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Developmental Psychology > PART 7. PHYSICAL & COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD > Flashcards

PART 7. PHYSICAL & COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD Flashcards

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1
Q

True or False. In early childhood, kids usually gain weight and grow slower.

A

False. In early childhood, kids slim down and shoot up.

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2
Q

True or False. In early childhood, kids need lesser people.

A

True

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3
Q

It is the repeated urination in clothing or in bed.

A

enuresis

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4
Q

True or False. At about 3 to 6 years old, there is rapid brain growth in the back areas that regulates planning and goal setting.

A

False. At about 3 to 6 years old, there is rapid brain growth in the FRONTAL areas that regulates planning and goal setting.

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5
Q

It is the thick band of nerve fibers that connects both hemispheres of the brain.

A

corpus callosum

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6
Q

This is the preference for using a certain hand.

A

handedness

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7
Q

She studied about 1 million children’s drawing to know more on early graphic expression.

A

Rhoda Kellog

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8
Q

It is the abnormal immune system response to a specific food.

A

food allergy

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9
Q

This is the 2nd stage of Piaget’s theory in which symbolic thought expands but children cannot yet use logic.

A

preoperational stage

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10
Q

A cognitive advance during early childhood wherein kids do not need sensorimotor contact in order to think about an object, person, or event.

A

Use of symbols

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11
Q

A cognitive advance during early childhood wherein kids can imagine that objects or people have properties other than they actually have.

A

Use of symbols

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12
Q

A cognitive advance during early childhood that is marked by kids’ awareness that superficial alterations do not change the nature of things.

A

Understanding of identities

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13
Q

A cognitive advance during early childhood wherein kids realize that events have causes.

A

Understanding of cause and effect (causality)

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14
Q

A cognitive advance during early childhood in which kids organize, objects, people, and events into meaningful categories.

A

Ability to classify

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15
Q

A cognitive advance during early childhood that is indicated by children’s ability to count and deal with numbers.

A

Understanding of number

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16
Q

A cognitive advance during early childhood that is characterized by children’s capability to imagine how others might feel.

A

Empathy

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17
Q

A cognitive advance during early childhood that is marked by kids becoming more aware of mental activity and the functioning of the mind.

A

Theory of mind

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18
Q

A limitation of a preoperational child wherein they focus on one aspect and neglect others.

A

centration: inability to decenter

“lacks concept of conservation”

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19
Q

This is a limitation of a preoperational child wherein they fail to understand that some actions can be reversed, restoring the original situation.

A

irreversibility

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20
Q

It is a limitation of a preoperational child in which they are not able to understand the significance of the transformation between states.

A

focus on stress rather than transformation

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21
Q

A limitation of a preoperational child wherein kids do not use deductive or inductive reasoning. Instead, they jump from one event to another and see cause where none exists.

A

transduction or transductive reasoning

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22
Q

This is a limitation of a preoperational child wherein they assume everyone else thinks, perceives, and feels as they do.

A

egocentrism (a form of centration)

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23
Q

This is a limitation of a preoperational child wherein kids attribute life to object not alive.

A

animism

24
Q

This is a limitation of a preoperational child marked by children’s confusion on what is real with outward appearance.

A

inability to distinguish appearance from reality

25
Q

Refers to the ability to use mental representations to which a child has attached meaning.

A

symbolic functioning

26
Q

It is playing with imaginary people and situations. Also called fantasy play, dramatic play, imaginative play.

A

pretend play

27
Q

It is the concept of comparing quantities that seem to begin around 9 to 11 months.

A

ordinality

28
Q

Ability to think simultaneously about several parts of a situation.

A

decenter

29
Q

The awareness that 2 objects remain equal as long as nothing has been added or taken away.

A

conservation

30
Q

This is the memory process that records information.

A

encoding

31
Q

This is the memory process which saves information for future use.

A

storage

32
Q

This is the memory process that recovers stored information.

A

retrieval

33
Q

Is a short-term memory that is characterized by active, temporary memory that stores information for a short period of time (15-25 seconds).

A

working memory

34
Q

This is an initial, brief, temporary storage of information lasting only in an instant.

A

sensory memory

35
Q

It is the memory that stores information on a relatively permanent basis, although it might be difficult to retrieve.

A

long-term memory

36
Q

A memory task in which specific information must be retrieved.

A

recall

37
Q

A memory task in which individuals recognize and identify an option from a list of alternatives.

A

recognition

38
Q

It pertains to the recollection of circumstances and episodes from our lives.

A

autobiographical memory

39
Q

This is the conscious control of thoughts, emotions, and actions to accomplish goals or solve problems.

A

executive functioning

40
Q

In Baddley’s model, element of working memory that controls the processing of information.

A

central executive

41
Q

Conservation tasks

A 
number
length
liquid
matter (mass)
weight
area
volume
42
Q

A memory that produces scripts of familiar routines to guide behavior.

A

generic memory

43
Q

It is a genreally remembered outline of a familiar, repeated event used to guide behavior.

A

script

44
Q

A long-term memory of specific event linked to time and place.

A

episodic memory

45
Q

A model based on Vygotsky’s theory, that proposes kids construct autobiographical memory through conversation with adults about shared events.

A

social interaction model

46
Q

This promotes talk autobiographical memory.

A

elaborative talks

low elaborative styles
high elaborative styles

47
Q

This scale is for ages 2 and above that measure fluid reasoning, knowledge, quantitative reasoning, visual spatial processing, and working memory.

A

Stanford-Binet Intelligence Scale

48
Q

This scale is for ages 2 1/2 to 7 years that yields verbal and performance scores as well as a combined score.

A

Wechlser Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)

49
Q

It is the process by which a child absorbs the meaning of a new word after hearing it once or twice in a conversation.

A

fast mapping

50
Q

A practical knowledge needed to use language for communicative processes.

A

pragmatics

51
Q

A speech intended to be understood by a listener.

A

social speech

52
Q

A speech indicated by talking aloud to oneself with no intent to communicate with others.

A

private speech

53
Q

It is the development of fundamental skills that eventually lead to being able to read.

A

emergent literacy

54
Q

2 Types of Prereading Skills

A
  1. oral language skills

2. specific phonological skills

55
Q

The type of preschool that is based on the belief that kid’s natural intelligence involves rational, spiritual, and empirical aspects. Here, it is important that children learn at their own pace.

A

Montessori method by Maria Montessori

56
Q

The type of preschool wherein teachers follow children’s interests and supports them in exploring and investigating ideas through words, movements, dramatic plays, and music.

A

Reggio Emilia Approach

57
Q

This program is for kids who would enter school poorly prepared to learn.

A

Compensatory Preschool Programs

Developmental Psychology (15 decks)

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