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Spring Semester 2014 > Human Development Exam 2 > Flashcards

Human Development Exam 2 Flashcards

1
Q

What is the Zone of Proximal Development

A
  • Skills children can accomplish alone vs accomplished by an adult or competent peer
  • VYGOTSKY
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2
Q

Scaffolding

A
  • degree of assistance provided to the learner in the zone of proximal development.
  • increasing as learner’s skills develop
  • “bracing”
  • VYGOTSKY
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3
Q

Pre-operational period

A
  • Age 2-7 yrs, can represent the world symbolically
  • unable to decenter thinking
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4
Q

Egocentrism

A
  • Pre-operational
  • inability to distinguish between one’s own perspective and another person’s
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5
Q

Centration

A
  • Focused on one aspect of a cognitive problem, while excluding another important aspect
    • egocentrism
    • collective monologues
    • conservative problems
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6
Q

Collective Monologues

A
  • a person talking and not paying attention to others
  • children playing together, but are in their own world not paying attention to one another
  • conversations don’t relate collectively
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7
Q

Theory of Mind

A
  • Ability to understand thinking processes in one’s self and others
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8
Q

What is the appearance reality confusion

A
  • Children believe change in apperacne changes the object itself
  • Imagination
  • Disney world, believe thay met donald duck
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9
Q

3 Mountain Problem

A
  • how the mountain looks from the opposite person’s point of view.
  • Tests egocentrism
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10
Q

Conservation of Liquid Task from Pre-operational Child

A
  • Same amount of liquid is poured in 2 different shapes
  • Child thinks they have different amounts
  • exclude other important aspectis
  • CENTRATION
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11
Q

What is an example of appearance reality task?

A
  • rock looks like a sponge
  • when child discovered he/she was wrong, claims he/she alwas knew it was a sponge instead of a rock
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12
Q

What helps children perform better on false-belief or appearance reality tasks?

A
  • put into cultural context
  • use things that child knows more about
  • mountains—> colorado
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13
Q

What develops according to information processing approach?

A
  • Memory, Attention, Strategies
  • Continuous
  • flipbook
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14
Q

How do we test cognitive inhibition in early childhood?

A
  • disengaging/re-directing
  • Go/No-Go
  • xxxxxyxyxyxxxxyxyxxxyxxxyxyxxxxyx
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15
Q

Theory of Mind Test- Sally Anne

A
  • Sally has a basket
  • Anne has a box
  • Sally places a marble in her basket
  • Sally leaves and anne places marble in her basket
  • Where will Sally look for her marble?
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16
Q

Pro-social Behavior

A
  • voluntary action to benefit others
    • sharing, helping, caregiving, showing compassion
  • not good until age 6
  • example- model it, provide kids the opportunity to participate
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17
Q

The ability to understand and respond helpfully to another person’s distress

A

empathy

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18
Q

Learning the standards, values and knowledge of your society

A

Socialization

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19
Q

Self Concept

A
  • phys & psych attribute that is unique to ea. individual
  • view of self in relation to others
    • attributes, abilites, values
  • WILLIAM JAMES
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20
Q

Gender-Role Identity

A
  • Babies look the same
  • MEDIA, flower headbands
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21
Q

Gender Stability

A
  • 5-6 yrs
  • Awareness that sex is constant over time
  • Less awarness when dressed in opposite sex clothing
  • KOHLBERG
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22
Q

Gender Constancy

A
  • gender does not change with activies or appearances
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23
Q

Self Regulation

A
  • The abilit to controls one’s emotional behavior and internal states
    • regulate emotions
    • physicology
    • thought
    • behavior
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24
Q

Bandura’s view on gender development

A
  • Social learning
  • modeling-imitating
  • pretend to mow the lawn like Dad
  • differential reinforcement
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25
Q

Kohlberg’s view on Gender development

A
  • Stage theorist
  • Discontinous/Cognitive Approach
    • basic sex role
    • gender stability
    • gender constancy
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26
Q

How is self regulation tested

A
  • Marshmallow Test
  • Broken Toy Gift
  • Clean up Song
  • Attractive toy on shelf (don’t touch)
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27
Q

4 Categories of Social Play

A

Vygotsky- learn by more skilled peers

  1. Solitary
  2. Parallel play- sharing materials
  3. Associative play- same toys & interacting (not the same goals
  4. Co-op- fantasy play. Role playing, goals.
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28
Q

What are the 4 Parenting Styles

A
  1. Authoritative
  2. Authoritarian
  3. Permissive
  4. Rejecting
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29
Q

What is Authoritative Parenting

A
  • high warmth/high demand
  • high responsiveness
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30
Q

Outcomes of Authoritative style

A
  • independent
  • creative
  • self assured
  • socially skilled
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31
Q

What is authoritarian parenting?

A
  • high demand
  • low response
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32
Q

Outcomes of Authoritarian parenting

A
  • dependent
  • passive
  • conforming
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33
Q

What is permissive parenting?

A
  • low demand
  • high response
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34
Q

Outcomes of Permissive Parenting

A
  • irresponsible
  • conforming
  • immature
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35
Q

What is disengaged parenting

A
  • low demand
  • low response
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36
Q

Outcomes of Disengaged parents

A
  • impulsive
  • behavior problems
  • early sex, drugs
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37
Q

How do pre-schoolers describe themselves?

A
  • Very positive
  • Pre-operational
  • NO social comparison
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38
Q

Rules about structure & sequence of speech sounds. Need to hear sound distinctions.

A

Phonology

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39
Q

The way concepts are expressed (vocab words). Word pairing and overall comprehension.

A

Semantics-

watch sesame street with kids. talk to child a lot

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40
Q

the arrangement of words and phrases to create well-formed sentences in a language

A

syntax

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41
Q

Strategies Used to be effective & culturally appropriate. When to be quiet, eye contact, personal space.

A

Pragmatics

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42
Q
  • Soft murmuring sound
  • pre-language sounds
A

cooing

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43
Q

At 6 months babies do this so they can hear themselves

A

babbling

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44
Q

That high pitched voice your grandmother’s to articulate so baby understands. High pitched. Repeated words/phrases.

A

infant directed speech

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45
Q

Where is broca’s area

A

left frontal lobe specialied for language production

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46
Q

Wernicke’s Area

A
  • left temporal lobe specialized for language production
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47
Q

A single word that represents whole sentences. Ex- “cup”= fill my cup

A

Holophrase

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48
Q

2 Word phrases that strip connecting words (and, the) “More Cookie”

A

telegraphic speech

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49
Q

Use word narrow mindedly. Ex- that’s not a dog, I have a real dog

A

Underextension

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50
Q

A single label where adults would use many. Ex- milk, all men are daddys

A

overextension

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51
Q

Forming quick associations, learning a new word ina structured social interaction. Adults need 10 exposures. 4 year old needs 1 exposure.

A

Fast Mapping

52
Q

Applying gramatical rules even to words that are an exception to the rule. Ex- “mouses” instead of “mice”

A

Overregularization

53
Q

The smallest meaningful unit in the grammar of a language. Ex- trans-plant-ed

A

Morphemes

54
Q

Smallest sound cateogires that distinguis meanings. At 6 months children can hear distinctions, dicriminate native sound.

A

Phonemes

55
Q

Language meaning + language context. How many words can you use?

A

Receptive language

  • 13-14 months 100 words
  • 2 months 10 words
56
Q

According to Chomsky, innate feature of the brain that enables children to pereceive grammatical rules in the languge around them

A

Language Acquisition Device

57
Q

grammatical forms used with newly coined words

A

productive language

58
Q

What is the problem of reference

A
  • Ambiguity of words
  • overextension/underextension
59
Q

What is the nativist position?

A

Chomsky, children learn language at birth innate ability.

60
Q

What are problems with the nativist acquisition of LAD

A
  • no LAD has been discovered in the brain
  • not a unique human trait
  • Behaviorist believe that babies learn from imitation and practice with parents
61
Q

Protein deficiency in childhood. Swollen belly. lethargy, irritability, hair thinning.

A

Kwashiorker

62
Q

when the body wastes away from lack of nutrients

A

marasmus

63
Q

7-11 yrs. Can comprehend more than one aspect at a time. Concrete- operational thinkier.

A

Decentration

64
Q

Understanding relationship among things.

A

Categorization

  • pre-ops can’t sort
65
Q

Ability to arrange things in a logical order. Shortest to longest, thinnest to thickest, etc.

A

Seriation

66
Q

Ability to place objects in a logical order mentally

A

transitive inference

67
Q

Understanding relationship between party and whole. Ex- Are there more tulips or more flowers?

A

Class Inclusion

(pre-ops don’t get it)

68
Q

Working Memory

A

ACTIVE short term memory. Temporary storage and manipulation of information

69
Q

Repeating same information over and over

A

Rehearsal

70
Q

Placing things mentally into meaningful categories to help you remember

A

organization

71
Q

The best strategy. Connecting bits of information and putting them together to help remember. Making a story

A

Elaboration

72
Q

Awareness of one’s own thought processes. Understanding how memory works.

A

Metacognition/Metamemory.

73
Q

Obesity

A
  • having a BMI exceeding 21
  • 25% of children in the U.S.
74
Q

Body Mass Index

A

a weight-to-height ratio

75
Q

Ability to focus attention on relevant information and disregard what is irrelevant

A

selective attention

76
Q

entry points for raw information from all the senses. If we do not process this information further, it disappears.

A

Sensory Register

77
Q

Continuing storage of information

A

long-term memory

78
Q

Drives the whole system (e.g. the boss of working memory) and allocates data to the subsystems

A

Central Executive

79
Q

How to promote healthy eating in children

A
  1. Imitate adults and peers
  2. pleasant mealtime climate (not in front of TV)
  3. Introduce new foods without pressure (you can’t have this, its big-kid food)
80
Q

What are 3 contributing factors to childhood obesity

A
  1. Stress
  2. TV
  3. Genes
81
Q

What are 2 consequences of childhood obesity

A
  1. depression
  2. less likely to marry
82
Q

What would you recommend for intervention to childhood obesity

A
  1. access to healthy foods- gardens at schools
  2. 60 min of activity ea. day
  3. social support
83
Q

3 Types of Attention Memory Strategies

A
  1. Rehearsal
  2. Organization
  3. Elaboration
84
Q

4 components of information processing model

A
  1. Attention memory strategy
  2. Sensory Register
  3. Working Memory
  4. Long-term Memory
85
Q

Hostile Attribution Bias

A
  • he did it on purpose
  • aggressive child’s interpretation
  • aimed at hurting another
86
Q

Evaluation of one’s own behavior, ability, expertise and opinions by comparing them to others.

A

Social Comparison

87
Q

An individual overall and specific positive/negative self evaluation

A

self esteem

88
Q

children who are well liked by their peers (high # of nominations)

A

popularity

89
Q

aimed at obtaining something because they want a toy.

A

Instrumental Aggression

90
Q

physical aggression

A
  • biting, hitting
  • boys more likely
91
Q

relational aggression

A
  • spreading rumors
  • hurtin social status or reputation of another
  • girls more likely
92
Q

one sibling acts as parental figure. Usually a female and older.

A

Caregiver Sibling Relationship

93
Q

Siblings treat each other like friends

A

Buddy Sibling relationship

(gold standard)

94
Q

Critical Sibling Relationship

A

high conflict, teasing, hostile. Happens more at divorce

95
Q

Use each other as a benchmark

A

Rival Sibling Relationship

96
Q

Don’t have a lot to do with each other

A

Causal Sibling Relationship

97
Q

Behavior includes being friendly, helpful, cooperative, considerate

A

social skills

98
Q

How do middle childhood aged children describe themselves

A
  • Both negative and positive
  • focus on abilities and interpersonal characteristics
  • Social Comparison
    • ex- sometimes I am a really good friend
99
Q

4 factors that relate to status with peers

A
  1. High achievers
  2. Easy temperment
  3. attractive
  4. Parenting styles
100
Q

2 Types of rejected children

A
  1. Aggression- violent
  2. withrawn- shy immature
101
Q

Sociometric

A

Who do you like

102
Q

The neglected child…

A
  • Temproray status.
  • By themselves.
  • No nomiations.
  • Ignored
103
Q

The controversial child…

A
  • high positive and high negative
  • mixed nominations
104
Q

3 Correlates of Chronic peer rejection

A
  1. emotional difficulties
  2. substance abuse
  3. Escape behaviors

(ability to socialize gets worse and worse because they lose the opportunity to get better)

105
Q

Trends in self esteem across lifespan

A
  • The higest during centered phase (for women highest it will ever be)
  • Men decrease at retirement
  • Women decrease when husband dies
  • Women increase during child-bearing years
106
Q

What aspect of self-esteem is most highly correlated with global self esteem

A

physical appearance

107
Q

3 Correlates of low self-esteem

A
  1. Depression,
  2. delinquency
  3. poor social relationships
108
Q

Cycle of Low Self-Esteem

A
  1. Low self esteem-low performance expectation -reduced effort (or high anxiety)-actual failure
109
Q

How might self-esteem be improved

A
  1. increase emotional support
  2. coping skills
  3. increase competency (c-A student)
  4. Lower importance ratings
  5. increase effort, decrease anxiety
110
Q

Historical changes in U.S. families

A
  • same sex marriage
  • single parents
  • later marriage
  • divorce
  • families not having as much time
111
Q

Negative impacts of divorce during childhood development

A
  • School failure
  • substance abuse
  • delinquency
  • sexual behavior
112
Q

What are effects of re-marriage

A
  • re-occurence of problems for girls.
    • new father become authoritative
  • for boys- new father like a friend
  • mother-daughter fierce fighting
113
Q

How to mitigate problems of divorce?

A
  • joint custodoy
  • best living arrangement? Who you had best relationship with.
  • parents shouldn’t stay together for kids
114
Q

Intelligence

A
  • abstract
  • things you learn over time
    • reasoning, solving problems
115
Q

Who designed the intelligence quotient

A

Binet & Simon

116
Q

Intelligence Quotient

A
  • Score of mental ability as assessed
  • calculated relative to other people at the same age
117
Q

What is IQ designed for

A

predict whether or not you are likely to succeed in school

118
Q

3 Factors that contribute to test bias in IQ

A
  1. language and language customs
  2. test content
  3. testing conditions

Culturally biased. Schools don’t care that its biased, cultures should adapt.

119
Q

flynn effect

A
  • increase in the average test scores over time
  • have to make tests harder, because teachers are teaching the tests
120
Q

Crystallized Intelligence

A
  • accumulated knowledge and skills
121
Q

Fluid knowledge

A
  • the ability to see relationships
122
Q

Entity View of Ability

A
  • the belief that ability is fixed and not improvable with effort/learning
123
Q

Incremental view of ability

A
  • the belief that ability is something that can be improved
124
Q

Mastery Oriented Attributes

A
  • success due to internal factors
  • incremental view
  • failure is due to low effort or external factors
  • Learning goals-through effort
125
Q

Learned Helplessness Attributes

A
  • success due to external factors, luck
  • failure due to low ability
  • entity view
  • performance goals- positive over neg evaluations

Spring Semester 2014 (7 decks)

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