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Developmental Psychology > Test 3 > Flashcards

Test 3 Flashcards

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1
Q

Semiotic (symbol) function

A

the understanding that one object or behaviour can represent another

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2
Q

Preoperational stage

A

Piaget’s second stage of cognitive development, during which children become proficient in the use of symbols in thinking and communicating but still have difficulty.

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3
Q

Egocentrism

A

The young child’s belief that everyone sees and experiences the world the same way she does.

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4
Q

Centration

A

The young child’s tendency to think of the world in terms or one variable at a time.

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5
Q

Conservation

A

The understanding that matter can change in appearance without changing in quantity.

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6
Q

False belief principle

A

The ability to look at a problem or situation from another person’s point of view and discern what kind of information would cause that person to believe something that isn’t true.

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7
Q

Class inclusion

A

The understanding that subordinate classes are included in larger, superordinate classes.

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8
Q

Concrete operational stage

A

Piaget’s third stage of cognitive development, during which children construct schemes that enable them to think logically about objects and events in the real world.

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9
Q

Overregularization

A

Attachment of regular inflections to irregular words, such as the substitution of “goed” for “went

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10
Q

Inflections

A
  • Additions to words that change their meaning (ie. the s in toys, the ed in waited)
  • Grammatical markers attached to words to indicate tense, gender, number, and the like, such as the use of the ending ed to mark the past tense of a verb in English.
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11
Q

Attributions

A

Positive statements about the underlying cause for helpful behaviour.

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12
Q

Relational aggression

A

Aggression aimed at damaging another person’s self-esteem or peer relationships, such as by ostracism or threats of ostracism, cruel gossiping, or facial expressions of disdain.

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13
Q

Retaliatory aggression

A

Aggression to get back at someone who has hurt you.

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14
Q

Physical aggression

A

Direct confrontation such as reacting with anger, fighting, kicking, hitting, or biting.

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15
Q

Indirect aggression

A

Indirect harm such as gossiping, saying bad things about another person behind their back, exposing a person’s secrets to others, or telling others to exclude someone.

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16
Q

Prosocial Behaviour

A

Behaviour intended to help another person.

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17
Q

Self-regulation

A

Children’s ability to conform to parental standards of behaviour can represent another.

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18
Q

Self-Esteem

A

A global evaluation of one’s own worth.

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19
Q

Sex-typed behaviour

A

Different patterns of behaviour exhibited by boys and girls.

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20
Q

Gender constancy

A

The understanding that gender is a component of the self that is not altered by external apprearance.

21
Q

Gender identity

A

The ability to correctly label oneself and others as male or female.

22
Q

Gender stability

A

The understanding that gender is a stable, lifelong characteristic.

23
Q

Sex-role

A

How each gender behaves; what is considered by society as characteristic of males and characteristic of females.

24
Q

Intelligence Quotient (IQ)

A

The ratio of mental age to chronological age; also, a general term for any kind of score derived from an intelligence test.

25
Q

What are the two categories of rejected children?

A

Withdrawn/rejected children and aggressive/rejected children.

26
Q

Describe withdrawn/rejected children.

A
  • Realize they are rejected by peers

- give up gaining acceptance after repeated attempts and become withdrawn and lonely

27
Q

Describe aggressive/rejected children.

A
  • disruptive and uncooperative
  • believe peers like them
  • unable to control expression of strong feelings
  • interrupt play partners more often and don’t take turns
28
Q

What is the preoperational stage of development?

A

Piaget’s second stage of cognitive development, during which children become proficient in the use of symbols in thinking and communicating, but still have difficulty.

29
Q

What are the stages of play associated with cognitive development?

A

Sensorimotor play, constructive play, first pretend play, substitute pretend play, sociodramatic play, rule-governed play

30
Q

What points does Piaget bring up about this stage of development?

A
  • Child looks at things from their own point of view= egocentrism
  • -thinking is guided by appearance of objects, and because of the child’s ability to only think one variable at a time leading to false conclusions=egocentrism
  • understanding that matter can change appearance without changing quantity= conservation and involves understanding identity, compensation, reversibility
31
Q

What are the challenges to Piaget’s view?

A
  • Demonstrated that egocentrism and perspective thinking appear earlier than Piaget described
  • Children have better understanding of emotion than Piaget stated
  • false belief principle: ability to look at a problem or situation from another person’s point of view and discern what kind of information would cause that person to believe something that isn’t true.
32
Q

What is the effect of heredity on IQ?

A

Child’s IQ highly resembles that of his parents.

33
Q

How does environment affect IQ?

A
  • Complex and interesting physical environments contribute to higher IQ
  • Responding to child’s cues and questions
  • Use of rich language helps develop
  • Allow children to explore and make their mistakes
34
Q

What two of Erickson’s stages occur during preschool years and describe.

A
  • Autonomy vs shame and doubt:will, new physical skills lead to demand for more choices, most often seen as saying “no” to caregivers; child learns self-care skills, such as toileting
  • Initiative vs guilt: purpose; ability to organize activities around some goal; more assertiveness and aggressiveness (harsh parental criticism may lead to guilt)
35
Q

According to Baumrind, what contributes to the best outcome for a child?

A

-parents are not overly restrictive
-explain things
-no physical punishments
-have high expectations placed on child
-open and regular communication and listening
Children like this show higher self-esteem, generosity and altruism

36
Q

What are the four parenting types?

A

permissive, authoritarian, authoritative, and uninvolved

37
Q

Describe authoritarian type and outcomes for child.

A
  • Low in nurturance and communication but high in control and expectations
  • poorer performance in school, low self-esteem, less skilled with peers, some children appear subdued but others are highly aggressive and rebellious
38
Q

Describe permissive type and outcomes for the child.

A
  • high in nurturance and low in expectations, control and communication
  • do poorly in school during adolescence, likely to be aggressive and immature, less likely to take responsibility and less independent
39
Q

Describe the authoritative type and outcomes for child

A
  • high in nurturance, expectations, control and communication
  • most positive outcome, higher self-esteem, independent, comply with parents’ requests, altruistic, self-confident, achievement oriented
40
Q

Describe the uninvolved type and outcomes for the child

A
  • low in nurturance, expectations, control, and communication
  • most negative; poor social-relationships, poor scholarly performance, impulsive
41
Q

What are the causes of aggression?

A
  • heredity
  • punitive parenting styles
  • reinforcement and modelling of aggressive behaviours
  • epigenetics
42
Q

What parental behaviours are linked to prosocial behaviour?

A
  • warmth and loving
  • clear explanations and rules about do’s and don’t’s
  • explaining the consequences in relation to its effect on others
  • stating rules or guidelines positively
  • use of prosocial attributions
  • allow children to help and be rewarded
  • modelling of thoughtful and generous behaviour
43
Q

What is moral reasoning?

A

Process of making judgements about the rightness or wrongness of specific acts

44
Q

What are Piaget’s two stages of moral development?

A

Moral Realism Stage: children believe rules are inflexible because they come from authorities and that a violation results in punishment
Moral Relativism Stage: children understand that many rules can be changed through social agreement and punishment occurs only if you get caught

45
Q

Name one of Lickona’s suggestions to achieve moral reasoning.

A

Praise them for observing social conventions, such as saying “please” and “thank you”

46
Q

What are the Big Five personality traits?

A 
Conscientiousness
Agreeableness
Neuroticism
Openess/intellect
Extraversion
47
Q

Name three types of intelligence and describe

A

Linguistic: effective use of language
Logical/mathematical: facility with numbers and logical problem-solving
Intrapersonal: ability to understand oneself

48
Q

Name the three components of Sternberg’s intelligence theory and describe.

A

Contextual intelligence: knowing the right behaviour for a particular situation
Experiential intelligence: measured by IQ tests, giving specific responses without thinking about them
Componential intelligence: ability to come up with effective strategies to find an answer

Developmental Psychology (6 decks)

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