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Developmental Psychology > Middle and Late Childhood > Flashcards

Middle and Late Childhood Flashcards

Physical change

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1
Q

Linked to cognitive development?

A

Changes in brain

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2
Q

It is responsible for attention, reasoning, and cognitive control.

A

Prefrontal cortex

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3
Q

It is process in which areas of the brain that are not being used lose synaptic connections, and areas that are used show increased connections.

A

Synaptic Pruning

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4
Q

During middle and late childhood, children’s motor skills become more?

A

Refined and Coordinated

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5
Q

Linked to children’s cognitive skills?

A

Aerobics exercise

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6
Q

Health Illness and Disease

A

Accidents and injuries
Overweight children
Cause of children being overweight
Consequences of being overweight
Intervention programs
Cardiovascular disease
Asthma

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7
Q

The ability to focus cognitive activity on the important elements of a problem or situation.

A

Selective attention

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8
Q

Part of the brain where sensory, motor and intellectual functions are linked-are myelinated

A

Association areas

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9
Q

Ability to identify and act on relationships between objects in space.

A

Spatial perception

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10
Q

Ability to identify right and left from
multiple perspectives.

A

Relative right–left orientation

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11
Q

Ability to infer rules from and make predictions about
the movement of objects in space

A

Spatial cognition

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12
Q

Ability to infer rules from and make predictions about
the movement of objects in space

A

Spatial cognition

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13
Q

Difficulty in understanding or using spoken or
written language or in doing mathematics, and the difficulty can appear in listening, thinking, reading, writing, and spelling.

A

Specific Learning Disability

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14
Q

individuals who have a severe impairment in their ability to read and spell.

A

Dyslexia

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15
Q

a learning disability that involves difficulty in handwriting

A

Dysgraphia

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16
Q

also known as developmental arithmetic disorder, is a learning disability that involves difficulty in math computation

A

Dyscalculia

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17
Q

disability in which children consistently show one or more of the following characteristics:

  1. inattention
  2. hyperactivity
  3. impulsivity
A

Attention Deficit Hyperactivity Disorder (ADHD)

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18
Q

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

A

Emotional and Behavioral Disorders

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19
Q

also called pervasive developmental
disorders.

A

Autism Spectrum Disorders (ASD)

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20
Q

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

A

Autistic Disorder

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21
Q

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 ralationships.

A

Asperger Syndrome

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22
Q

internal cognitive structure that provides an individual with a procedure to follow in a specific circumstance.

A

Scheme.

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23
Q

it is the process of using schemes to make sense of
experiences

A

Assimilation

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24
Q

involves changing the scheme as a result of
some new information acquired through
assimilation

A

accommodation

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25
Q

it is the process of balancing assimilation and
accommodation to create schemes that fit the
environment.

A

Equilibration

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26
Q

during which 6- to 12-year-olds begin to think
logically and become capable of solving problems

A

Concrete Operational Stage

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27
Q

in which adolescents learn to think logically about
abstract ideas and hypothetical situations. (12 yrs and
above)

A

Formal operational stage

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28
Q

A theory of learning that explains how stimuli that enter our memory systems are selected and organized for storage and retrieved from memory.

A

Information-processing

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29
Q

Conscious control of thoughts, emotions, and
actions to accomplish goals or solve problems.

A

Executive Function

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30
Q

The process by which information is initially encoded, stored, and retrieved.

A

Memory

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31
Q

Memory Process

A

Encoding
Consolidation
Storage
Retrieval

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32
Q

Recording in memory

A

Encoding

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33
Q

Strengthening memories

A

Consolidation

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34
Q

Saved in memories

A

Storage

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35
Q

Brought into awareness

A

Retrieval

36
Q

Memory Development

A

Sensory memory
Working memory
Short-term memory
Long-term memory

37
Q

Brief storage of sensory information

A

Sensory memory

38
Q

Actively using memory for tasks

A

Working memory

39
Q

Holding small bits of information for
a short time

A

Short-term memory

40
Q

Permanent storage of information

A

Long-term memory

41
Q

Memory strategies

A

Mnemonic devices
Metamemory
Fuzzy trace theory

42
Q

A strategy to aid memory

A

Mnemonic devices

43
Q

Mnemonic devices

A

External Memory Aids
Organization
Rehearsal
Elaboration

44
Q

Using tools such notes and lists

A

External Memory Aids

45
Q

Repeating information

A

Rehearsal

46
Q

Grouping similar information

A

Organization

47
Q

Adding meaning or associations
to information

A

Elaboration

48
Q

•Awareness of one’s own memory abilities and processes
•Helps children monitor their memory and improve retention

A

Metamemory

49
Q

Cognitive theory that explains how people
process and store memories

A

Fuzzy Trace Theory

50
Q

The precise, detailed recollection of information

A

Verbatim memory trace

51
Q

Involves remembering the general meaning of
an experience, without focusing on the exact details

A

Gist memory

52
Q

It focuses on the physical and mental aspects of our
bodies. This includes our reflexes which occur when
certain stimuli trigger an instinctive response. He also
discusses how we adapt to certain situations using
assimilation and accomodation.

A

Biological Approach

53
Q

The succession of stages involves the movement
through four stages that Piaget has set and defined.
Children must move through these stages during their
childhood. These include Sensorimotor, Preoperational, Concreteoperational, and Formal operational.

A

Succession of stages

54
Q

Piaget defined _________ as something actively
constructed by individuals through their interaction
with the would. It evolves thru processes like
assimilation and accommodation, becoming more
complex as people progress through different cognitive
stages.

A

Knowledge

55
Q

Piaget focuses on the highest level of functioning that can occur at a specific stage. Although Piaget has approximate ages assigned to stages, a child’s competence is only measured by what stage they are in, not by age. If the child can only perform tasks that are at the preoperational stage, that is the highest level the child is at regardless of age.

A

Intellectual Competence

56
Q

Refers to individuals whose intellectual abilities fall significantly above or below the average range

A

Extremes of intelligence

57
Q

Children with significantly above- average intelligence (usually an IQ of 130 or higher) often require educational programs to keep them engaged and challemged.

A

Intellectual giftedness

58
Q

Children with low intellectual functioning face challemges in both academic and social areas, requiring tailored educational support and
services to succeed.

A

Intellectual Disabilities

59
Q

Children also make progress in understanding how to use language in culturally appropriate ways—a process called _________

A

Pragmatics

60
Q

it stresses that reading instruction should parallel children’s natural language learning.

A

Whole-language approach

61
Q

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

A

Phonics approach

62
Q

Children develop a sense of their own competence through the achievement of culturally defined learning goals.

A

Industry vs. Inferiority

63
Q

the origin of the differences in emotional responses to childhood experiences that shape development and self-perceived competence.

A

trait perspective’s theory

64
Q

stable pattern of responding to situations.

A

Trait

65
Q

Five Personality Range

A

Openness
Conscientiousness
Extroversion
Agreeableness
Neuroticism

66
Q

__________ proposed that the emotions described by
psychoanalytic theorists and the stable patterns of responding that have been identified by trait theorists, together with cognitive factors, constitute one of three interactive components that influence social and personality development. ______ referred to this component as the person/personal component.

A

Albert Bandura

67
Q

personal, behavioral, and environmental components interact in a pattern, with each of the three components influencing and being influenced by each other.

A

Reciprocal determinism

68
Q

Bandura’s Theory

A

Behavior >Environment>Personal

69
Q

domain specific evaluations of the self ( academic, athletic , appearance and so on)

A

Self concept

70
Q

Self concept include two new components:

A

Psychological Self
Personality traits

71
Q

-starts to understand their own personality and abilities
-basic information about their unique characteristics
- self-judgments of competency

A

Psychological Self

72
Q

-This is the belief that one can master a situation and produce favorable outcomes
-an individual’s belief in her capacity to cause an intended event to occur.

A

Self-efficacy

73
Q

child can have an accurate view of her personality traits, and even have a solid sense of self-efficacy, but still fail to value herself as an individual. Developmentalists have studied another aspect of self-concept development in middle childhood, the emergence of the valued self.

A

Valued Self

74
Q

global evaluations of the self; it is also called self-worth or self-image (a child may perceive that she is not merely a person but a ‘good’ person).

A

Self-esteem

75
Q

These are important characteristics of children’s wellbeing

A

Self-efficacy and Self-esteem

76
Q

domain-specific evaluations of the self (academic, athletic, appearance, and so on).

A

Self-concept

77
Q

refers to the different psychological processes that
influence how people process, interpret, and respond to social signals. These processes allow people to understand social behavior and respond in ways that are appropriate and beneficial.

A

Social Cognition

78
Q

children grow up receiving praise for mediocre or even poor performance which is can lead to ______

A

Inflated self-esteem

79
Q

Advances of social cognition

A
  1. Neuroscientific insights
  2. Theories of mind
  3. Emotional intelligence
  4. Stereotyping
  5. Social media and online interactions
  6. Cross cultural perspectives
80
Q

The ability to conform to parental standards of behavior without direct supervision.

A

Self-regulation

81
Q

one of the first to study children’s understanding of friendships.

A

Social-cognitive researcher Robert Selman

82
Q

is aimed at damaging the other person’s self- esteem or peer relationships, such as by ostracism or threats of ostracism, cruel gossip, or facial expressions of disdain.

A

Relational aggression

83
Q

aggression to get back at someone who has
hurt you.

A

Retaliatory aggression

84
Q

complex form of aggression in which a __ routinely aggresses against one or more habitual victims.

A

Bullying

85
Q

a psychological disorder in which children’s social and/or academic functioning is impaired by patterns of antisocial behavior that include bullying, destruction of property, theft, deceitfulness, and/or violations of social rules

A

Conduct disorder

86
Q

show no differences in sociability or other traits
compared to their popular peers Their status seems to be a function of the situational factors that are part of a particular context.

A

Neglected children

87
Q

• Impacts cognitive development, health, and emotional well-being
• Limited access to education, resources, and extracurricular activities

A

Poverty

Developmental Psychology (3 decks)

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