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Child Psychology > Test 1 Chapter 1-4 > Flashcards

Test 1 Chapter 1-4 Flashcards

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1
Q

Nature

A

biological endowment

genetic predisposition

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2
Q

nurture

A

environment, both physical and social, that influence our development

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3
Q

Continuous development

A

age-related changes occur gradually

tree

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4
Q

discontinuous development

A

age-related changes include occasional large shifts

caterpillar to butterfly

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5
Q

Variation

A

differences in thought and behavior within and among individuals

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6
Q

selection

A

more frequent survival and reproduction of organisms that are well adapted to their environment

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7
Q

effortful attention

A

an aspect of temperament involving voluntary control of one’s emotions and thoughts
(inhibiting impulses, controlling emotions, focusing attention)

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8
Q

sociocultural context

A

the physical social, cultural, economic and historical circumstances that make up any child’s environment

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9
Q

basic research

A

advance scientific knowledge, address the “big question”

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10
Q

applied research

A

designed to answer practical questions to improve children’s lives and experiences

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11
Q

reliability

A

the degree to which independent measurements of a given behavior are consistent

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12
Q

inter-rater reliability

A

the amount of agreement in the observations of different raters who witness the same behavior

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13
Q

test-retest reliability

A

the degree of similarity of a child’s performance on two or more occasions

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14
Q

validity

A

the degree to which a test measures what it is intended to measure

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15
Q

internal validity

A

the degree to which effects observed within experiments can be attributed to the variables that the researcher intentionally manipulated

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16
Q

external validity

A

the degree to which results can be generalized beyond the particulars of the research

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17
Q

structured interview

A

research procedure in which all participants are asked to answer the same questions

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18
Q

clinical interview

A

a procedure in which questions are adjusted in accord with the answers the interviewee provides

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19
Q

variables

A

attributes that vary across individuals and situations such as age, gender and expectations

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20
Q

correlation designs

A

studies intended to indicate how variables are related to each other

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21
Q

correlation

A

the association between two variables

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22
Q

correlation coefficient

A

a statistic that indicates the direction and strength of a correlation

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23
Q

direction-of-causation problem

A

the concept that a correlation between two variables does not indicate which, if either, is causing the other

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24
Q

third-variable problem

A

the concept that a correlation between two variables may stem from both being influenced by some third variable

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25
Q

Experimental designs

A

a group of approaches that allow inferences about causes and effects to be drawn

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26
Q

random assignment

A

a procedure in which each child has an equal chance of being assigned to each group within an experiment

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27
Q

experimental control

A

the ability of researchers to determine the specific experiences that children have during the course of an experiment

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28
Q

experimental group

A

a group of children in an experimental design who are presented the experience of interest

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29
Q

control group

A

the group of children in an experimental design who are not presented the experience of interest but in other ways are treated similarly

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30
Q

independent variable

A

the thing that is being changes

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31
Q

dependent variable

A

the thing that is being measured

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32
Q

cross-sectional design

A

a research method in which children of different ages are compared on a given behavior or characteristic over a short period of time

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33
Q

longitudinal design

A

a method of study in which the same children are studied twice or more over a substantial period of time

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34
Q

microgenetic design

A

a method of study in which the same children are studied repeatedly over a short period of time

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35
Q

DNA

A

the molecules that carry all the biochemical instructions

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36
Q

Chromosomes

A

molecules of DNA that transmit genetic information

Made up of genes

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37
Q

genes

A

sections of chromosomes that are the basic unit of heredity in all living things

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38
Q

conception

A

the union of an egg from the mother and a sperm from the father

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39
Q

gametes

A

reproductive cells that contain only half the genetic material of all the other cells in the body

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40
Q

epigenetics

A

the emergence of new structures over the course of development

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41
Q

germinal period

A

Conception-2 weeks

begins with conception and lasts until the zygote becomes implanted in the uterine wall. Rapid cell division takes place

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42
Q

embryonic period

A

3rd-8th week
following implantation, major development occurs in all the organs and systems of the body. Development takes place through the processes of cell division, cell migration, cell differentiation and cell death as well as hormonal influences

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43
Q

embryo

A

the name given to the developing organism from the 3rd-8th week of prenatal development

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44
Q

cell division

A

within 12 hours after fertilization the zygote divides into two equal parts, each containing a full complement of genetic material

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45
Q

cell migration

A

the movement of newly formed cells from their point of origin in the embryo to somewhere else

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46
Q

cell differentiation

A

after several cell divisions, cells starts to specialize in terms of both structure and function
Roughly 350 different types of cells in the human body which perform particular functions

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47
Q

stem cells

A

embryonic cells, which can develop into any type of body cell

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48
Q

apoptosis

A

genetically prorammed cell death

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49
Q

fetal period

A

9th week- birth
continued development of physical structures and rapid growth of the body. Increasing levels of behavior, sensory experience and learning

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50
Q

fetus

A

the name given to the developing organism from the 9th week to birth

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51
Q

Identical twins

A

twins that result from the splitting in half of the zygote, resulting in each of the two zygotes having exactly the same set of genes

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52
Q

fraternal twins

A

twins that result when two eggs happen to be released into the fallopian tube at the same time and are fertilized by two different sperm.
Fraternal twins have only half their genes in common

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53
Q

neural tube

A

a groove formed in the top layer of differentiated cells int he embryo that eventually becomes the brain and spinal cord

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54
Q

amniotic sac

A

a transparent, fluid-filled membrane that surrounds and protects the fetus

55
Q

placenta

A

a support organ for the fetus
it keeps the circulatory systems of the fetus and mother separate, but as a semipermeable membrane permits the exchange of some materials between them

56
Q

umbilical cord

A

a tube containing the blood vessels connecting the fetus and placenta

57
Q

cephalocaudal development

A

development that happens from head to toe

58
Q

proximodistal development

A

development happens from inward out

59
Q

habituation

A

a simple form of learning that involves a decrease in response to repeated or continued stimulation

60
Q

teratogens

A

external agents that can cause damage or death during prenatal development

61
Q

sensitive period

A

the period of time during which a developing organism is most sensitive to the effects of external factors; prenatally, the sensitive period is when the fetus is maximally sensitive to the harmful effects of teratogens

62
Q

does-response relation

A

a relation in which the effect of exposure to an element increases with the extent of exposure

63
Q

autostimulaiton theory

A

the idea that brain activity during REM sleep in the fetus and newborn facilitates the early development of the visual system

64
Q

Neurons

A

cells that are specialized for sending and receiving messages between the brain and all parts of the body as well as within the brain itself

65
Q

cell body

A

a component of the neuron that contains the basic biological material that keeps the neuron functioning

66
Q

dendrites

A

a component of the neuron

neural fibers that receive input from other cells and conduct it toward the cell body int eh form of electrical impulses

67
Q

axons

A

a component of the neuron

neural fibers that conduct electrical signals away from the cell body to connections with other neurons

68
Q

synapses

A

microscopic junctions between the axon terminal of one neuron and the dendritic branches or cell body of another

69
Q

glial cells

A

cell in the brain that provide a variety of critical supportive functions

70
Q

myelin sheath

A

a fatty sheath that forms around certain axons in the body and increases the speed and efficiency of information transmission.
Glial cells produce the myelin sheath

71
Q

cerebral cortex

A

the “gray matter” of the brain that plays a primary role in what is thought to be particularly humanlike functioning from seeing and hearing to writing to feeling emotions

72
Q

Lobes

A

major areas of the cortex associated with general categories of behavior

73
Q

occipital lobe

A

primarily involved in visual recognition and the processing of visual information

74
Q

temporal love

A

the lobe of the cortex that is associated with memory, visual recognition and the processing of emotion and auditory information

75
Q

parietal lobe

A

governs spatial processing as well as integrating sensory input with information stored in memory

76
Q

frontal lobe

A

associated with organizing behavior

the one that is thought responsible for the human ability to plan ahead

77
Q

association areas

A

parts of the brain that lie between the major sensory and motor areas and the process and integrate input from those areas

78
Q

cerebral hemispheres

A

the two halves of the cortex

for the most part, sensory input from one side of the body goes to the opposite hemisphere of the brain

79
Q

corpus callosum

A

a dense tract of nerve fibers that enable the two hemispheres of the brain to communicate

80
Q

cerebral laterization

A

the specialization of the hemispheres of the brain for different modes of processing

81
Q

neurogeneisis

A

the proliferation of neurons through cell division

82
Q

spines

A

formations of the dendrites of neurons that increase the dendrites’ capacity to form connections with other neurons

83
Q

myelination

A

the formation of myelin around the axons of neurons that speeds and increases information processing

84
Q

synaptogenesis

A

the process by which neurons from synapses with other neurons, resulting in trillions of connections

85
Q

synaptic pruning

A

the normal developmental process through which synapses that are rarely activated are eliminated

86
Q

plasticity

A

the capacity of the brain to be effected by experience.
Less information needs to be encoded in the genes
Half of the genetic code is for the nervous system, combines nature and nurture

87
Q

experience-expectant plasticity

A

the process through which the normal wiring of the brain occurs in part as a result of general experiences that every human who inhabits any reasonably normal environment will have
is accompanied by vulnerability if the expected experience is not available development will be impaired
(Vision and auditory skills)

88
Q

experience-dependent plasticity

A

the process through which neural connections are created and reorganized throughout life as a function of an individual’s experiences (language)

89
Q

Sensitive period

A

specific time periods when the human brain is especially sensitive to particular kinds of stimuli
Particularly important for experience-expectant information and experiences

90
Q

Secular trends

A

marked changes in physical development that have occurred over the generations

91
Q

failure to thrive

A

a condition in which infants become malnourished and fail to grow or gain weight for no obvious medical reason

92
Q

constructivist

A

children actively construct knowledge

93
Q

adaptation

A

the tendency to respond to the demands of the environment to meet one’s goals

94
Q

organization

A

the tendency to integrate particular observations into coherent knowledge

95
Q

assimilation

A

the process by which people translate incoming information into a form that fits concepts they already understadn

96
Q

accommodation

A

the process byw hich people adapt current knowledge structures in response to new experiences

97
Q

equilibriation

A

the process by which children (or other people) balance assimilation and accommodation to create stable understandings

98
Q

Sensorimotor stage

A

Birth- 2 years
infants know the world through their senses and through their actions
Lack object permanence

99
Q

Object permanence

A

the knowledge that objects continue to exist even when they are out of view

100
Q

a not b error

A

the tendency to reach for a hidden object where it was last found rather than in the new location where it was last hidden

101
Q

deferred imitation

A

the repetition of other people’s behavior a substantial time after it originally occured

102
Q

preoperational stage

A

2 - 7 years

toddlers and young children acquire the ability to internally represent the world though language and mental imagery

103
Q

symbolic representation

A

the use of one object to stand for another

104
Q

egocentrism

A

the tendency to perceive the world solely from one’s own point of view

105
Q

centration

A

the tendency to perceive the world solely from one’s own point of view

106
Q

conservation concept

A

the idea that merely changing the appearance of objects does not change their key properties

107
Q

concrete operational change

A

7-12 years
children become able to think logically, not just intuitively. They now can classify objects into coherent categories and understand that events are often influenced by multiple factors, not just one.
Children consider multiple dimensions

108
Q

Formal Operational Stage

A

12 + years
adolescents can think systematically and reason about what might be as well as what is. This allows them to understand politics, ethics and science fiction as well as to engage in scientific reasoning

109
Q

Information Processing Theory

A

emphasis on nature and nurture
emphasis on how change occurs
Children are active learners and problem solvers and undergo continuous cognitive change

110
Q

task analysis

A

the research technique of identifying goals, relevant information in the environment and potential processing strategies for a problem

111
Q

structure

A

the basic organization of the cognitive system including its main components and their characteristics

112
Q

processes

A

the specific mental activities such as rules and strategies, that people use to remember and to solve problems

113
Q

Problem solving

A

the process of attaining a goal by using a strategy to overcome an obstacle

114
Q

Rehearsal

A

a problem solving strategy

the process of repeating information over and over to aid memory of it

115
Q

selective attention

A

a problem solving strategy

the process of intentionally focusing on the information that is most relevant to the current goal

116
Q

Selective attention

A

the process of intentionally focusing on the information that is most relevant to the current goal

117
Q

Overlapping waves theory

A

an information-processing approach that emphasizes the variability of children’s thinking

118
Q

Sensory memory

A

the fleeting retention of sights, sounds and other sensations that have just been experienced

119
Q

long-term memory

A

information retained on an enduring basis

120
Q

working memory

A

a kind of workspace in which information from sensory memory and long-term memory is brought together, attended to and processed

121
Q

basic processes

A

the simplest and most frequently used mental activities

association, recognizing, recalling and generalizing

122
Q

encoding

A

the process of representing in memory information that draws attention or is considered important

123
Q

core-knowledge theories

A

approaches that emphasize the sophistication of infants’ and young children’s thinking in areas that have been important throughout human evolutionary history
Nature gives you the specialized learning mechanisms and some understanding of crucial concepts
Children strive to organize knowledge
Some aspects of development are continuous and others are more stage-like

124
Q

domain specificity

A

core-knowledge theories

nature gives you the specialized learning mechanisms but are limited to a particular area (living things, people)

125
Q

Children’s informal theories

A

they identify fundamental units for dividing up all objects and events into a few basic categories
They explain many phenomena in terms of a few fundamental principals
they explain events in terms of unobservable causes

126
Q

sociocultural theories

A

approaches that emphasize that other people and surrounding culture contribute to children’s development
Nature gives you learning processes but interactions with others play an important role
Emphasis on interactions with others
Continuous, quantitative changes

127
Q

Guided participation

A

a process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to learn

128
Q

Cultural tools

A

interactions with others

the innumerable products of human ingenuity that enhance thinking

129
Q

intersubjectivity

A

interactions with others

the mutual understanding that people share during communication

130
Q

joint-attention

A

interactions with others

a process in which social partners intentionally focus on a common referent in the external environment

131
Q

social scaffolding

A

a process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own

132
Q

dynamic systems theories

A 
a class of theories that focus on how change occurs over time in complex systems
Nature gives you motivation to explore and learn about the environment
Emphasis on interactions with the social world
Continuous, quantitative changes
133
Q

private speech

A

children develop their self regulation and problem-solving abilities by telling themselves aloud what to do, mush as their parents did

134
Q

Internalization-of-thought process

A

Vygotsky
Stage 1: children’s behavior is controlled by other people’s statements
Stage 2: children’s behavior is controlled by private speech
Stage 3: children’s behavior is controlled by their own whispers or silent lip movements

Child Psychology (3 decks)

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