revision, was devised by David Wechsler and is the current standard intelligence test

328
Q

Intellectually disabled

A

The label for significantly impaired cognitive functioning, measured by deficits in behavior accompanied by having an IQ of 70 or below.

329
Q

Specific learning disorder

A

an umbrella term for any impairment in language or difficulties related to listening (such as ADHD), thinking, speaking, reading, spelling, or math

330
Q

Dyslexia

A
331
Q

Gifted

A

The label for superior intellectual functioning characterized by an IQ score of 130 or above, showing that a child ranks in the top 2 percent of his age group.

332
Q

Reliability

A

In measurement terminology, a basic criterion for a test’s accuracy is that scores must be fairly similar when a person takes the same test more than once.

333
Q

G

A

Charles Spearman’s term for a general intelligence factor that he claimed underlies all cognitive activities.

334
Q

Valid

A

In measurement terminology, a basic criterion for a test’s accuracy involving whether that measure reflects the real-world quality it is supposed to measure.

335
Q

Flynn effect

A

The remarkable rise in overall performance on IQ tests has been occurring around the world over the past century.

336
Q

Practical intelligence

A

common sense, or “street smarts.”

337
Q

analytic intelligence

A

In Robert Sternberg’s framework on successful intelligence, the facet of intelligence is involved in performing well on academic problems.

338
Q

Creative intelligence

A

the ability to “think outside the box” or to formulate problems in new ways

339
Q

Successfully intelligence

A

In Robert Sternberg’s framework, the optimal form of cognition, which involves striking the right balance of:

  1. analytic
  2. creative
  3. practical intelligence.
340
Q

Multiple intelligence theory

A

In Howard Gardner’s perspective on intelligence, the principle that there are eight separate kinds of intelligence:

  1. Verbal
  2. Mathematical
  3. Interpersonal
  4. Intrapersonal
  5. Spatial
  6. Musical
  7. Kinesthetic
  8. Naturalist
  9. plus a possible ninth type, called spiritual intelligence.
341
Q

Intrinsic Motivation

A

refers to self-generated actions, those that arise from our inner desires

342
Q

Extrinsic Motivation

A

refers to activities that we undertake in order to get external reinforcers, such as praise or pay or a good grade

343
Q

US kindergartners servicing poor children

A

rank bottom of educational heap

344
Q

Types of tests intelligence test

A
  1. Traditional intelligence tests: Intelligence quotient (IQ)
  2. Achievement test
345
Q

The WISC samples child’s performance in four areas

A
  1. Verbal comprehension index
  2. Fluid Reasoning index
  3. Processing speed index
  4. Working memory index
346
Q

Difference from achievement test & WISC

A

WISC

  1. individually
  2. Trained psychologist for an hour
  3. During elementary school
347
Q

Scoring for WISC

A

bel-shaped curve

  • 98th percentile = IQ 130 (gifted, eligible for special program)
  • 50th percentile = IQ 100
  • 70 = lowest 2%
348
Q

Children with learning disabilities

A

often score average on IQ tests but have problems with school work

349
Q

Dyslexia undercuts

A

every academic skill

350
Q

By elementary IQ test performance

A

typically remains stable

351
Q

IQ score most likely to shift when

A

child undergone life stresses

352
Q

Are the Tests a Good Measure of Genetic Gifts?

A
  • When testing children living in poverty: no
  • Flynn effect 1900 vs now
    • The average child in 1900 would be mentally deficient now
353
Q

IQ generally predicts intellectual capacities

A

can apply to all life tasks

Evidence =

  1. people differ in speed they process information
  2. IQ scores correlate with various indicators of life success
354
Q

Problems with lower IQ scores

A

think less of themselves

355
Q

Problems with high scores

A

may not try or set themselves up for failure

356
Q

Psychologist Robert Sternberg & Howard Gardner

A

devoted lives to offering broader view on what it means to be smart

357
Q

Sternberg’s Believed

A
  1. traditional intelligent test = damage in school
    • Why? When schools assign children to lower track, students gradually declined year-by-year
    • Relationship between IQ scores and schooling, bidirectional
  2. Conventional intelligence test too limited - only measure analytic intelligence
  3. To be successfully intelligent, need all their types
358
Q

Gardner’s theory

A

Multiple Intelligences

359
Q

Evaluating the Theories of intelligence

A

Gardner: its analytic intelligence that gets the child into the gifted program

Sternberg: There is more than one “creative” intelligence

Both missions are the transform way schools teach

360
Q

Students can thrive in schools that

A

have commitment to student learning and teacher who can excite students to learn

361
Q

Examining Successful Schools

A
  1. Committed teachers
  2. Professional collaboration
  3. Tries to “deliver for all kids”
  4. Set high standard
  5. High in collective efficacy
  6. Authoritative teachers
362
Q

Learning loses joy when

A

becomes a requirement

363
Q

Developmentalists motivation categories

A
  1. Intrinsic motivation
  2. Extrinsic motivation
364
Q

Adults who give external reinforcement for activities that are intrinsically motivating

A

children less likely to perform activities

365
Q

Setting Piaget’s little-scientist activities least occur

A

schools

366
Q

Age 8 (enter concrete operations) motivations

A

competitive orientation further erodes intrinsic motivation

367
Q

Western nations intrinsic motivation

A

declines as grow in education

368
Q

Edward Deci & Richard Ryan

A
369
Q

Key to transforming school learning

A

make extrinsic learning relate to children’s goals and desires

370
Q

Learning becomes intrinsic when:

A
  1. it satisfies a basic need to attach
  2. when they speak to children’s passions
  3. Offer us a choice about how to do work
371
Q

Economist Raj Chetty Value-added teachers

A

educators whose students showed elevated bumps on end-of-year state tests, compared to the typical teacher a child would have in that grade

372
Q

Students with a value-added teach for 1 year

A
  1. More likely to attend college
  2. Less prone to have teenage pregnancy
  3. More money than classmates
373
Q

3-year-old Lola watches her mom roll a ball of dough into a thin circle for a pie crust, and exclaims, “ You made more dough!” Lola lacks an understanding of conservation of:

A

mass

374
Q

When are children typically able to produce grammatically correct sentences?

A

By the time they enter school

375
Q

Dr.Perfectionist is criticizing some of Piaget’s ideas. She can legitimately make which statement?

A

“In other societies, children reach specific conservations earlier, showing that you can teach children to conserve”

376
Q

Ian loves to pretend with his friends

Carlo adores playing soccer

ages

A

Ian is 5 years old

Carlo is over age 8

377
Q

Shelly is in 2nd grade but does not play well with other children. She has a difficult time sharing the classroom toys and never helps other children when her teacher asks. Why might this be the case?

A

Shelly may have limited theory-of-mind abilities

378
Q

Josh and Jairo, age 5, love to wrestle and hit each other. According to the text, this behavior

A

Is normal

379
Q

Typically, children’s first “pretend partners” are

A

Mothers

380
Q

Which of the following is an area of development that can be hindered due to undernutrition?

A

brain

381
Q

When Suan Harter, asks “what are you like as a person?” only a 10-year-old might answer:

A

“I am one of the best readers in my class, but I sometimes have trouble with long division”

382
Q

The rejected 4th grader who has the worst teenage and adult prognosis is a

A

highly physically agressive kid

383
Q

A group of 5th graders is upsetting a 1st grader by playing “keep away” with his backpack. Which parent is using induction with this misbehavior?

A

Obi says to his daughter “It’s unkind to tease someone and snatch away his backpack. Think how frightened that little boy felt when you kids ganged up on him”

384
Q

Mary tells you that she plans to completely toilet train Kimbra by her 2nd birthday. Based on this chapter, the main problem with this plan for Kimbra is that the

A

Frontal lobe just beginning to develop

385
Q

Ann, age 3, is an exuberant child who has trouble controlling herself. Due to an evocative process, when Ann misbehaves, her parents may be likely to:

A

Yell, shame and hit her

386
Q

Which of the following is TRUE regarding childhood rejectioN/

A

rejected child’s fate depends on the reasons why that child is unpopular with his peers

387
Q

8-year-old most likely to be popular?

A

GLORIA, who carries a purse and take ballet lessons

388
Q

In Sternberg’s framework, which label applies to each intelligence?

  • Excels in school and on standard intelligence tests
  • Is incredibly innovative
  • has terrific common sense
A

Analytic

Creative

Practical

389
Q

A teacher would refer which children for intelligence testing

A
  • seem far ahead of his classmates and is bored with regular work
  • seems far behind his classmates and is unable to master the work
  • Is having serious trouble reading
390
Q

According to Baumrind’s parenting styles framework, which is the authoritative parent?

A

Petula insists on bedtime at 10, but she relaxes the rules for special occasions and offers lots of love

391
Q

Which strategy helps make this course more intrinsically motivating

A

Providing choices about which sections of this book students want to study in depth

392
Q

What is a vital situation that requires “superior parenting”?

A
  1. Baby is temperamentally at risk
  2. Child has biological problems
  3. Baby is premature
393
Q

“I’m worried that if my child gets in with the wrong peers he will go down a bad path.” ____ is the theorist whose ideas resonate with this classic parental fear

A

Judith Harris

394
Q

Link each statement with the relevant parenting perspective

  • A child’s personality shapes parenting
  • Children model their peer group rather than what they learn at home
  • Having firm rules and being loving produces a successful child
A
  • Behavioral genetics
  • Harris’s peer group theory
  • Baumrind’s style framwork
395
Q

In contrasting the WISC with end-of-year achievement tests, what should a psychologist say?

A

All students take achievements tests, but children who take the WISC meet individually with a psychologist when there is a question about their academic work

396
Q

A psychologist who disagrees with the g concept of intelligence would make which statement about what she believes?

A

“an intelligence Quotient (IQ) score measures aptitude for school, nothing else”

397
Q
A

Developmental psychology (6 decks)

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