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Child Psychology > Test 3 > Flashcards

Test 3 Flashcards

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1
Q

Brain structure involved in the development of fine motor skills

A

Cerebellum

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2
Q

Brain development in 2-year-olds compared to adults

A

most pruning occurred. weighs 75% of adult weight

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3
Q

Injury control

A

Anticipate, control, and prevent dangerous activities

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4
Q

Effects of too much cortisol too early in life

A

deficits in learning and health (depression & PTSD)

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5
Q

What nutrients are most likely to be missing in the diet of children in developed nations

A

iron, calcium, zinc

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6
Q

Child abuse

A

deliberately harmful to child

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7
Q

Primary injury prevention and examples

A

reduces everyone’s chance of injury (stop sign)

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8
Q

Secondary injury prevention and examples

A

protect in the moment (seatbelt)

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9
Q

Tertiary injury prevention and examples

A

minimizing impact (hospital)

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10
Q

Leading cause of death among children ages 1-4

A

famine, accidental injuries

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11
Q

Kinship care

A

relative of maltreated child becomes caregiver

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12
Q

Effects on myelination

A

speeds transmission of neural impulses

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13
Q

Amygdala

A

Regulates emotions (fear and anxiety)

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14
Q

Oral health in 2-6 year olds

A

Access & income are the problem

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15
Q

Weight and height gain in 2-6 year olds

A

Weight: 4.5 lbs per year
Height: 3 inches per year

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16
Q

Lateralization

A

“sidedness” each side of the brain controls opposite side of body

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17
Q

Corpus callosum

A

Connects 2 halves of the brain. Coordinates both sides of the brain and body

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18
Q

Irreversibility

A

Cannot subtract things back to normal (lettuce on sandwich)

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19
Q

Centration

A

focus on how something looks (If pants, I’m a boy)

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20
Q

Egocentrism

A

Views world from only their perspective

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21
Q

Conservation

A

Substance remains same even if changed (tall glass has more water)

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22
Q

Preoperational intelligence

A

language, imagination (not logic)

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23
Q

Fast-mapping

A

words learned after 1 hearing

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24
Q

Scaffolding

A

Structure child’s participation in learning encounter (Step by step) Truuu….uck!

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25
Q

Private speech

A

internally review and regulate their actions

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26
Q

Language shift

A

More fluent in school language than home language

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27
Q

Animism

A

Belief that natural objects are alive

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28
Q

Static reasoning

A

“things don’t change unless I pay attention”

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29
Q

Theory-theory

A

children attempt to make theories to explain what see/hear

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30
Q

Logical extension

A

Can apply new words to similar words

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31
Q

Theory of mind

A

trying to figure out what someone else is thinking

32
Q

Overregularization

A

Overuse rules of grammar

33
Q

Perseveration

A

Repetition of a response (word, gesture) despite no stimulus

34
Q

Guided participation requirements

A

Present challenges
Offer assistance
Encourage motivation

35
Q

Vygotsky

A

Adult can guide a child by

presenting challenges

offering assistance

providing instruction and motivation

36
Q

Zone of proximal development

A

Can do with assistance, but not independently

37
Q

Vocab of 2 yr old vs 6 yr old

A

2 year old 6 year old
Mine/yours Counts
Poor memory Better memory
Not verbal Verbal

38
Q

Focus on appearance

A

Conservation

39
Q

Sociodramatic play

A

create own story and act out roles (girls)

40
Q

Rough-and-tumble play

A

physical/aggressive play (boys)

41
Q

What emotion is encouraged to be regulated in the US at a higher rate than other emotions

A

Fear

42
Q

Initiative vs. guilt

A

Take on new tasks/feels guilty when fails

43
Q

Factors to increase initiative

A

positive reactions

44
Q

4 dimensions of parenting style

A

Authoritarian
Permissive
Authoritative
Neglectful/Uninvolved

45
Q

Authoritative parenting style

A

best of both worlds (TATs awesome)

46
Q

Permissive parenting style

A

anything goes

47
Q

Authoritarian parenting style

A

Word is law

48
Q

Internalizing problems in emotional regulation

A

Inhibited, fearful, withdrawn

49
Q

Externalizing problems in emotional regulation

A

Lash out at others

50
Q

Gender differences in internalizing and externalizing problems

A

Internalizing- girls

Externalizing- boys

51
Q

Prosocial behavior

A

helpful/kind actions with no benefit to self

52
Q

Antisocial behavior

A

harmful actions to another

53
Q

Mildred Parten

A 
5 kinds of social play
Solitary
Onlooker
Parallel
Associative
Cooperative
54
Q

Parallel play

A

Children play together without interacting

55
Q

What happens when emotional expression and emotional control are not balanced

A

Emotions are overwhelming

56
Q

Oedipus complex

A

Boy wants to win mom from dad

57
Q

Electra complex

A

Girl wants to win dad from mom

58
Q

Superego

A

Quick to judge and punish

59
Q

Phallic psychosexual stage of development

A

boy realizes penis

60
Q

Intrinsic motivation

A

do something cuz it makes you feel good (don’t expect anything in return)

61
Q

Extrinsic motivation

A

Do something for praise (reinforcement)

62
Q

Benefits of imaginary friends

A

Combat loneliness/ aid in emotional regulation

63
Q

Protective optimism

A

protects them from guilt and shame

64
Q

Effortful control

A

Regulate emotions through effort

65
Q

Bullying aggression

A

Unprovoked attack on peer

66
Q

Reactive aggression

A

Used impulse against another child

67
Q

Relational aggression

A

Used to invoke psychic, not physical pain

68
Q

Instrumental aggression

A

Used to obtain a desired toy

69
Q

Time-out

A

Child is separated from others for a short time

70
Q

Brain area that is crucial for expression and regulating of emotions

A

Prefrontal cortex

71
Q

Emotional regulation

A

Control when/how emotions are expressed

72
Q

Gender schema

A

Child’s understanding of sex differences

73
Q

Empathy

A

Understand emotions of another

74
Q

Play around the world

A

Basic play is similar in every culture

75
Q

Self-concept

A

An understanding of themselves

Child Psychology (9 decks)

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