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Lifespan Development and Health > Unit 2 (exam 2) > Flashcards

Unit 2 (exam 2) Flashcards

1
Q

belief that inanimate objects have life like qualities and are capable of action

A

animism

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2
Q

inability to distinguish one’s own perspective from someone else’s

A

egocentrism

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3
Q

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

A

preoperational stage

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4
Q

In Piaget’s theory, these are internalized, reversible sets of actions that allow children to do mentally what they formerly did physically.

A

operations

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5
Q

centering attention on one characteristic to the exclusion of all others

A

centration

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6
Q

altering a substance’s appearance does not change its basic properties (applies to number, length, volume, and area)

A

conservation

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7
Q

high-level cognitive processes linked to the development of the prefrontal cortex

A

executive function

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8
Q

a process in which young children learn the connection between a word and its referent quickly, after only limited exposure

A

fast mapping

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9
Q

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

A

intuitive substage

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10
Q

the units of meaning in word formation
children use plural and possessive forms of nouns (dogs and dog’s) appropriate endings -ed past tense.

A

morphology

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11
Q

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.

A

myelination

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12
Q

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

A

marshmellow task

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13
Q

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

A

pragmatics

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14
Q

the meaning of words and sentences
vocabulary development

A

semantics

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15
Q

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

A

symbolic substage

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16
Q

the way words are combined to form acceptable phrases and sentences
wh- questions, inverted auxiliary verb where daddy is going?

A

syntax

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17
Q

Refers to the awareness of one’s own mental processes and the mental processes of others

A

theory of mind

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18
Q

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

A

zone of proximal development

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19
Q

involves changing level of support during a teaching session - close, direct instruction id reduced; as competence increases less guidance

A

scaffolding

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20
Q

the sound system of a language
pronouncing vowels and consonants

A

phonology

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21
Q

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

A

Initiative

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22
Q

a feeling of remorse or regret that we experience when we believe we have done something wrong

A

Guilt

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23
Q

cognitive representation of self, their self-conceptions

A

Self-Understanding

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24
Q

Pride, Shame, Embarrassment, and guilt “you should feel bad about biting your sister”

A

Self-conscious emotions

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25
Q

the ability to understand and share the feelings of another

A

Empathy

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26
Q

seeing things as others see them, with their thoughts, feelings, and preferences

A

Perspective taking

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27
Q

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

A

Self-control

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28
Q

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.

A

emotion-coaching

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29
Q

parents view their role as to deny, ignore, or change negative emotions. Linked to toddlers’ lower emotional competence

A

emotion-dismissing

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30
Q

development of thoughts feelings and behaviors regarding rules and conventions about what people should do in their interactions with others.

A

moral development

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31
Q

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.

A

heteronomous morality

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32
Q

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

A

autonomous morality

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33
Q

laws, rules and punishment, right and wrong emanate from external sources and obedience is good in itself

A

moral realism

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34
Q

morality is a matter of obeying external authorities and we must respect peoples differing points of view

A

moral relativism

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35
Q

If the rule is broken, punishment will be needed. (heteronomous thinking)

A

immanent justice

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36
Q

patterns of behavior that parents use to raise their children and influence their development Diana Baumrind identified three

A

parenting styles

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37
Q

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.

A

authoritarian

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38
Q

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

A

authoritative

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39
Q

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.

A

indulgent/permissive

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40
Q

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.

A

neglectful/uninvolved

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41
Q

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.

A

co-parenting

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42
Q

a pleasurable activity that is engaged in for its own sake, and its functions and forms vary

A

play

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43
Q

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.

A

play therapy

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44
Q

when infants derive pleasure from exercising their existing sensorimotor schemes

A

sensorio-motor play

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45
Q

involves the repetition of behavior when new skills are being learned or when mastery is required

A

practice play

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46
Q

transforms the physical environment into symbols

A

pretend/symbolic play

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47
Q

involves interaction with peers

A

social play

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48
Q

combines sensorimotor/practice play with symbolic representation

A

constructive play

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49
Q

activities that are engaged in for pleasure and that have rules

A

games

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50
Q

0=3 months, The random movements that infants make with no clear purpose is the beginning of play

A

unoccupied play

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51
Q

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

A

solitary play

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52
Q

2 years, when children watch others play. The child who is looking may ask questions but there is no effort to join the play.

A

onlooker play

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53
Q

2+ years, when children begins to play side-by-side with other children without any interaction. They are paying attention to each other.

A

parallel play

54
Q

3-4 years, when children start asking questions of each other. They have similar goals but there are no set rules.

A

associative play

55
Q

4+ years, when children begin to share ideas and toys, and follow established rules and guidelines.

A

social play

56
Q

children become interested in how things are made and how they work (6-11)

A

industry

57
Q

fostered from parents who see children’s efforts at making things as “mischief” or “making a mess”

A

inferiority

58
Q

domain-specific evaluations of the self. How you see yourself in different aspects, such as your body, skills, personality, and values.

A

self-concept

59
Q

global evaluations of the self

A

self-esteem

60
Q

the belief that one can master a situation and produce favorable outcomes

A

self-efficacy

61
Q

characterized by deliberate efforts to manage one’s behavior, emotions, and thoughts

A

self-regulation

62
Q

assuming the perspective of others and understanding their thoughts and feelings

A

perspective taking

63
Q

the logical process of deciding what is right or wrong in a situation

A

moral reasoning

64
Q

the individual’s moral reasoning is controlled primarily by external rewards and punishment

A

preconventional reasoning

65
Q

the individual abides by certain standards, but these are standards set by others such as parents or society

A

conventional reasoning

66
Q

the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code

A

postconventional reasoning

67
Q

a focus on the rights of the individual, where the individual independently makes moral decisions

A

justice perspective

68
Q

views people in terms of their connectedness and emphasizes interpersonal communication, relationships, and concern for others

A

care perspective

69
Q

have social skills that contribute to their being well liked (give out reinforcements, listen, communicate, happy, enthusiasm, self-confident frequently best friends, rarely disliked

A

popular children

70
Q

receive an average number of both positive and negative peer nominations

A

average children

71
Q

infrequently nominated as a best friend, but not disliked

A

neglected children

72
Q

infrequently nominated as a best friend, and actively disliked by peers, often have serious adjustment problems, aggression and impulsiveness and disruptiveness

A

rejected children

73
Q

frequently nominated as both best friend and being disliked

A

controversial children

74
Q

the heightened self-consciousness of adolescents

A

adolescent egocentrism

75
Q

the part of adolescent egocentrism involving a sense of uniqueness and invincibility “no one understands me”

A

personal fable

76
Q

adolescent’s belief that others are as interested in them as they themselves are, as well as attention-getting behavior-attempts to be noticed.

A

imaginary audience

77
Q

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

A

pituitary gland

78
Q

a brain-neuroendocrine process occurring primarily in early adolescence that provides stimulation for rapid physical development

A

puberty

79
Q

moving from being the oldest, biggest, and most powerful students in the elementary school to being the youngest, smallest, and least powerful students

A

top-dog phenomenon

80
Q

the limbic system structure especially involved in emotion

A

amygdala

81
Q

where fibers connect the brain’s left and right hemispheres, thickens in adolescence

A

corpus callosum

82
Q

the part of the brain where emotions and rewards are processed, is almost completely developed in early adolescence

A

limbic system

83
Q

powerful chemical substances secreted by the endocrine glands and carried through the body by the blood stream

A

hormones

84
Q

a hormone produced by the reproductive organs like the testes or ovaries. androgen hormone associated with masculinity, facial hair, deep voice, muscle growth

A

testosterone

85
Q

sex hormone responsible for the development and regulation of the female reproductive system and secondary sex characteristics both male and female reproductive system roles

A

estrogen

86
Q

a girl’s first menstruation ~13 years

A

menarche

87
Q

first ejaculation ~12-16 years

A

spermarche

88
Q

the cognitive ability to develop hypotheses, or best guesses, about ways to solve problems

A

hypothetical-deductive reasoning

89
Q

the maximal rate of growth in stature during the adolescent period, age at this time often used to describe somatic maturity

A

pubertal growth rate

90
Q

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.

A

formal operational thinking

91
Q

“know system” psychological processes involving conscious control driven by logical thinking and critical analysis. increases with age.

A

cool executive function

92
Q

“go system” psychological processes drive by emotion, with emotion regulation an especially important process

A

hot executive function

93
Q

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.

A

juvenile delinquency

94
Q

characterized by inattention, hyperactivity, and impulsivity. Boys twice as likely to receive diagnosis.

A

attention deficit hyperactivity disorder

95
Q

range “continuum” from autistic disorder to Asperger syndrome and may have a genetic basis

A

autism spectrum disorders

96
Q

relatively mild, relatively good verbal language skills and milder nonverbal language problems.restricted range of interest and relationships

A

asperger

97
Q

difficulty in learning involving understanding or using spoken or written language

A

learning disabilities

98
Q

a severe impairment in the ability to read and spell

A

dyslexia

99
Q

a difficulty in handwriting

A

dysgraphia

100
Q

a developmental arithmetic disorder

A

dyscalculia

101
Q

produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests.

A

convergent thinking

102
Q

the ability to think in novel and unusual ways “come up with unique solutions to problems”

A

creative thinking

103
Q

involves thinking reflectively and productively, and evaluating evidence

A

critical thinking

104
Q

produces many answers to the same question and is characteristic of creativity

A

divergent thinking

105
Q

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

A

gifted/giftedness

106
Q

a condition of limited mental ability (below 70 on traditional tests)

A

intellectual disability

107
Q

the ability to solve problems and to adapt and learn from experiences of every day life

A

intelligence

108
Q

a person’s mental age divided by chronological age, multiplied by 100..

A

intelligence quotient

109
Q

Gardner’s eight frames of mind: verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist. everyone has all of these to varying degrees.

A

multiple intelligences

110
Q

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)

A

concrete operational stage

111
Q

the individual’s level of mental development relative to others

A

mental age

112
Q

cognition about cognition, or knowing about knowing

A

metacognition

113
Q

knowledge about language, such as knowing what a preposition is or being able to discuss the sounds of a language

A

metalinguistic awareness

114
Q

the letters of the alphabet represent sounds of the language

A

alphabetic principle

115
Q

a symmetrical distribution, with most scores falling in the middle of the possible range and a few scores at the extremes

A

normal distribution

116
Q

caused by a genetic disorder or brain damage “physical”

A

organic intellectual disability

117
Q

no evidence if organic brain damage, but IQ is generally between 50 and 70

A

cultural-familial intellectual disability

118
Q

the concrete operation ordering stimuli along a quantitative dimension (for example, length)

A

seriation

119
Q

able to organize objects in many different ways. Also hierarchies and can arrange objects into a variety of classes and subclasses

A

classification

120
Q

involves manipulating and transforming information in memory

A

thinking

121
Q

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.

A

transitivity

122
Q

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

A

whole-language approach

123
Q

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

A

phonics approach

124
Q

a mental “workbench” where individual manipulate and assemble information when making decisions, solving problems, and comprehending language. develops slowly.

A

working memory

125
Q

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

A

long-term memory

126
Q

Sternberg’s states intelligence comes in three forms. analytical, creative, and practical

A

triarchic theory of intelligence

127
Q

the ability to evaluate, compare, and contrast

A

analytical intelligence

128
Q

the ability to invent, originate, and imagine

A

creative intelligence

129
Q

the ability to implement and put ideas into practice

A

practical intelligence

130
Q

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

A

flynn effect

131
Q

obtain individual scores and a composite score in five content areas: fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning and working memory

A

stanford-binet intelligence test

Lifespan Development and Health (5 decks)

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