Test 3 Flashcards
Semiotic (symbol) function
the understanding that one object or behaviour can represent another
Preoperational stage
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.
Egocentrism
The young child’s belief that everyone sees and experiences the world the same way she does.
Centration
The young child’s tendency to think of the world in terms or one variable at a time.
Conservation
The understanding that matter can change in appearance without changing in quantity.
False belief principle
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.
Class inclusion
The understanding that subordinate classes are included in larger, superordinate classes.
Concrete operational stage
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.
Overregularization
Attachment of regular inflections to irregular words, such as the substitution of “goed” for “went
Inflections
- 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.
Attributions
Positive statements about the underlying cause for helpful behaviour.
Relational aggression
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.
Retaliatory aggression
Aggression to get back at someone who has hurt you.
Physical aggression
Direct confrontation such as reacting with anger, fighting, kicking, hitting, or biting.
Indirect aggression
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.
Prosocial Behaviour
Behaviour intended to help another person.
Self-regulation
Children’s ability to conform to parental standards of behaviour can represent another.
Self-Esteem
A global evaluation of one’s own worth.
Sex-typed behaviour
Different patterns of behaviour exhibited by boys and girls.
Gender constancy
The understanding that gender is a component of the self that is not altered by external apprearance.
Gender identity
The ability to correctly label oneself and others as male or female.
Gender stability
The understanding that gender is a stable, lifelong characteristic.
Sex-role
How each gender behaves; what is considered by society as characteristic of males and characteristic of females.
Intelligence Quotient (IQ)
The ratio of mental age to chronological age; also, a general term for any kind of score derived from an intelligence test.
What are the two categories of rejected children?
Withdrawn/rejected children and aggressive/rejected children.
Describe withdrawn/rejected children.
- Realize they are rejected by peers
- give up gaining acceptance after repeated attempts and become withdrawn and lonely
Describe aggressive/rejected children.
- disruptive and uncooperative
- believe peers like them
- unable to control expression of strong feelings
- interrupt play partners more often and don’t take turns
What is the preoperational stage of development?
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.
What are the stages of play associated with cognitive development?
Sensorimotor play, constructive play, first pretend play, substitute pretend play, sociodramatic play, rule-governed play
What points does Piaget bring up about this stage of development?
- 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
What are the challenges to Piaget’s view?
- 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.
What is the effect of heredity on IQ?
Child’s IQ highly resembles that of his parents.
How does environment affect IQ?
- 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
What two of Erickson’s stages occur during preschool years and describe.
- 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)
According to Baumrind, what contributes to the best outcome for a child?
-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
What are the four parenting types?
permissive, authoritarian, authoritative, and uninvolved
Describe authoritarian type and outcomes for child.
- 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
Describe permissive type and outcomes for the child.
- 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
Describe the authoritative type and outcomes for child
- high in nurturance, expectations, control and communication
- most positive outcome, higher self-esteem, independent, comply with parents’ requests, altruistic, self-confident, achievement oriented
Describe the uninvolved type and outcomes for the child
- low in nurturance, expectations, control, and communication
- most negative; poor social-relationships, poor scholarly performance, impulsive
What are the causes of aggression?
- heredity
- punitive parenting styles
- reinforcement and modelling of aggressive behaviours
- epigenetics
What parental behaviours are linked to prosocial behaviour?
- 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
What is moral reasoning?
Process of making judgements about the rightness or wrongness of specific acts
What are Piaget’s two stages of moral development?
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
Name one of Lickona’s suggestions to achieve moral reasoning.
Praise them for observing social conventions, such as saying “please” and “thank you”
What are the Big Five personality traits?
Conscientiousness Agreeableness Neuroticism Openess/intellect Extraversion
Name three types of intelligence and describe
Linguistic: effective use of language
Logical/mathematical: facility with numbers and logical problem-solving
Intrapersonal: ability to understand oneself
Name the three components of Sternberg’s intelligence theory and describe.
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
