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ABSC Child Development > Test 3 > Flashcards

Test 3 Flashcards

1
Q

An assumption language learners make that two objects that have features in common can have a name in common, but that each object also can have its own individual name.

A

Taxonomic constraint

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2
Q

Behavioral Theory

A

Personality is the result of interaction between individual and enviorment

-focus on measurable behabiors

(private events can be behaviors but are not causes of behavior)

|-> personality is not caused by a trait

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3
Q

A learning disability characterized by difficulties with writing, including trouble with spelling, handwriting, or expressing thoughts on paper.”

A

Dysgraphia

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4
Q

Mental representations of the particular attachment relationships that a child has experienced that become the model for expectations of future relationships.

A

Internal working model

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5
Q

Temperament

A

Early- Emerging, stable, individuality in a persons behavior

Influence how caregivers and children respond to each other based on:

  • Biological
  • Historical
  • Enviormental factors

Difficult: Negative mood, difficulty adapting
Slow to Warm: bad interactions

OTHER INFLUENCES

  • Cultural Characteristics
  • Parental Characteristics
  • Environmental chaos
  • Childs Characteristics
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6
Q

A research technique used to assess a child’s status within the peer group.

A

Sociometry

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7
Q

Trait Theory

A

Personality is the result of internal charracteristics on genetics

  • caused by the behavior of people
  • can range from 5-4,000 traits (per psychologist)
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8
Q

Playing next to a peer with the same type of materials, but not interacting with the other child

A

Parallel play

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9
Q

Reciprocity

A

familly disruption -labeled deviant -lowered self esteem -anger -faulty problem solving

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10
Q

The use of syntax to learn the meaning of new words (semantics).

A

Syntactic bootstrapping

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11
Q

An inability to play because the child s emotions are preventing the kind of free expression linked with the fun of play.

A

Play disruption

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12
Q

side-by-side play is known as

A

parallel play (24 months)

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13
Q

Conduct Disorder

A

-Agression -Vandalism -Decietfullness -Theft

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14
Q

BF Skinner - Theoretical Groundwork for understanding is known as

A

Verbal Behavior

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15
Q

when should a child Smile, make eye contact, and react to voices expresss likes/dislikes parrellel play self aware (name, gender, age, sharing, non aggressive) co-op play, more talking

A

6months Smile, make eye contact, and react to voices 12 months expresss likes/dislikes 24 months parrellel play 3 years self aware (name, gender, age, sharing, non aggressive) 4 years co-op play, more talking

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16
Q

Morality

A

Principles by which people ought treat each other

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17
Q

-Gender Identity (reached by 2 years)

*I am a girl/boy

-Gender Stability (reached by 4 years)

*I was a girl/boy and will be a girl/boy in future too

-Gender Consistancy (reached by 7 years)

*I will be the same sex, even if I do the opposite genders activities

A

Cognitive Developmental Theory of Gender Development

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18
Q

The rapid growth of a child s vocabulary that often occurs in the second year.

A

Vocabulary burst

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19
Q

Juvenile detention is for

A

Temporarily placement into youth incarceration

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20
Q

Yellow Bile, Black Bile, Phlegm, and Blood describe what?

A

Hipocrates four humors

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21
Q

The ability to consciously control one s behavior.

A

Effortful control

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22
Q

Moral Development

A

Process through which children develop proper behaviors toward other people in society based on social and cultural norms, rules, and laws.

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23
Q

Three Factors to bullying

-

-

-

A
  • Repetative
  • Unwanted
  • Power Inbalance
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24
Q

True Words can be learned/spoken by children at….

A

@10-12 months

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25
Q

Personality is..

A

Organization of patterns of development an individual has learned under the special conditions of his/her development

Also defined as:

patterns of behavior an individual has learned as a result of his/her enviorment (and interactions with the enviorment)

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26
Q

The likelihood that one particular sound will follow another one to form a word

A

Transitional probability

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27
Q

A speaker repeats verbal behavior of another speaker

A

Echoic

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28
Q

Behavioral Analynic approach in summary-

A

A system of rule governed behavior that reinforces rule following behavior.

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29
Q

Kohlburgs Theory of moral development

A

involves reinforcement and punishment

moral action v. reasoning and judgement

Description v. explanation

Cause of moral behavior

Rule stated -> follow rule -> reinforcer.

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30
Q

Attatchment Pattern: Child is unable to use caregiver as a secure base, seeking proximity before separation occurs - distressed

A

Ambivalent/Resistant

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31
Q

Bullying

A

An act of repeated aggressive behavior to intentionally hurt another person physically or mentally

|-> characterised by an individual behaving in a wcertain way to gain power over another person.

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32
Q

Bullying Project 5 steps

A
  • Assess how syudents and staff feel about their environment
  • make all adults part of the solution:relationship monitor/reflection
  • inspire youth to change the tide, no more exclusion
  • institute commmunity wide rituals and traditions/ ^diversity
  • Build and support social, emotional, and ethical skills
33
Q

Relation between behavior and environmental variables

A

Contingency Stimulus

34
Q

Speaker deferentially responds to the verbal behavior of others

A

Intraverbal

35
Q

Galen 4 temperments

A
  • chloric: ambitious/leader like
  • melancholic: introverted/thoughtful
  • sanguine: impulsive and pleasure seeeking
  • phlegmatic: relaxed & quiet
36
Q

A general responsiveness marked by a slow adaptation to new experiences and moderate irregularity in eating, sleeping, and elimination

A

Slow-to-warm temperament

37
Q

somewhat structured babbling

A

Echologic babbling

38
Q

The marshmellow test proved

A

effortful control

39
Q

Mary Ainsworth s experimental procedure designed to assess security of attachment in infants.

A

Strange Situation

40
Q

Brokas area

A

speech output via muscle movement

41
Q

A process of mutual reinforcement where caregivers reinforce a child’s problem behavior which in turn evokes caregiver negativity.

A

The Coercive family process

42
Q

Attatchment Pattern: When a child uses a caregiver as a base for exploration child is happiest & secure

A

Secure

43
Q

3 Cries that infants do (and another at 3 weeks)

A

Anger Pain Hunger (fake cry)

44
Q

Five Factor Model

of Personality

A

Extraversion - How outgoing someone is

Agreeablenesss - Compassion/Attatched

Conscientiousness - Organized/Prepared

Neuroticism - Nervous/Secure

Openness to Experience - Curiosity/Consciousness

45
Q

Large, reputation-based groups that are based upon a shared stereotype but whose members do not necessarily spend time together.

A

Crowds

46
Q

Attatchment Pattern: Child is depressed, angry, passive, and unresponsive

A

Disorganized

47
Q

A type of grammatical error in which children apply a language rule to words that don t follow that rule or pattern (for example, adding an s to make the plural of an irregular noun such as foot).

A

Overregularization

48
Q

Behavior Analytic approach to moral development - - - - -

A

-reinforcement -punishment -imitation -rule governed behavior -contingency shaped behavior

49
Q

Behavioral Systems Approach

A

1- Genotype-Environment interactions

2- Person-Environment interactions

50
Q

Attatchment Pattern: Child is not very explorative and emotionally distant.

A

Avoidant

51
Q

Bobo doll expierement

A

demonstrated that children immitate the behavior that they see and adult perform on a bobo doll, in the case of this expierement they mimiced and enhanced aggressive behavior.

52
Q

Repeated sounds (non unique)

A

Babbling

53
Q

-Early childhood experiences -Caregiver reinforcement -Caregiver modeling

A

Ontologenic

54
Q

Gneotype-Environment interactions

A
  • How individual genetics histories affect behavior indirect influence of genes-
  • Passive: genotpe matches enviorment
  • Evokative: Genotype impacts current enviorment
  • Active: Genotype selects certain environment
55
Q

Random sounds

A

Cooing

56
Q

A persistent pattern of behavior marked by violation of the basic rights of others or major age-appropriate social norms or rules.

A

Conduct disorder

57
Q

Speaker names things and actions that the speaker has no direct contact with through the senses

A

Tact

58
Q

A disorder marked by inability to form attachments to caregivers.

A

Reactive attachment disorder

59
Q

Using symbolic representations and imagination for play.

A

Symbolic/sociodramatic play

60
Q

when a child tries to immitate behaviors that have not yet led to reinforcement

A

generalized immitation

61
Q

Watching others play.

A

Onlooker behavior

62
Q

Purposes for Incarceration

A

-Retribution -Incapacitation -Deterrence -Rehabilitation

63
Q

cognitive developmental approach to moral development 3x3 Stage 1 Stage 2 Stage 3

A
64
Q

How well a child s temperamental characteristics match the demands of the child s environment.

A

Goodness of fit

65
Q

An experimental task used to assess a child s understanding that others may believe something the child knows to be untrue.

A

False belief paradigm

66
Q

Wernicks area

A

used for language comprehension

67
Q

describe antisocial disorder as it progresses through early childhood middle childhood late childhood adulthood

A

early childhood Poor parent discipline/monitoring =child conduct problems middle childhood Rejected by peers Academic failure late childhood Commitment to deviant or group adulthood Delinquency/antisocial personality disorder.

68
Q

-Evokes parental caregiving

A

Phylogenic contributions

69
Q

Speaker ‘asks’ for what he needs/wants -> gets commmunicator reinforcement

A

Mand

70
Q

Removing people from society

A

Incarceration

71
Q

Behavior Analynic approach to moral development - - - -

A

-Behavioral changes evolve on a moment to moment basis -No distinct stages -The unique history of contingency in each individual results in different moral behavioral patterns -The unique history of contingencies of each individual results in the development of rules governing moral behavior

72
Q

The ability to wait until later in order to get something desirable.

A

Delay of gratification

73
Q

Repeating what children say but in a more advanced grammar to facilitate language learning.

A

Recast

74
Q

irritable scolding that actually increases a behavior

A

Mattering

75
Q

Reading written words

A

textual

76
Q

Development of species, genus, or group, over time

A

Phylogency

77
Q

Psychoanalysis Theory

-Sigmund Freud-

A

Id: Instinctual drives

Ego: pleases the Id in thoughtful ways

Super Ego: Consciousness, works against the Id

*Human Psyche

78
Q

Small groups of friends who spend time together and develop close relationships.

A

Cliques

ABSC Child Development (1 decks)

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