Lifespan Test 2 Chapter 5

Question 1

What sets us apart from other animals?

Answer 1

Human Socialization
Learn norms of our culture
Ability to take another person’s perspective
Mind-reading skill (begins with joint attention)
Language

Question 2

Slow-growing Frontal Lobes

Answer 2

Compared to other parts of the brain, frontal lobe development is on a delayed timetable.
As frontal lobes mature throughout childhood and adolescence, our ability to think through, inhibit, and plan our actions gradually improves.

Question 3

Cephalocaudal sequence—

Mass-to-specific sequence—

Answer 3

bodies elongate and lengthen

physical abilities become more coordinated and precise

Question 4

Two types of physical skills

Answer 4

Gross Motor skills: large muscle movement

Fine Motor skills: small coordinated movement

Question 5

Motor skill milestones age 2

Answer 5

Picks up small objects with thumbs and forefingers
feeds self with spoon
walks unassisted usually by 12 months
Rolls a ball or swings it akwardly

Question 6

motor skill milestone age 4

Answer 6

cuts paper approximates circle
walks down stairs alternating feet
cathces and cotrols a large bouncing ball across body

Question 7

motor skill milestone age 5

Answer 7

Prints name
walks without holding onto railing
tosses ball overhand with bent elbows

Question 8

motor skills milestone age 6

Answer 8

copies two short words
hopes on each foot for one meter but still holds railing
cathces and cotrols a 10 inch ball with both hands with arms in front of body

Question 9

top-ranking twenty-first-century global public health threat to physical development!
Stunting
Compromises bone, muscle, and brain development
Causes lethargy
Impairs gross and fine motor skills

Answer 9

Inadequate Nutrition:

Question 10

Monitored in the United States by National Health and Nutrition Study (NHANES), a National Poll

Answer 10

Assessed by BMI = ratio of weight to height
Overweight
At or over the 85% for the norms
Obesity
BMI at or above the 95th percentile compared to U.S. norms

Question 11

Global Epidemic

Answer 11

Demographics differ in developed and developing worlds.
Obesity in the developed world
Children from low-income families
In the United States, highest among Latino and African American children
Obesity in the developing world: most prevalent in cities and among affluent boys and girls

Question 12

Primary culprit: lack of physical activity

Answer 12

Internet, TV

Research shows that time spent watching TV predicts obesity.

Question 13

Oversized portions of food

Answer 13

Restaurant foods, large servings, and caloric content

Question 14

Teasing; stereotyping

Studies show gym teachers display negative attitudes (obese children judged slow and clumsy).

Answer 14

Negative attitudes toward the obese

Question 15

Characteristics
Child has an inability to step back from his immediate perceptions and think conceptually.
Thinking is qualitatively unlike that of an adult.
Child cannot reason logically, and cannot look beyond appearance of objects.
Young children understand only what they can see.

Answer 15

Spans ages 2–7

Preoperational thinking

Question 16

our knowledge that the amount of a given substance remains the same despite changes in its shape or form

Answer 16

Piaget’s Conservation Tasks

Conservation:

Question 17

Preoperational children do not understand:

Answer 17

The laws of conservation!
The concept of reversibility!
Children center only on what they can see!

Question 18

Preoperational Thinking
Children also have trouble grasping these concepts:
Class inclusion:

Answer 18

the understanding that a general category can encompass several subordinate elements

Question 19

Preoperational Thinking
Children also have trouble grasping these concepts:
Seriation:

Answer 19

the ability to put things in order according to some principle, such as size

Question 20

the ability to put things in order according to some principle, such as size

Answer 20

―identity constancy‖

Question 21

A person’s core ―self‖ stays the same despite changes in

Answer 21

external appearance.

Question 22

The belief that inanimate objects are alive

Answer 22

Animism

Question 23

The belief that humans make everything in nature

Answer 23

Artificialism

Question 24

An inability to understand another’s perspective

Answer 24

Egocentrism

Question 25

Transition from preoperations to concrete operations develops gradually (5–7), but by age 8 children are firmly in this stage.

Answer 25

Understand conservation tasks
Understand identity constancy
Look beyond immediate appearances
Begin to understand principles of basic math

Question 26

Should the pre-operational and concrete operational stages be classified as different stages?

Answer 26

Skills appear gradually!

Question 27

Piaget overstated

Answer 27

egocentric thinking.

Question 28

Culture has an influence on the timing of

Answer 28

learning certain tasks.

Question 29

Piaget did not believe in active teaching; he believed children would automatically grow out of their

Answer 29

preoperational worldview.

Question 30

Human interaction promotes learning and cognitive growth.
Zone of Proximal Development
Scaffolding
Learning is bidirectional.

Answer 30

Lev Vygotsky: A Different View of Cognitive Growth

Question 31

Tips for Effective Scaffolding

Answer 31

First and foremost, foster a secure attachment.
Break larger cognitive tasks into smaller, more manageable steps.
When child makes a mistake, give nonthreatening feedback.
Continue helping until child has mastered concept, then move on.
Set an overall framework for the learning task and build in motivation.

Question 32

Looks at specific skills such as the development of memory, concentration, and the ability to inhibit and control our actions
Mental growth occurs gradually, not in stages.
Attempts to decode the ―processing steps‖ involved in thinking
Explores the development of memory and executive functions

Answer 32

Cognitive Development: Information-Processing Perspective

Question 33

Holds about 7 bits of information

Keeps information in awareness; we either process information or discard it

Answer 33

Working Memory

Question 34

allows us to focus on important material to prepare for permanent storage

Answer 34

Executive processor:

Question 35

Allows for new understanding at around 7–8 (concrete operations)

Answer 35

Memory bin capacity expands between ages 2–7.

Question 36

any frontal-lobe ability that allows us to inhibit our responses and to plan and direct our thinking
Rehearsal
Selective Attention
Inhibition

Answer 36

Executive Functions:

Question 37

Attention Deficit/Hyperactivity Disorder (ADHD)

Answer 37

Characteristics:
Excessive restlessness
Easily distracted
Difficulties focusing
Usually diagnosed in elementary school
Most often diagnosed in boys
More often diagnosed in the United States

Question 38

psycho-stimulant medications

Best when used with reinforcement for appropriate behavior

Answer 38

Standard treatment:adhd

Question 39

Provide nondistracting environment that demands selective attention (e.g., homework)

Answer 39

Foster best person−environment fit

Question 40

Interventions for ADHD

Answer 40

Reduce distractions.
Allow special time for exercise.
Give the child special time and help with activities that demand several steps.
Minimize the need to multitask.
Consider psycho-stimulant medication.
Avoid power assertion. Do not define your child as a ―bad kid.‖

Question 41

Language

Vygotsky

Answer 41

Emphasized language as being front and center of everything we learn

Question 42

inner speech:

Answer 42

repeating information silently or ―out loud‖ in order to regulate behavior or to master cognitive challenges

Question 43

Young children speak ―out loud‖ to monitor

Answer 43

their behavior.

Question 44

Developing Speech

By age 2, children begin to put together

Answer 44

words

Question 45

individual word sounds of language (e.g., in English, ―c‖ sound for cat)

Answer 45

Phonemes

Question 46

the basic meaning units of language
Coded by ―mean length of utterance‖ (MLU)
―Me want juice‖ = 3 MLU’s

Answer 46

Morphemes

Question 47

System of grammatical rules in a particular language

Answer 47

Syntax

Question 48

understanding word meanings
About 10,000 words at age 6
Vocabulary continues to grow throughout life.

Answer 48

Semantics

Question 49

Puts irregular ―pasts‖ and ―plurals‖ into regular form

―If I walked, I also must have runned and swimmed.‖

Answer 49

Overregularization

Question 50

Applies verbal labels too broadly/narrowly

Answer 50

Over/underextensions

Question 51

Recollections of events and experiences that make up one’s life history
Scaffolded through past-talk conversations
Becomes more elaborate as children move from preschool to elementary school
Use experiences to connect with others

Answer 51

Autobiographical Memory

Question 52

The understanding that other people have different beliefs and perspectives from one’s own
Emerges about age 4–5
Typical in Western cultures
Researchers use ―False-Belief‖ studies

Answer 52

Theory of Mind

Question 53

Early development of Theory of Mind

Answer 53

Having older siblings
Advanced intellectual development
Bilingual preschoolers

Question 54

Later development of Theory of Mind

Answer 54

Frontal lobe damage

Autism ―mindblindness‖