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Developmental Psychology Preliminary Exam > Middle and Late Childhood > Flashcards

Middle and Late Childhood Flashcards

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1
Q

this period of calm before rapid growth spurt of adolescence. During the elementary school years children grow an average of 2 to 3 inches a year until, at the age of 11, the average girl is 4 feet 10 inches tall, and the average boy is 4 feet, 9 inches tall.

A. Body Growth and Change
B. Consequences of being Overweight
C. Cardiovascular Disease
D. Cancer

A

A. Body Growth and Change

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2
Q

The increase in overweight children in recent decades is cause of the great concern because being overweight raises the risk for many medical and psychological problems.

A. Body Growth and Change
B. Consequences of being Overweight
C. Cardiovascular Disease
D. Cancer

A

B. Consequences of being Overweight

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3
Q

is uncommon in children. Nonetheless, environmental experiences and behavior in the childhood years can sow the seeds for cardiovascular disease in adulthood.

A. Body Growth and Change
B. Consequences of being Overweight
C. Cardiovascular Disease
D. Cancer

A

C. Cardiovascular Disease

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4
Q

is the second leading cause of death in U.S children 5 to 14 years of age. One in every 330 children in the United States develops cancer before the age of 19.

A. Body Growth and Change
B. Consequences of being Overweight
C. Cardiovascular Disease
D. Cancer

A

D. Cancer

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5
Q

is a category reserved for individuals who have severe impairment in their ability to read and spell.

A. Dyslexia
B. Dysgraphia
C. Dyscalculia
D. Attention Deficit Hyperactivity Disorder

A

A. Dyslexia

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6
Q

is a learning disability that involves difficulty in handwriting.

A. Dyslexia
B. Dysgraphia
C. Dyscalculia
D. Attention Deficit Hyperactivity Disorder

A

B. Dysgraphia

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7
Q

also knows as developmental arithmetic disorder.

A. Dyslexia
B. Dysgraphia
C. Dyscalculia
D. Attention Deficit Hyperactivity Disorder

A

C. Dyscalculia

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8
Q

is a disability in which children consistently show one or more the following characteristics over a period of time. Inattention, hyperactivity, impulsively. A. Dyslexia B. Dysgraphia C. Dyscalculia D. Attention Deficit Hyperactivity Disorder

A

D. Attention Deficit Hyperactivity Disorder

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9
Q

Consisting of serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters as well as other inappropriate socioemotional characteristics.

A. Emotional And Behavioral Disorder
B. Autism Spectrum Disorders
C. Autistic Disorder
D. Asperger Syndrome

A

A. Emotional And Behavioral Disorder

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10
Q

also called pervasive developmental disorders, range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome.

A. Emotional And Behavioral Disorder
B. Autism Spectrum Disorders
C. Autistic Disorder
D. Asperger Syndrome

A

B. Autism Spectrum Disorders

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11
Q

is a developmental autism spectrum disorder that has its onset during the first three years of life and includes deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior.

A. Emotional And Behavioral Disorder
B. Autism Spectrum Disorders
C. Autistic Disorder
D. Asperger Syndrome

A

C. Autistic Disorder

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12
Q

is a relatively mild autism spectrum disorder in which the child has relatively good verbal language skills, milder nonverbal language problems and a restricted range of interests and relationships.

A. Emotional And Behavioral Disorder
B. Autism Spectrum Disorders
C. Autistic Disorder
D. Asperger Syndrome

A

D. Asperger Syndrome

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13
Q

is a written statement that spells out a program that is specifically tailored for the student with a disability.

A. Individualized Education Plan
B. Least Restrictive Environment
C. Inclusion

A

A. Individualized Education Plan

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14
Q

is a setting that is similar as possible to the one in which children who do not have a disability are educated.

A. Individualized Education Plan
B. Least Restrictive Environment
C. Inclusion

A

B. Least Restrictive Environment

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15
Q

describes educating a child with special educational needs full time in the regular classroom.

A. Individualized Education Plan
B. Least Restrictive Environment
C. Inclusion

A

C. Inclusion

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16
Q

a relatively permanent and unlimited type of memory increases with age during middle and late childhood.

A. Long-term memory
B. Strategies
C. Working memory

A

A. Long-term memory

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17
Q

which consist of deliberate mental activities to improve the processing information.

A. Long-term memory
B. Strategies
C. Working memory

A

B. Strategies

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18
Q

is a kind of mental “workbench” where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language.

A. Long-term memory
B. Strategies
C. Working memory

A

C. Working memory

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19
Q

States that memory is best to understood by considering two types of memory representations.

A. Fuzzy Trace Theory
B. Thinking
C. Verbatim

A

A. Fuzzy Trace Theory

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20
Q

are the cognitive abilities needed to control our thoughts, emotions, and actions. This topic aims to increase understanding about how these functions develop, their role and their impact on a person’s social, emotional, and intellectual life, from early childhood to adulthood.

A. Executive function
B. Critical thinking
C. Creative Thinking

A

A. Executive function

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21
Q

involves thinking reflectively and productively and evaluating evidence.

A. Executive function
B. Critical thinking
C. Creative Thinking

A

B. Critical thinking

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22
Q

is the ability to think in novel and unusual ways and to come up with unique solutions to problems.

A. Executive function
B. Critical thinking
C. Creative Thinking

A

C. Creative Thinking

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23
Q

Produces one correct answer and characterizes the kind of thinking that is required on conventional test of intelligence.

A. Convergent thinking
B. Divergent thinking
C. Scientific thinking

A

A. Convergent thinking

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24
Q

Produces many different answers to the same question and characterizes creativity.

A. Convergent thinking
B. Divergent thinking
C. Scientific thinking

A

B. Divergent thinking

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25
Q

like scientist, children ask fundamental questions about reality and seek answers to problems that may seem utterly trivial or unanswerable to many adults.

A. Convergent thinking
B. Divergent thinking
C. Scientific thinking

A

C. Scientific thinking

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26
Q

The cognition about cognition or knowing about knowing.

A. Metacognition
B. Intelligence

A

A. Metacognition

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27
Q

The ability to solve problems and to adapt and learn from experiences.

A. Metacognition
B. Intelligence

A

B. Intelligence

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28
Q

This Consist of: Analytical Intelligence, Creative Intelligence, Practical Intelligence.

A. Triarchic Theory of Intelligence by Robert Sternberg
B. Gardner’s Eight Frames of Mind
C. Three Criteria of Gifted Children by Ellen Winner

A

A. Triarchic Theory of Intelligence by Robert Sternberg

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29
Q

Consist of: Verbal, Mathematical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist

A. Triarchic Theory of Intelligence by Robert Sternberg
B. Gardner’s Eight Frames of Mind
C. Three Criteria of Gifted Children by Ellen Winner

A

B. Gardner’s Eight Frames of Mind

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30
Q

Consist of: Precocity, A passion to master, marching to their own drummer

A. Triarchic Theory of Intelligence by Robert Sternberg
B. Gardner’s Eight Frames of Mind
C. Three Criteria of Gifted Children by Ellen Winner

A

C. Three Criteria of Giften Children by Ellen Winner

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31
Q

A condition of limited mental ability in which the individual has a low IQ, has difficulty adapting to the demands of everyday life, first exhibits these characteristics by age 18.

A. Intellectual Disability
B. Organic Intellectual Disability
C. Giftedness

A

A. Intellectual Disability

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32
Q

Describes a genetic disorder or a lower level of intellectual caused by brain damage.

A. Intellectual Disability
B. Organic Intellectual Disability
C. Giftedness

A

B. Organic Intellectual Disability

33
Q

There have always been people whose abilities and accomplishments outshine those of others. The whiz kid in class, the star athlete, the natural musician.

A. Intellectual Disability
B. Organic Intellectual Disability
C. Giftedness

A

C. Giftedness

34
Q

Gifted children are precocious.

A. Precocity
B. A passion to Master
C. Marching to their own drummer

A

A. Precocity

35
Q

Gifted children are driven to understand the domain in which they have high ability.

A. Precocity
B. A passion to Master
C. Marching to their own drummer

A

B. A passion to Master

36
Q

Gifted children learn in a qualitatively different way from ordinary children. One way that they march to a different drummer is that they need minimal help, or scaffolding, from the adults to learn.

A. Precocity
B. A passion to Master
C. Marching to their own drummer

A

C. Marching to their own drummer

37
Q

Is a knowledge about language.

A. Metalinguistic Awareness
B. Whole Language Approach
C. Phonics Approach

A

A. Metalinguistic Awareness

38
Q

Stresses that reading instructions should parallel children’s natural language learning.

A. Metalinguistic Awareness
B. Whole Language Approach
C. Phonics Approach

A

B. Whole Language Approach

39
Q

Emphasizes that reading instruction should teach basic rules for translating written symbols into sounds.

A. Metalinguistic Awareness
B. Whole Language Approach
C. Phonics Approach

A

C. Phonics Approach

40
Q

The social cognition process involved in assuming the perspective of others and understanding their thoughts and feelings, improves.

A. Perspective Taking
B. Self-Esteem
C. Self-Concept
D. Self-Efficiently
E. Self-Regulation

A

A. Perspective Taking

41
Q

Refers to global evaluations of the self, it is also called self-worth or self-image.

A. Perspective Taking
B. Self-Esteem
C. Self-Concept
D. Self-Efficiently
E. Self-Regulation

A

B. Self-Esteem

42
Q

Refers to domain specific evaluations of the self.

A. Perspective Taking
B. Self-Esteem
C. Self-Concept
D. Self-Efficiently
E. Self-Regulation

A

C. Self-Concept

43
Q

the belief that one can master a situation and produce favorable outcomes.

A. Perspective Taking
B. Self-Esteem
C. Self-Concept
D. Self-Efficiently
E. Self-Regulation

A

D. Self-Efficiently

44
Q

One of the most important aspects of the self in middle and late childhood is an increased capacity for self-regulation.

A. Perspective Taking
B. Self-Esteem
C. Self-Concept
D. Self-Efficiently
E. Self-Regulation

A

E. Self-Regulation

45
Q

is the lowest level of moral reasoning in Kohlberg’s theory and consist of two stages.

A. Preconventional Reasoning
B. Conventional Reasoning
C. Post-conventional Reasoning

A

A. Preconventional Reasoning

46
Q

is the second or intermediate, level in Kohlberg’s theory of moral development. Individuals abide by certain standards, but they are the standards of others, such as parents or the laws of society.

A. Preconventional Reasoning
B. Conventional Reasoning
C. Post-conventional Reasoning

A

B. Conventional Reasoning

47
Q

Is the third and highest level in Kohlberg’s theory. At this level, morality is more internal.

A. Preconventional Reasoning
B. Conventional Reasoning
C. Post-conventional Reasoning

A

C. Post-conventional Reasoning

48
Q

is the first Kohlberg stage of moral development. At this stage, moral thinking is often tied to punishment.

A. Stage 1: Heteronomous Morality
B. Stage 2: Individualism
C. Stage 3: Mutual Interpersonal Expectations

A

A. Stage 1: Heteronomous Morality

49
Q

instrumental purpose, and exchange. Is the second stage of Kohlberg’s theory. At this stage, individuals pursue their own interests but also let others do the same.

A. Stage 1: Heteronomous Morality
B. Stage 2: Individualism
C. Stage 3: Mutual Interpersonal Expectations

A

B. Stage 2: Individualism

50
Q

Relationships, and interpersonal conformity. Is Kohlberg’s third stage of moral development. At this stage, individuals value trust, caring, and loyalty to others as a basis of moral judgments.

A. Stage 1: Heteronomous Morality
B. Stage 2: Individualism
C. Stage 3: Mutual Interpersonal Expectations

A

C. Stage 3: Mutual Interpersonal Expectations

51
Q

Is the fourth stage in Kohlberg’s theory of moral development. At this stage, moral judgments are based on understanding the social order, law, justice, and duty.

A. Stage 4: Social System Morality
B. Stage 5: Social Contract or Utility and Individual Rights
C. Stage 6: Universal Ethical Principles

A

A. Stage 4: Social System Morality

52
Q

Is the fifth in Kohlberg stage. At this stage, individuals reason that values, rights, and principles undergird or transcend the law.

A. Stage 4: Social System Morality
B. Stage 5: Social Contract or Utility and Individual Rights
C. Stage 6: Universal Ethical Principles

A

B. Stage 5: Social Contract or Utility and Individual Rights

53
Q

Is the sixth in Kohlberg’s theory of moral development. At this stage, the person has developed a moral standard based on universal human rights.

A. Stage 4: Social System Morality
B. Stage 5: Social Contract or Utility and Individual Rights
C. Stage 6: Universal Ethical Principles

A

C. Stage 6: Universal Ethical Principles

54
Q

Kohlberg’s theory has been criticized for placing too much emphasis on moral thought and not enough emphasis on moral behavior.

A. Moral Thought and Moral Behavior
B. Conscious vs Unconscious
C. The Role of Emotions
D. Culture and Moral Reasoning
E. Families and Moral Development

A

A. Moral Thought and Moral Behavior

55
Q

Social psychologist Jonathan Haidt argues that a major flaw in Kohlberg’s theory is his view that moral thinking is deliberative and that individuals go around all the time contemplating and reasoning about morality.

A. Moral Thought and Moral Behavior
B. Conscious vs Unconscious
C. The Role of Emotions
D. Culture and Moral Reasoning
E. Families and Moral Development

A

B. Conscious vs Unconscious

56
Q

Kohlberg argued that emotion has negative effects on moral reasoning.

A. Moral Thought and Moral Behavior
B. Conscious vs Unconscious
C. The Role of Emotions
D. Culture and Moral Reasoning
E. Families and Moral Development

A

C. The Role of Emotions

57
Q

Kohlberg emphasized that his stages of moral reasoning are universal, but some critics claim his theory is culturally biased.

A. Moral Thought and Moral Behavior
B. Conscious vs Unconscious
C. The Role of Emotions
D. Culture and Moral Reasoning
E. Families and Moral Development

A

D. Culture and Moral Reasoning

58
Q

Kohlberg argued that family processes are essentially unimportant in children’s moral development.

A. Moral Thought and Moral Behavior
B. Conscious vs Unconscious
C. The Role of Emotions
D. Culture and Moral Reasoning
E. Families and Moral Development

A

E. Families and Moral Development

59
Q

The most publicized criticism of Kohlberg’s theory has come from Carol Gilligan, who argues that Kohlberg’s theory reflects as gender bias.

A. Gender and Care Perspectives
B. Domain Theory of Moral Development
C. Social Conventional Reasoning
D. Prosocial Behavior

A

A. Gender and Care Perspectives

60
Q

States that there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains.

A. Gender and Care Perspectives
B. Domain Theory of Moral Development
C. Social Conventional Reasoning
D. Prosocial Behavior

A

B. Domain Theory of Moral Development

61
Q

Focuses on conventional rules that have been established by social consensus in order to control behavior and maintain social system.

A. Gender and Care Perspectives
B. Domain Theory of Moral Development
C. Social Conventional Reasoning
D. Prosocial Behavior

A

c. Social Conventional Reasoning

62
Q

Whereas Kohlberg’s and Gilligan’s theories have focused primarily on the develop moral reasoning, the study of prosocial moral behavior has placed more emphasis on the behavioral aspects of moral development.

A. Gender and Care Perspectives
B. Domain Theory of Moral Development
C. Social Conventional Reasoning
D. Prosocial Behavior

A

D. Prosocial Behavior

63
Q

Individuals have a moral identity when moral notions and moral commitments are central to their lives.

A. Moral Identity
B. Moral Character
C. Moral Exemplars
D. Gender Stereotypes

A

A. Moral Identity

64
Q

A person with moral character has the willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally.

A. Moral Identity
B. Moral Character
C. Moral Exemplars
D. Gender Stereotypes

A

B. Moral Character

65
Q

Are people who have lived exemplary moral lives.

A. Moral Identity
B. Moral Character
C. Moral Exemplars
D. Gender Stereotypes

A

C. Moral Exemplars

66
Q

Are broad categories that reflect general impressions and beliefs about females and males.

A. Moral Identity
B. Moral Character
C. Moral Exemplars
D. Gender Stereotypes

A

D. Gender Stereotypes

67
Q

Are frequently nominated as a best friend and are rarely disliked by their peers.

A. Popular Children
B. Average Children
C. Neglected Children
D. Rejected Children
E. Controversial Children

A

A. Popular Children

68
Q

Receive an average number of both positive and negative nominations from their peers.

A. Popular Children
B. Average Children
C. Neglected Children
D. Rejected Children
E. Controversial Children

A

B. Average Children

69
Q

Are infrequently nominated as a best friend but are not disliked by their peers.

A. Popular Children
B. Average Children
C. Neglected Children
D. Rejected Children
E. Controversial Children

A

C. Neglected Children

70
Q

Are infrequently nominated as someone’s best friend and are actively disliked by their peers.

A. Popular Children
B. Average Children
C. Neglected Children
D. Rejected Children
E. Controversial Children

A

D. Rejected Children

71
Q

Are frequently nominated both as someone’s best friend and as being disliked.

A. Popular Children
B. Average Children
C. Neglected Children
D. Rejected Children
E. Controversial Children

A

E. Controversial Children

72
Q

Friendship provides children with a familiar partner, playmate, someone who is willing to spend time with them and join in collaborative activities.

A. Companionship
B. Stimulation
C. Physical Support

A

A. Companionship

73
Q

Friendship provides children with interesting information, excitement, and amusement.

A. Companionship
B. Stimulation
C. Physical Support

A

B. Stimulation

74
Q

friendship provides time, resources, and assistance.

A. Companionship
B. Stimulation
C. Physical Support

A

C. Physical Support

75
Q

friendship provides the expectation of support, encouragement, and feedback, which helps the children maintain an impressed themselves as competent, attractive, and worthwhile individuals.

A. Ego Support
B. Social Comparison
C. Affection and Intimacy

A

A. Ego Support

76
Q

friendship provides information about where the child stands vis-a-vis others and whether the child is doing okay.

A. Ego Support
B. Social Comparison
C. Affection and Intimacy

A

B. Social Comparison

77
Q

friendship provides children with warm, close, trusting relationship with another individual. Intimacy in friendship is characterized by self-disclosure and the sharing of private thoughts.

A. Ego Support
B. Social Comparison
C. Affection and Intimacy

A

C. Affection and Intimacy

78
Q

is a learner centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher.

A. Constructivist Approach
B. Direct Instruction Approach

A

A. Constructivist Approach

79
Q

is a structured, teacher centered approach that is characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on academic tasks and efforts by the teacher to keep negative affect to a minimum.

A. Constructivist Approach
B. Direct Instruction Approach

A

B. Direct Instruction Approach

Developmental Psychology Preliminary Exam (14 decks)

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