Unit 2 (exam 2) Flashcards
belief that inanimate objects have life like qualities and are capable of action
animism
inability to distinguish one’s own perspective from someone else’s
egocentrism
Piaget’s second stage lasting from about 2 to 7 years of age, during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action; stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed
preoperational stage
In Piaget’s theory, these are internalized, reversible sets of actions that allow children to do mentally what they formerly did physically.
operations
centering attention on one characteristic to the exclusion of all others
centration
altering a substance’s appearance does not change its basic properties (applies to number, length, volume, and area)
conservation
high-level cognitive processes linked to the development of the prefrontal cortex
executive function
a process in which young children learn the connection between a word and its referent quickly, after only limited exposure
fast mapping
4-7 years, Children use primitive reasoning and want to know the answers to questions THE WHY STAGE
can do seriation tasks (after trial and error) can perform syncretic tasks accurately
intuitive substage
the units of meaning in word formation
children use plural and possessive forms of nouns (dogs and dog’s) appropriate endings -ed past tense.
morphology
the process by which the axons are covered and insulated with a layer of fat cells, which increases the speed at which information travels through the nervous system.
myelination
involves managing one’s thoughts to engage in: - goal-oriented behavior - use of self-control - cognitive inhibition - delay of gratification(self-imposed) Inhibit impulses and regular attention and emotion to wait and obtain desired reward. Walter Mischel in the 1960’s
marshmellow task
appropriate use of language in different contexts
6-year old conversation better than 2-year-old, talk about not here not now places and events
pragmatics
the meaning of words and sentences
vocabulary development
semantics
2-4 years Child gains the ability to mentally represent an object that is not present.
Finds seriation tasks very difficult, shows limited syncretic thought, finding it difficult to concentrate on more than two objects
symbolic substage
the way words are combined to form acceptable phrases and sentences
wh- questions, inverted auxiliary verb where daddy is going?
syntax
Refers to the awareness of one’s own mental processes and the mental processes of others
theory of mind
range of tasks too difficult for the child alone but can be learned with guidance
lower limit can be achieved by child alone
upper limit with adult guidance and instruction
other limits can’t be achieved yet
zone of proximal development
involves changing level of support during a teaching session - close, direct instruction id reduced; as competence increases less guidance
scaffolding
the sound system of a language
pronouncing vowels and consonants
phonology
children realize they are their own person, they assert themselves more frequently and develop a sense of purpose; the ability to take charge of a situation and make things happen
Initiative
a feeling of remorse or regret that we experience when we believe we have done something wrong
Guilt
cognitive representation of self, their self-conceptions
Self-Understanding
Pride, Shame, Embarrassment, and guilt “you should feel bad about biting your sister”
Self-conscious emotions
the ability to understand and share the feelings of another
Empathy
seeing things as others see them, with their thoughts, feelings, and preferences
Perspective taking
the ability to control oneself, in particular one’s emotions and desires or the expression of them in one’s behavior, especially in difficult situations
Self-control
parents monitor their children’s emotions, view negative emotions as opportunities for teaching/ Assist them in labeling emotions. Coach them in how to deal effectively with emotions.
emotion-coaching
parents view their role as to deny, ignore, or change negative emotions. Linked to toddlers’ lower emotional competence
emotion-dismissing
development of thoughts feelings and behaviors regarding rules and conventions about what people should do in their interactions with others.
moral development
ages 4-7, justice and rules are unchangeable. Value consequences.
Moral realism and absolutism: laws, rules and punishment, right and wrong emanate from external sources and obedience is good in itself.
heteronomous morality
10 or more years old, rules and laws are created by people and that in judging, one should consider the actors intentions as well as consequences. Value intentions. Moral relativism: morality is a matter of obeying external authorities and we must respect people differing points of view
autonomous morality
laws, rules and punishment, right and wrong emanate from external sources and obedience is good in itself
moral realism
morality is a matter of obeying external authorities and we must respect peoples differing points of view
moral relativism
If the rule is broken, punishment will be needed. (heteronomous thinking)
immanent justice
patterns of behavior that parents use to raise their children and influence their development Diana Baumrind identified three
parenting styles
a restrictive, punitive style. Child is to follow directions and respect parents’ work and effort. Allows little verbal exchange. Associated with children’s social incompetence and a higher level of aggression.
authoritarian
Encourages children to be independent but still places limits and controls on their actions. Extensive verbal give-and-take is allowed. Associated with children’s social competence and prosocial behaviors. Conveys the most benefits to the child and to the family as a whole. With some exceptions, the evidence links authoritative parenting with competence on the part of the child across a wide range of ethnic groups, social strata, cultures, and family structures
authoritative
parents are highly involved with their children but place few demands or controls on them. Children never learn to control their own behavior and always expect to get their way. Children rarely learn respect for others, have difficulty controlling their behavior. They may be domineering, egocentric, and noncompliant, and they have difficulties in peer relations.
indulgent/permissive
the parent is uninvolved in the child’s life. Associated with social incompetence in children, along with poor self-control, low self-esteem, immaturity, and alienation. In adolescence, may contribute to truancy and delinquency.
neglectful/uninvolved
refers to the support that parents provide one another in raising a child. More beneficial than either maternal or paternal parenting in helping children to develop self-control.
co-parenting
a pleasurable activity that is engaged in for its own sake, and its functions and forms vary
play
primarily geared toward children, a therapist encourages a child to explore life events that may have an effect on current circumstances, in a manner and pace of the child’s choosing, primarily through play but also through language.
play therapy
when infants derive pleasure from exercising their existing sensorimotor schemes
sensorio-motor play
involves the repetition of behavior when new skills are being learned or when mastery is required
practice play
transforms the physical environment into symbols
pretend/symbolic play
involves interaction with peers
social play
combines sensorimotor/practice play with symbolic representation
constructive play
activities that are engaged in for pleasure and that have rules
games
0=3 months, The random movements that infants make with no clear purpose is the beginning of play
unoccupied play
0-2 years, when children start to play on their own. Children do not seem to notice other children sitting or playing nearby during this type of play
solitary play
2 years, when children watch others play. The child who is looking may ask questions but there is no effort to join the play.
onlooker play
2+ years, when children begins to play side-by-side with other children without any interaction. They are paying attention to each other.
parallel play
3-4 years, when children start asking questions of each other. They have similar goals but there are no set rules.
associative play
4+ years, when children begin to share ideas and toys, and follow established rules and guidelines.
social play
children become interested in how things are made and how they work (6-11)
industry
fostered from parents who see children’s efforts at making things as “mischief” or “making a mess”
inferiority
domain-specific evaluations of the self. How you see yourself in different aspects, such as your body, skills, personality, and values.
self-concept
global evaluations of the self
self-esteem
the belief that one can master a situation and produce favorable outcomes
self-efficacy
characterized by deliberate efforts to manage one’s behavior, emotions, and thoughts
self-regulation
assuming the perspective of others and understanding their thoughts and feelings
perspective taking
the logical process of deciding what is right or wrong in a situation
moral reasoning
the individual’s moral reasoning is controlled primarily by external rewards and punishment
preconventional reasoning
the individual abides by certain standards, but these are standards set by others such as parents or society
conventional reasoning
the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code
postconventional reasoning
a focus on the rights of the individual, where the individual independently makes moral decisions
justice perspective
views people in terms of their connectedness and emphasizes interpersonal communication, relationships, and concern for others
care perspective
have social skills that contribute to their being well liked (give out reinforcements, listen, communicate, happy, enthusiasm, self-confident frequently best friends, rarely disliked
popular children
receive an average number of both positive and negative peer nominations
average children
infrequently nominated as a best friend, but not disliked
neglected children
infrequently nominated as a best friend, and actively disliked by peers, often have serious adjustment problems, aggression and impulsiveness and disruptiveness
rejected children
frequently nominated as both best friend and being disliked
controversial children
the heightened self-consciousness of adolescents
adolescent egocentrism
the part of adolescent egocentrism involving a sense of uniqueness and invincibility “no one understands me”
personal fable
adolescent’s belief that others are as interested in them as they themselves are, as well as attention-getting behavior-attempts to be noticed.
imaginary audience
an important endocrine gland that controls growth testes in males, the ovaries in females-are particularly important in giving rise to pubertal changes in the body
pituitary gland
a brain-neuroendocrine process occurring primarily in early adolescence that provides stimulation for rapid physical development
puberty
moving from being the oldest, biggest, and most powerful students in the elementary school to being the youngest, smallest, and least powerful students
top-dog phenomenon
the limbic system structure especially involved in emotion
amygdala
where fibers connect the brain’s left and right hemispheres, thickens in adolescence
corpus callosum
the part of the brain where emotions and rewards are processed, is almost completely developed in early adolescence
limbic system
powerful chemical substances secreted by the endocrine glands and carried through the body by the blood stream
hormones
a hormone produced by the reproductive organs like the testes or ovaries. androgen hormone associated with masculinity, facial hair, deep voice, muscle growth
testosterone
sex hormone responsible for the development and regulation of the female reproductive system and secondary sex characteristics both male and female reproductive system roles
estrogen
a girl’s first menstruation ~13 years
menarche
first ejaculation ~12-16 years
spermarche
the cognitive ability to develop hypotheses, or best guesses, about ways to solve problems
hypothetical-deductive reasoning
the maximal rate of growth in stature during the adolescent period, age at this time often used to describe somatic maturity
pubertal growth rate
Piaget, around age 11+ (adolescent-adulthood) more abstract and logical. Increased verbal problem-solving ability, increased tendency to think about thought itself. Thoughts of idealism and possibilities.
formal operational thinking
“know system” psychological processes involving conscious control driven by logical thinking and critical analysis. increases with age.
cool executive function
“go system” psychological processes drive by emotion, with emotion regulation an especially important process
hot executive function
the behavior of a minor child that is marked by criminal activities, persistent antisocial behavior, or disobedience which the child’s parents are unable to control; illegal or disobedient behavior of minors usually aged 10-17 years.
juvenile delinquency
characterized by inattention, hyperactivity, and impulsivity. Boys twice as likely to receive diagnosis.
attention deficit hyperactivity disorder
range “continuum” from autistic disorder to Asperger syndrome and may have a genetic basis
autism spectrum disorders
relatively mild, relatively good verbal language skills and milder nonverbal language problems.restricted range of interest and relationships
asperger
difficulty in learning involving understanding or using spoken or written language
learning disabilities
a severe impairment in the ability to read and spell
dyslexia
a difficulty in handwriting
dysgraphia
a developmental arithmetic disorder
dyscalculia
produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests.
convergent thinking
the ability to think in novel and unusual ways “come up with unique solutions to problems”
creative thinking
involves thinking reflectively and productively, and evaluating evidence
critical thinking
produces many answers to the same question and is characteristic of creativity
divergent thinking
have above-average intelligence (IQ 130 or 130+) and/or superior talent for something. Likely heredity and environment. Deliberate practice is important characteristic to be an expert in a particular domain
gifted/giftedness
a condition of limited mental ability (below 70 on traditional tests)
intellectual disability
the ability to solve problems and to adapt and learn from experiences of every day life
intelligence
a person’s mental age divided by chronological age, multiplied by 100..
intelligence quotient
Gardner’s eight frames of mind: verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist. everyone has all of these to varying degrees.
multiple intelligences
ages 7 t0 11 “systemic reasoning develops” children can perform concrete operations and reason logically, and are able to classify things into different sets. Transitivity (logically combine relations)
concrete operational stage
the individual’s level of mental development relative to others
mental age
cognition about cognition, or knowing about knowing
metacognition
knowledge about language, such as knowing what a preposition is or being able to discuss the sounds of a language
metalinguistic awareness
the letters of the alphabet represent sounds of the language
alphabetic principle
a symmetrical distribution, with most scores falling in the middle of the possible range and a few scores at the extremes
normal distribution
caused by a genetic disorder or brain damage “physical”
organic intellectual disability
no evidence if organic brain damage, but IQ is generally between 50 and 70
cultural-familial intellectual disability
the concrete operation ordering stimuli along a quantitative dimension (for example, length)
seriation
able to organize objects in many different ways. Also hierarchies and can arrange objects into a variety of classes and subclasses
classification
involves manipulating and transforming information in memory
thinking
the ability to logically combine relations to understand certain conclusions. “how objects are related to one another” is A is taller than B and B is taller than C then A is taller than C.
transitivity
stresses that reading instruction should parallel children’s natural language learning. Beginning readers are taught whole words or sentences; and reading materials are whole and meaningful
whole-language approach
reading instruction should teach the basic rules for translating written symbols into sounds. Research suggest instruction in phonics should be emphasized. Becoming a good reader includes learning to read fluently
phonics approach
a mental “workbench” where individual manipulate and assemble information when making decisions, solving problems, and comprehending language. develops slowly.
working memory
a relatively permanent type of memory that holds huge amounts of information for a long period of time. Increases with age during middle and late childhood. In part, improvements in memory reflect children’s increased knowledge and use of strategies
long-term memory
Sternberg’s states intelligence comes in three forms. analytical, creative, and practical
triarchic theory of intelligence
the ability to evaluate, compare, and contrast
analytical intelligence
the ability to invent, originate, and imagine
creative intelligence
the ability to implement and put ideas into practice
practical intelligence
refers to a rapid increase in IQ scores worldwide, likely due to increasing levels of education, and factors such as the explosion of information to which people are now exposed
flynn effect
obtain individual scores and a composite score in five content areas: fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning and working memory
stanford-binet intelligence test
