Exam 3 - Childhood Flashcards
1
Q
Middle Childhood
A
The second phase of childhood, comprising the ages from roughly 7 to 12 years.
2
Q
Industry
A
Erik Erikson’s term for the middle childhood psychosocial task involving:
- bending to adult reality
- needing to work for what we want.
3
Q
Initiative
A
Erik Erikson’s term for the early childhood psychosocial task involves exuberantly testing skills.
4
Q
What makes human’s different from apes
A
- Reflect our actions
- read each other’s minds
5
Q
What stage of Erikson’s psychosocial tasks is most similar to early childhood
A
Adolescence, other age of exploration
6
Q
What are the two types of physical skills according to developmentalism?
A
- Gross Motor skills
- Fine motor skills
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
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
9
Q
Two threats to preschool physical skills
A
- Lack of outdoor play
- Lack of food
10
Q
What reduces lack of outdoor play
A
Internet + high tech educational tools
More parent screen time = less preschool outdoor time
11
Q
Benefit and disadvantages of learning tools
A
Learning tools stimulate school-related skills
- outside time does the same
12
Q
What does undernutrition impair and how
A
Undernutrition impairs gross and fine motor skills
Compromises:
- Development
- too tired to engage with the world
13
Q
In the 1980s undernourished children maximized growth by
A
-
cutting down on play
- lack ability to compromise & understand
14
Q
Fine motor skills
A
involve small, coordinated movements, such as drawing faces and writing one’s name
15
Q
Gross motor skills
A
refer to large muscle movements, such as running, climbing, and hopping
16
Q
What activities are better for somebody with great gross motor skills but terrible fine motor skills
A
- Long distance running
- High jump
17
Q
Which strategy is least helpful in stimulating physical development during early childhood
A
pushing preschoolers
18
Q
_____ is the understanding that a general category can encompass several subordinate elements.
A
Class inclusion
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
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
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
22
Q
Many preschoolers say “runned,” “teached,” and “mouses” rather than using the correct form. These are examples of _____.
A
overregularization
23
Q
Veronica can write her name due to her _____ skills.
A
Fine motor
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
25
Jarell is celebrating his **seventh birthday**. Which **life stage** has he just **completed**?
**Early** childhood
26
Reggie can **ride** a **bike** **only** if his **mom** is **providing some physical support and coaching**. **Lev Vygotsky** would say that \_\_\_\_\_.
riding a bike is within Reggie's **zone of proximal development.**
27
Jeremy is celebrating his **third birthday**. Which **life stage** has he just **entered**?
**early** childhood
28
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** \_\_\_\_\_.
Volume
29
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.
6
30
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** \_\_\_\_\_.
number
31
"Mr. **Sun goes to bed because I do**." This **3-year-old** child's statement shows signs of \_\_\_\_\_.
1. Animism
2. Egocentrism
32
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 \_\_\_\_\_.
scaffolding
33
**age 7 or 8** is a **landmark** for
* 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**.
34
Preoperational stage
**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.
35
Concrete operational
thinking **defined by what older children possess**:
the ability to **reason** about the world in a **logical**, adult-like way.
36
Preoperational thinking
defined by **what young children are missing**
the ability to **step back from** their **immediate perceptions**
37
Conservation tasks
knowing that the **amount of a given substance remains identical despite changes in its shape or form**
38
Reversibility
the idea that an **operation** (or procedure) **can be repeated in the opposite direction**.
39
Identity consistency
**don’t realize** that **people remain** their **essential selves despite changes** in the way they **visually appear**
40
Animism
refers to the problem **young children** have in **sorting out what is alive**
41
Centering
Young children **interpret** things **according** to **what first catches their eye,** rather than taking in the entire visual array
42
Decenter
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**.
43
Class inclusion
The understanding is that a **general category can encompass several subordinate elements.**
44
Artificialism
Young children believe that **human beings make nature**
45
Egocentrism
the **inability to understand** that other **people have different points of view**.
And the **world** literal **centers around you**
46
Development zone of proximal (ZPD)
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
47
Scaffolding
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**.
48
Inner speech
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**.
49
Phonemes
word sounds of language
50
Morphemes
**meaning units of language**
EX: boys have two units of meaning: boy and the plural suffix -s
51
Mean length of utterance (MLU)
the **average** number of **morphemes per sentence**
52
Syntax
The **system of grammatical rules** in a particular language.
53
Overregularization
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**.
54
Overextensions
extending a **verbal label too broadly**
55
Underextensions
making **name categories too narrow**.
56
Semantics
understanding word meanings
57
**how** do **children** go through **different stages of cognitive growth**?
1. Assimilation
2. Accommodation
58
**When leaves infancy, enter preoperational** thought ___ how is this **different from adults**
* tremendous **mental strides**
* different from adults = **unable** to **look beyond way object immediately appear**
59
when do children **enter the concrete operational stage?**
Age **7 or 8**
60
what do **Conservation tasks show**
children under **7 don’t understand conservation**
Conservation-of-**mass**-task
Conservation-of-**liquid** task
61
**Why** **can’t** children **conserve**?
Can’t grasp reversibility
**Centering impair class inclusion** (more skittle than gummies = want skittles)
62
How does **conservation** **change** in **concrete operations**?
The idea that **bigger equals more** extends to **every aspect of preoperational thought**
63
3 **peculiar perceptions** about people
1. Egocentrism
2. Artificalism
3. Animism - see _inanimate objects as having consciousness_
Lasts our whole life
64
What do **young children like**
identity consistency
65
What illustrates the **concept of assimilation**
Animism + artificialitsm
66
How does **transition away** from **pre-operations** **happen** from **age 5 to 8**
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
67
**Specific conservation** appears at **different ages**
Master conservation of **numbers** **then** **mass** **& liquid**
**Fully mastered** at age 11 or 12
68
4 things **Piaget got wrong**
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**
69
Psychologist *Lev Vygotsky* view on **cognitive development**
People **propel mental growth**
70
**Learning** takes **place** in
zone of proximal development (ZPD)
71
**Good** **scaffolder** in the **western** world
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
72
**Good scaffolder** in **collectivist** societies
1. children listen
2. watch adults
73
**Language** according to *Vygotsky* -
**speaking** vital for a child's **ability to think**
74
**words** a child hears from **parents migrate inward** this is
Inner speech
75
How does **speech development** in early childhood, age 3, and kindergarten
* **Early childhood** = language **explodes**
* Age **2** = beginning to **put words together**
* **Kindergarten** = adult language **nailed down**
76
**Phonemes change** from infant, age 3, & early elementary school
* **Infant** - **repeat** sounds that seem **similar**
* Age **3** - trouble **mispronouncing multi-syllable** words
* **Early elementary** school - articulation problems **disappear**
77
how do Children mean length of utterance (**MLU**) **expands** and what is a **milestone**
with age
**3 or 4** - children **fascinated by using “ and “**
78
**when** do Children typically **produce grammatically correct sentences** by
preschool
79
What is the most **amazing change in language?**
semantics
80
How did **semantics change**
* Age **1** - **three** or four-word vocabulary
* Age **6** - **10,000** words
81
how are **errors in semantics fixed?**
through
1. Assimilation
2. Accommodation
82
3 **error in semantics**
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)
83
a **Piagetian** **label** for:
Vince tells you that a **tree** in a garden is **watching him**
animism
84
a **Piagetian label** for :
when you **stub your toe** Vince **gives you his stuffed animal**
egocentrism
85
a **Piagetian label** for:
Vince explains his **dad made the sun**
artificialism
86
a **Piagetian label** for:
Vince says there's **more** now **when you pour juice from** a **wide jar into a skinny glass**
can't conserve
87
Piagetian label for:
Vincent tells you that your **sister turned into a princess** yesterday **when** she **put on a costume**
no identify constancy
88
Basic **mental** **differences** between **eight-year-olds** in **concrete operational stage** and **pre-operational four-year-olds**
* Children in **concrete operations**:
* can **step back** from their current perceptions
* **think conceptually**
* **preoperational** children:
* **can't** go beyond **how things immediately appear**
89
What **allows us to reflect on** our **past**
language
90
Autobiographical memories
refer to **reflecting on our life histories**:
from our **earliest memories at age 3 or 4** to that incredible experience at work last week.
91
Theory of mind
the **understanding** that other **people have perspectives different from their own**
92
How do **Autobiographical memories form**
through **past talk** conversations
93
**Autobiographical memories** from a **preschool, to adolescence**
* **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
94
**when** is **identity** **achieved**?
**16**
use **events to reflect** on her **personality**
95
**Caregivers** **stimulate** memories by
**asking questions** about experiences shared with child
96
What does **past talk** **do**?
Past talk = **scaffold** the values a given society holds
97
Personal **autobiographies scaffolding** through
loving **caregiver - child** interactions
98
Children with **depressed mothers**=
produced overly **general memories**
99
**Traumatic** childhood **experiences** does what
stunt memories
100
Children **removed** from an **abusive home** =
**denied remembering** anything about event
101
when **autobiographical memories form** what **also** happens
Children also **understand** other **people live in different mental spaces**
102
When do you reach the **landmark of a theory of mind** **how** do you **know** when reached
age **4 or 5**
Developmentalist use **false-belief tasks** to prove a milestone
103
Why is having a **theory of mind important**
1. To having a **real conversation**
2. **Convincing someone** to do what you say
3. Understanding **not everybody has your best interest at heart**
104
What **happens at 3** and how do **children with a theory of mind** do **better** at this
At three we **start impulsively tell lies**
A child with the theory of mind = **lies more strategic and sophisticated**
105
**False-belief studies** did what
convinced developmental **Piaget idea on proportional egocentrism was wrong**
106
People who **pass theory of mind later**
**Collectivist** cultures -
take **longer to grasp** the idea that **people have conflicting opinions**
107
Why do **collectivist cultures pass theory of mind later?**
Parents **socialize obedience** greatly
108
People who **pass theory of mind earlier**
1. **Western** preschoolers **with siblings**
2. **Bilingual** preschoolers
3. Preschoolers **ability to control themself highly**
109
Being **early or late in developing a theory of mind** does what
real-world affects
110
Children with the **superior theory of mind skills are**
more popular
111
Theory of mind abilities
1. linked to sharing
2. helping
3. In girls linked
1. behaving in a caring way
112
4 ways to help **stimulate theory of mind**
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**
113
What **preschool game** is implicitly tailored to **teach the theory of mind**
hide & seek
114
Exercise play
Running and chasing play that **exercises children’s physical skills**.
115
Rough-and-tumble play
refers to the excited **shoving and wrestling** that is **most apparent** with **boys**
116
Fantasy play
**Pretend play** in which a child makes up a scene, often with a toy or other prop.
117
Collaborative pretend play
**fantasizing** together with another child gets going at about **age 4**
118
Gender-segregated play
Play in which boys and girls **associate** **only** **with** **members** **of** their own **gender-typical of childhood**.
119
Gender schema theory
once children understand their category (girl or boy), they **selectively attend to the activities of their own sex**.
120
Transgender
people whose **gender identity is different from** their **sex at birth**
121
Autism Spectrum Disorders (ASDs)
syndromes that **center on deficits in self-awareness and theory of mind**
122
How do **developmentalism divide young children play**
1. Exercise play
2. Rough-and-tumble play
123
What is **unique** in relation to **gender and Rough-and-tumble play**
* **Biologically** built into being **male**
* Males that engage in this play **typically popular with peers**
124
Roots of **pretending** starts in \_\_\_, who **fosters** this
**infancy**
**mothers** scaffold this skill
Toddler initiate scene + mother acting = fantasy play
125
When do Children **start pretending** with peers and what does this **show?**
Age **3**
Shows preschoolers **have a theory of mind** - able to make sense of others minds better
126
When children **reach concrete operations** (about age 9 ) what happens
interest shifts to **structured games**
127
3 **purposes** of **fantasy play**
1. Play allows children to **practice adult role**
2. Play allows children a **sense of control**
3. Play furthers our **understanding of social norms**
128
why do **Girls** become **mommy and baby** and **boys** become **soldiers**?
* girls:
* Realize women are the **main child-care providers**
* boys:
* Offers **built-in training for wars** they will face as adults.
129
Sociologist *William Cosaro* and **fantasy**
Child play focus on **mastering upsetting events**
130
When does **Gender-segregated play starts?**
in **preschool** (Age 5/6)
131
**Difference** between **boy and girl play**
**Boys** play more **rambunctious** than a girl
**even** if playing the **same game**
132
Boys in groups act
Boys try to be **dominant and compete to win**
133
Girl vs boy **fantasy themes**
* **Girl**-to-girl fantasy =
* **nurturing** themes
* **Boys** fantasy =
* warrior
* **superhero** mode
134
2 reasons Why **girls tend to have a yucky view of boys**
1. Different play interests
2. Boys generally **don’t like girls in their space first**
135
**Separate worlds** of boys and girls
**Girls** tend to **like both boy and girl assigned toys** more than boys
136
What **causes** **gender-stereotyped play**?
1. A Biological Underpinning
2. The Amplifying Effect of Socialization
3. The Impact of Cognitions
137
when are **female and male brains programed**
In **utero**
**testosterone programs** a more female or male brain
138
What are **high levels of testosterone-related** to
When is it **important**
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**
139
Our **environment** **reinforces** what
Our environment reinforces **males and females act in a different way**
140
Splitting into **separate play reinforces** what
male-female norms
141
When children **behave** in **gender-atypical ways** what happens
Children **reject** classmates
142
when do we **first grasp** our **gender label and modeling?**
At age **2 1/2**
143
at what age do we **understand the physical difference between males and females**
Age **3**
144
**when** do we **master identity constancy**
Age **5**
grasp the idea that **once a certain gender you stay that way**
145
How do we know that **pink gives girls permission to act like boys**?
Study shows pink becomes **defining symbol of womanhood at childhood**
**Girls** will **play with pink “boy” toys**
146
How to **encourage less stereotyped play**
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**
147
3 common **behaviors of autism**
1. Inability to have **normal back-and-forth conversations**
2. Inability to **share feelings**
3. Inability to **connect with adults and friends**
148
**Diagnosis** of **autism**
* **Behaviors**:
* Restricted
* Stereotyped
* Repetitive
* Typically diagnosed in
* **Preschool**
* Things to look out for:
* Poor social referencing
* Delete language
149
Genetic and environmental **causes of autism**
* **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
150
Roughly 1 in _____ children in the United States is **diagnosed with an autism** spectrum disorder.
68
151
Drawing on **Erickson and Piaget’s** theories name the qualities that make **middle childhood** (and human beings) **special**
1. our ability to **transcend immediate appearances**
2. **control** our **emotions** to work **for a goal**
152
What does Piaget’s and Erikson’s **middle childhood landmarks depend on**
Frontal lobes
153
Frontal lobes
the brain region responsible for **thinking through our actions and managing our emotions**
154
Childhood obesity
A body mass index at or **above the 95th percentile** compared to the U.S. norms **established for children in the 1970s.**
155
Body Mass Index
The ratio of a **person’s weight to a height**;
the main indicator of overweight or underweight.
156
**Early childhood Visual and motor** cortices in what **phase**
Pruning phase
157
**When** does **pruning** in the **frontal lobe starts**
What does this **explain**
Age **9**
Explains why we **have high expectations for children during late elementary**
158
How do children **now compare to** children of the **past generations** in terms of **activity**
**Why** is this
Today children **less proficient physically** than past generations
Due to: **no regularly play outside**
159
**Preschoolers** with **superior motor talents** leads to
**more** physically **active** during **middle childhood**
160
Correlation between **physical coordination & fitness**
**decreases** as grow up (don’t need to be good at gross motor skills to run)
161
To **produce physically skilled children** what two things should people do
1. Encourage outdoor activities
2. Not micromanage or hover over a child
162
**Sports oriented children** and activity levels, what makes an **inactive level hard**
**more active** than adults
Change inactive level hard with -
1. Childhood obesity
2. Body mass index (BMI)
163
Is it important for children to have **good elementary school motor skills**?
If a child is **developing normally** = **no**
164
**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
Motor
Frontal
165
What are **3 different from 1950s parent and child to today**
1. Better **coordinated** than they are today
2. More **physically active** than they are today
3. Parents **less micromanaging**
166
Are **excellent motor skills** crucially **important in adult fitness**?
Are **preschool gross motor skills** predict children's later **academic abilities**?
* No
* no fine motor skills
167
Can **obesity** be **cured** by **diet and exercise**?
no
168
Attention-deficit/hyperactivity disorder (ADHD)
defined by **inattentiveness and hyperactivity/distractibility**
is the **most widely diagnosed childhood disorder** in the United States, affecting roughly **1 in 10 children**
169
Working Memory
where the **“cognitive action” takes place**. keep information in awareness and **act to either process it or discard it**
170
Executive Functions
a broad term that refers to **every frontal lobe feat of self-control**.
171
Selective Attention
The ability to **manage our awareness to focus** **on** just **what we need to know**
172
Rehearsal
A major **way we learn.**
**repeat materia**l to embed it in memory
173
Dopamine
the **neurotransmitter** that modulates **sensitivity to rewards**
174
*Information processing theorists* believe that to **become a memory**
information **passes** through **different stages**
175
**Adults working memory bin** size and **when** does the size **enlargen**
**7** chunks of information
Bin size dramatically enlarges **during early elementary school**
176
**Expanding working memory** explains
**why theory of mind capacities bloom** during elementary school
177
3 **executive Functions older children master** that younger do not
1. Older Children **Rehearse Information**
2. Older Children **Understand How to Selectively Attend**
3. Older Children Are **Superior at Inhibition**
178
Children’s **executive functions greatly improve**
through **controlling and inhibiting our behaviors** throughout life
179
A **pattern** of diagnosis of **ADHD**
1. Typically **middle childhood**
2. **Boys** more than girls
180
**Causes** of **ADHD**
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
ADHD Symptoms:
1. Executive function defects
2. Difficulties with selective attention
3. Trouble estimating time
4. Less affected by punishments & rewards
182
What **parenting style** is often used with children with **ADHD**
**Less Sensitive parenting** often given to children with ADHD
183
**Helping** children with **ADHD**
* **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
According to **Erikson**, the **initiative** is to _____ as ______ is to **inferiority**.
guilt; industry
185
Which approach to **treating ADHD** may **stimulate neurogenesis**?
exercise
186
**Characterized** by excessive restlessness and distractibility, attention-deficit/hyperactivity disorder (**ADHD**) is **most** often **diagnosed among** \_\_\_\_\_, with _____ being affected MORE often.
elementary schoolage students; boys
187
Silvio is **11**. His **body mass index** is at the **96th percentile**. Silvio would be considered \_\_\_\_\_.
obese
188
Which suggestion would be on a **list of information-processing guidelines** for **adults** to use **during middle childhood**?
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
**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.
concrete operations
190
Mrs. Brierly tells her study skills class that "**repetition is the key to learning**." This advice **emphasizes** the role of _____ in learning.
rehearsal
191
Do we have to be **taught** to **reach out in a caring way**?
The answer is **no**.
the **impulse** to be **prosocial** and **ethical blossoms** during our **first two years of life**.
192
Emotion regulation
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
Self-awareness
The **capacity** to **observe our abilities and actions from an outside frame** of reference and to **reflect on our inner state**.
194
Self-esteem
the **tendency to feel good or bad about ourselves**
first becomes a **major issue in elementary school**
195
Externalizing tendencies
A personality style **involves acting on one’s immediate impulses** and **behaving disruptively** and aggressively.
196
Internalizing tendencies
A personality style that **involves intense fear**, social inhibition, and often depression.
197
Learned Helplessness
A state that **develops when a person feels incapable** of **affecting the outcome of events**, and so gives up without trying.
198
Empathy
is the term **developmentalists** use for **directly feeling another person’s emotions**.
199
Shame
the **primitive feeling** we have **when we are personally humiliated.**
200
Sympathy
is the **more muted feeling** that we **experience for another human being**.
201
Moral disengagement
**Rationalizing moral** or ethical lapses by **invoking justifications**, such as “He deserved that.”
202
Induction
Many **studies of prosocial behavior** focus on a **socialization technique**
203
Guilt
is the **more sophisticated emotion** we experience when we have **violated a personal moral standard** or hurt another human being.
204
Aggression
refers to **acts designed to cause harm**, from shaming to shoving, from gossiping to starting wars.
205
Relational Aggression
A hostile or **destructive act is designed to cause harm** to a person’s relationships.
206
Reactive Aggression
A hostile or **destructive act is carried out in response to being frustrated** or hurt.
207
Proactive Aggression
A hostile or d**estructive act is initiated to achieve a goal**.
208
Prosocial behavior
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
Children with **externalizing tendencies**
* **trouble managing emotions** - act on immediate emotion
* Bossing people around
* Wreaking havoc
210
Children with **internalizing tendencies**
1. Hang back in social situations
2. Timid
3. Self-conscious
211
*Susan Harter* study
* ask children to describe themselves
* Results:
* children **reach concrete operations = realistically evaluate abilities**
212
**Self-esteem** first becomes a **major issue**
* in **elementary** school
* Tends to **decline during early elementary**
213
Inferiority helps propel
industry
214
Areas that **determine self-esteem**:
1. Scholastic competence ( academic talents )
2. Behavioral conduct ( being “good”)
3. Athletic skills
4. Peer likability (popularity)
5. Physical appearance
215
Humans **self-esteem only lowers** if
they **think low of themselves** in **areas that matter** to that human
216
Two Kinds of **Self-Esteem Distortions**
1. Children with **internalizing tendencies**
2. Children with **externalizing problems**
217
Children with **internalizing tendencies** can develop what and what were the **consequences**
**Learned helplessness**
Consequence: Continue to fail because **decide they can’t succeed** & stop working
218
Children with **externalizing problems and consequence**
**may ignore real problems** & have unrealistically high self-esteem
Consequence: continue to fail because **don’t see they need to improve**
219
2 ways **promoting Realistic Self-Esteem**
1. Enhancing Self-Efficacy
2. Encouraging accurate perceptions
220
*Carol Dweck* on **enhancing self-efficacy**
1. praise children for effort
2. enhance academic self-efficacy
221
2 **Importance** of **enhancing self-efficacy** during **concrete operations**
1. Categorize themselves according to fixed labels
2. Could succumb to racial or gender stereotypes
222
How to **encouraging accurate perceptions**
Continually **provide accurate feedback**
223
**3 YO** who share **more readily are**
\_\_\_\_\_ are more **physiologically attuned to others’ distress** than males
May not be true
more prosocial at every age
Females
we show prosocial behaviors in different ways
224
Who thinks **sympathy, not empathy** is related to prodigal behavior and **why**?
Developmentalists
Feeling others distress can provoke reactions
225
During **middle school** acting **prosaically** requires
sophisticated **information-processing skills**
226
Do we get more **prosocial with age**
**Don’t** get more prosocial with age
**justifying uncaring actions** locks in as we get older
227
**Who** thought of **Morał disengagement**
Albert Bandura
228
How to **Socialize Moral Children**
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
Difference between **shame and guilt and connecting with humans**
* **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
Physical aggression reacts peak at
2 1/2 YO (**terrible twos**)
* As you grow up:
* **regulate emotion** and open **aggression declines**
231
How do **Developmentalists** **classify** **aggression**
1. Motive
2. Form
232
Types of **aggression by Motive**, pros and cons
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
Types of **aggression by form**
1. Relational
2. Direct - hitting & yelling
234
During **middle childhood** open **aggression rates declining**, relational aggression
relational aggression **rises**.
235
**Highly Aggressive Children** typically are
1. Defiant
2. Antisocial kids
236
The 2 **Pathway to Producing Problematic Aggression**
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
Child impulsive & fearless leads at
caregiver **using power assertion**
Better to use **loving parenting** to fix this
238
**Transition** to being an **antisocial child occurs**
during **late kindergarten or 1st grade**
239
Being **rejected by classmates**
provokes **reactive** aggression
240
reactive-aggressive children think
differently in social situations
may have a hostile attributional bias
241
3 ways to **taming Excessive Aggression**
1. Void shaming discipline style
2. Vigorously socialize prosocial behavior
3. Right person-environment fit
242
Mario feels that everyone in the **5th grade is out to get him**. What is the label for Mario’s **worldview**?
Hostile attributional bias
243
**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?
* Alyssa -
1. proactive
2. relational
* Brianna -
1. direct
2. reactive
244
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**
## Footnote
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 = induction; good for promotion behavior
* b = shame; bad strategy
* c = guilt; good for promoting prosocial behavior
245
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?
Carl is **incredibly sensitive** to other **people’s emotions**
246
Bullying
being **teased**, made fun of, and verbally or physically abused by one’s peers
247
Bully-victims
Exceptionally **aggressive children** (with externalizing disorders) **who repeatedly bully** and get victimized.
248
Cyberbullying
**aggressive behavior carried out via electronic media**, is potentially more toxic than traditional bullying in several respects.
249
Children **gravitate towards people** who
**are “like them”** in interests & activities
250
Personality theorist *Harry Stack Sullivan* on best friends:
1. believed best friend **fulfills the developmental need for self-validation & intimacy at 9**
2. Best friend **vital training ground for adult romance**
251
What are 2 **functions of friends**
1. Friends Protect and **Enhance the Developing Self**
2. Friends Teach Us to **Manage Our Emotions and Handle Conflicts**
252
How does friends protect and enhance the developing self
The **bullied** child **with** a **best friend** = **no change in stress maker**
Can **mute genetic tendency towards depression** or reduce **ADHD** symptoms
253
Friends can **bring out a child’s worst self by**
encouraging **relational aggression and dangerous behavior**
254
Entering **concrete operations and popularity**
makes children **sensitive to social comparisons**
Popularity **fades as we select our social circles**
255
Popular in 3rd, 4th, and 5th graders
who is **considered popular, average, and rejected**
* **Popular** = Frequently **names in the most-liked category** and never disliked
* **Average** = **few most-liked** and 1 or 2 disliked
* **Rejected** = **disliked** often
256
Elementary through 3rd-grade **changes to popularity**
* **Elementary** = **friendly**, outgoing, prosocial, & kind
* **Early 3rd grade** = linked to **high levels of relational aggression**
257
**Relational aggression** is **effective** at
propelling **popularity during preadolescence**
258
Two things rejected children have
1. Rejected Children Have **Externalizing** (and Often Internalizing) **Problems**
2. Rejected Children **Don’t Fit in with the Dominant Group**
259
**Socially anxious children** tend to be
avoided as early as **1st grade**
**Bidirectional process** of socially anxious kids and avoiding them
260
Highly **physically aggressive children**
more at **risk for getting into trouble during adolescence** and adult years
261
Benefits of rejected children
**Flower during high school** or college years
262
How many **children are bullied and 2 categories**
* 10-20% children = bullied
* 2 categories
1. Bully-victims - cycle
2. Classic victim - internalizing issues
263
**Cyberbullying** is **easy** why
**emotionally** - removes inner control
264
**Children** are **less likely to bully** if
classmates don’t condone
265
What is the **goal of the Olweus Bullying Prevention Program?**
to develop a s**choolwide norm to not tolerate peer abuse**
266
A(n) ____ test is supposed to **measure a child's innate abilities**.
aptitude
267
John was given his own cell phone for his birthday. This is not uncommon, as _____ of kids have a cell phone.
40%
268
Families who have _____ meals together every week tend to have healthier diets and stronger relationships.
3 or more
269
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?
selective attention
270
Margo wants her son to go to college one day but does not talk to him about it. What is likely to happen?
her son is not likely to go to college
271
What is an average intelligence score?
90-109
272
Blended Family
Another **20 percent** - spouses divorced and remarried - so children have **stepparents** and, often, **stepsiblings**
273
Traditional Nuclear Family
**heterosexual** married couples with **biological** children—has dwindled to **less than half** of U.S. households
274
Authoritative Parents
have the **best child-rearing style**, when parents provide **ample love and family rules.**
275
Authoritarian Parents
when parents provide many **rules but rank low on love.**
276
Permissive Parents
when parents provide **few rules but lots of love.**
277
Rejecting-neglecting Parents
when parents provide **little discipline or love.**
278
Resilient Children
Children who **rebound** from **serious early life traumas** construct successful adult lives.
279
Acculturation
Among **immigrants**, the tendency to become **similar to the mainstream culture** after time spent living in a **new society.**
280
Collective efficacy
places, where community ties are close and neighbors bond around, shared **prosocial norms**
281
*Bronfenbrenner’s* ecological developmental systems approach
**many influences**—from peer groups to schools, to neighborhoods, to living in a particular nation—**affect** how children **behave**.
282
Corporal Punishment
The use of **physical force** to **discipline** a child.
283
Child Maltreatment
the term for actions that **endanger children’s physical or emotional well-being**
284
Parental alienation
**poisoning** children against **ex-partners**
285
children living in **single-parent families**
1 in 4 US
286
**one-parent** households classified as **low income**
2 out of 3
287
Baumrind parenting styles
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
**Parenting studies** showed parents need to
1. Provide clear **rules**
2. Lots of **love**
289
The **worst situation** for a **teen’s mental health**
occurred when **families had inconsistent rules**
290
2 **critiques of Baumrind parenting styles**
1. Critique 1: Parenting Styles Can Vary **From Child to Child**
2. Critique 2: Parenting Styles Can Vary **Depending on One’s Society**
291
**Good parents** should vary **childrearing** based on
the **unique personality** of a specific child
292
Baumrind’s styles of parenting **reflect** a
Western middle-class perspective
293
*Amy Chua*, *_The Battle Hymn of the Tiger Mother_* on **parenting styles**
**“no back talk”** approach is the best way to produce a **Havard bound child**
294
**Authoritarian** parenting around the **world**
* **War-torn** countries: seen as **needed**
* **Western** nations: a symptom of feeling
1. less socially competent
2. stressed-out
295
3 **lessons** of **parenting**
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
**Examples** of **resilient** children
1. Churchill
2. Abraham Lincoln
297
What makes **resilient children thrive**?
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
If **exposed** to **series of tragedies**
more difficult to **preserve efficacy** and **construct a happy life**
299
the main factor in child-rearing
Genetics
300
Psychologist *Judith Harris*
**the environment** has a dramatic **impact on development** but **peer groups socialize** us to become adults
301
**Parents better** caregivers **children thrive better in neighborhoods** defined by,
**high collective efficacy**
302
When a child is **biologically reactive**
**sensitive caregiving** make a difference
303
Before 20th-century corporal punishment
standard practice
304
Spanking and most **common punishment in the US**
* **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
Who in the US **most likely to spank**
1. African-American community
2. Adults who were spanked as children
3. Communities low in collective efficacy
306
Expert opinion on spanking
never appropriate - models violence
307
Diana Baumrind and spanking
308
Cons of Spanked children
1. Can lead to child abuse
2. Aggressive in future
309
Four **categories** of **child abuse**
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
Maltreatment statistics vary by
* Who is **asked**
* **3 in 1,000 children** maltreated reported by **informants**
* **1 in 4 children** maltreated reported by a **child**
311
Risk factors of child abuse
1. **Parents’ Personality Problems Are Important**
2. **Life Stress** Accompanied by **Social Isolation Can Be Crucial**
3. Children’s **Vulnerabilities Play a Role**
312
**Parents’ Personality Problem**s Are Important why
1. Typically suffer from **psychological disorders**
2. May have a **hostile attributional bias**
313
**Life situations** that can affect **child abuse**
1. Often **young and poorly education**
2. Coping with an **overload of upsetting life events**
3. Feel **cut off** from caring social contacts
314
Children’s Vulnerabilities Play a Role
1. Child who is emotionally fragile
2. medical problems
3. premature
315
Children who suffered maltreatment
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
**Adults** that **break** the cycle of **abuse**
317
The **late-twentieth-century lifestyle revolution** brought
More divorce
318
**Cons** of **children of divorce**
can propel a **mother-headed household into poverty**
1. **Academically** disadvantaged
2. **Socially** disadvantaged
3. **Mental health** disadvantaged
319
Children adjust to divorce if
parents **authoritative** & fairly **conflict free**
320
**Parental alienation** is **common** when
after acrimonious divorce
321
During the **20th century,** why was **mother given custody more**?
**Psychoanalytic** principle what **women** are **superior nurturers**
322
**Both** parents have to be **adequate** for
323
Best way to divorce
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
Divorce or not divorce:
325
Intelligence quotient (IQ)
A measure designed to **evaluate a child’s overall cognitive ability** or general aptitude for **mastering academic work.**
326
Achievement tests
the **yearly evaluations** children take to measure knowledge in **various subjects**
327
WISC (Wechsler Intelligence Scale for Children)
now in its fifth revision, was devised by ***David Wechsler*** and is the **current standard intelligence test**
328
Intellectually disabled
The label for **significantly impaired cognitive functioning**, measured by deficits in behavior accompanied by **having an IQ of 70 or belo**w.
329
Specific learning disorder
an umbrella term for **any impairment in language or difficulties related to listening** (such as ADHD), thinking, speaking, reading, spelling, or math
330
Dyslexia
331
Gifted
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
Reliability
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
G
***Charles Spearman’s*** term for a **general intelligence factor** that he claimed **underlies all cognitive activities**.
334
Valid
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
Flynn effect
The remarkable rise in **overall performance on IQ tests** has been **occurring around the world** over the past century.
336
Practical intelligence
**common sense**, or “street smarts.”
337
analytic intelligence
In **Robert Sternberg**’s framework on successful intelligence, the facet of intelligence is **involved in performing well on academic problems**.
338
Creative intelligence
the **ability to “think outside the box”** or to formulate problems in new ways
339
Successfully intelligence
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
Multiple intelligence theory
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
Intrinsic Motivation
refers to **self-generated actions**, those that arise from our **inner desires**
342
Extrinsic Motivation
refers to **activities** that we **undertake** in order **to get external reinforcers**, such as **praise** or pay or a good grade
343
US kindergartners **servicing poor children**
rank bottom of educational heap
344
Types of tests intelligence test
1. Traditional intelligence tests: Intelligence quotient (**IQ**)
2. **Achievement** test
345
The **WISC** samples **child's performance** in four areas
1. **Verbal comprehension** index
2. **Fluid Reasoning** index
3. **Processing speed** index
4. **Working memory** index
346
Difference from **achievement test & WISC**
WISC
1. individually
2. Trained psychologist for an hour
3. During elementary school
347
Scoring for WISC
**bel-shaped curve**
* **98th** percentile = **IQ 130** (gifted, eligible for special program)
* **50th** percentile = IQ **100**
* **70** = **lowest 2%**
348
Children with learning disabilities
often score **average on IQ** tests but **have problems with school work**
349
Dyslexia undercuts
every academic skill
350
By elementary IQ test performance
typically remains stable
351
IQ score most likely to shift when
child undergone life stresses
352
Are the **Tests** a Good Measure of **Genetic Gifts**?
* When testing children **living in poverty: no**
* Flynn effect 1900 vs now
* The **average child in 1900** would be **mentally deficient now**
353
IQ generally predicts intellectual capacities
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
Problems with **lower IQ** scores
think less of themselves
355
Problems with **high scores**
may not try or set themselves up for failure
356
Psychologist Robert Sternberg & Howard Gardner
devoted lives to offering broader view on what it means to be smart
357
Sternberg’s Believed
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
Gardner’s theory
Multiple Intelligences
359
Evaluating the Theories of intelligence
**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
Students can thrive in schools that
have **commitment to student learning** and **teacher who can excite** students to learn
361
Examining Successful Schools
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
Learning loses joy when
becomes a requirement
363
Developmentalists **motivation categories**
1. **Intrinsic** motivation
2. **Extrinsic** motivation
364
Adults who give external reinforcement for activities that are intrinsically motivating
children less likely to perform activities
365
Setting Piaget’s little-scientist activities least occur
schools
366
Age 8 (enter concrete operations) motivations
competitive orientation further **erodes intrinsic motivation**
367
Western nations intrinsic motivation
declines as grow in education
368
Edward Deci & Richard Ryan
369
Key to transforming school learning
make extrinsic learning relate to children’s goals and desires
370
**Learning becomes intrinsic** when:
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
Economist Raj Chetty Value-added teachers
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
Students with a **value-added teach for 1 year**
1. **More** likely to **attend college**
2. **Less** prone to have **teenage pregnancy**
3. **More money** than classmates
373
**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**:
mass
374
**When** are children typically able to **produce grammatically correct sentences**?
By the time they **enter school**
375
Dr.Perfectionist is **criticizing some of Piaget's ideas**. She can legitimately make which statement?
"In other societies, **children reach specific conservations earlier**, showing that **you can teach children to conserve**"
376
**Ian** loves to **pretend with his friend**s
**Carlo** adores **playing soccer**
ages
**Ian** is **5** years old
**Carlo** is over age **8**
377
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?
Shelly may have **limited theory-of-mind abilities**
378
**Josh and Jairo**, age **5**, love to **wrestle and hit each other.** According to the text, this **behavior**
Is **normal**
379
Typically, children's **first "pretend partners"** are
Mothers
380
Which of the following is an **area of development** that can be **hindered due to undernutrition**?
brain
381
When Suan Harter, asks "**what are you like as a person?**" only a **10-year**-old might **answer:**
"I am one of the best readers in my class, but I sometimes have trouble with long division"
382
The **rejected 4th grader** who has the **worst** teenage and adult **prognosis** is a
highly physically agressive kid
383
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?
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
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
**Frontal lobe** just beginning to develop
385
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:
Yell, shame and hit her
386
Which of the following is **TRUE regarding childhood rejectioN/**
rejected child's fate depends on the **reasons why that child is unpopular** with his peers
387
**8**-year-old **most likely to be popular**?
GLORIA, who carries a purse and take ballet lessons
388
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**
Analytic
Creative
Practical
389
A teacher would **refer which children for intelligence testing**
* 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
According to **Baumrind's parenting styles framework**, which is the **authoritative** parent?
Petula insists on **bedtime** at 10, but she **relaxes the rules** for special occasions and offers **lots of love**
391
Which **strategy** helps make this course **more intrinsically motivating**
Providing choices about which **sections of this book students want to study in depth**
392
What is a **vital situation that requires "superior parenting"?**
1. Baby is **temperamentally at risk**
2. Child has **biological problems**
3. Baby is **premature**
393
"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**
Judith Harris
394
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
* Behavioral genetics
* Harris's peer group theory
* Baumrind's style framwork
395
In **contrasting** the **WISC with end-of-year achievement tests**, what should a psychologist say?
**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
A **psychologist who disagrees with the g concept** of intelligence would make which statement about what she believes?
"an intelligence Quotient (**IQ) score measures aptitude for school, nothing else**"
397
