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Child Psychology > Unit 7 > Flashcards

Unit 7 Flashcards

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1
Q

8.1 Height and Weight Changes

A
  • 2 and 3 inches in height per year in early childhood
  • 4 to 6 pounds a year
  • boys are slightly taller and heavier than girls
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2
Q

8.1 Brain Development

A
  • by age 5, brain is 90% of adult weight
  • between 4 and 7 kids can block out distractions; making them ready to start school
  • reading and detecting visual differences improve
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3
Q

8.1 Right or Left Brain?

A
  • brain functions are not split up that nicely
  • myelination occurs rapidly during childhood which is complete by age 8
  • plasticity
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4
Q

plasticity

A
  • tendency of new parts of the brain to take up the functions of injured parts
  • most plasticity in early childhood
  • two factors involved in plasticity
  • “sprouting” or growing new dendrites
  • can allow rearrangement of neural circuits
  • redundancy of neural connections
  • more than one place does the same function in brain
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5
Q

8.2 Gross Motor Skills

A
  • skills that employ the large muscles used in locomotion
  • great strides between ages 2-6
  • girls and boys are very similar
  • girls better at balancing and precision of movement
  • boys better at throwing and kicking
  • individual differences are greater than sex differences
  • physical activity declines after 2 or 3 years, 2 to 4 years more focused attention
  • twice as likely to be active if mother is active; 3.5x if father is active
  • influenced by role models, influence, encouragement, and support, genetics
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6
Q

8.2 Fine Motor Skills

A
  • skills that employ the small muscles used in manipulation, such as those in fingers
  • lags behind gross, proximodistal development
  • drawings closely linked to development of motor and cognitive skills, building blocks of art, placement, shape, design, and pictorial stages
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7
Q

8.2 Handedness

A
  • emerges during infancy
  • leftie=little evidence for advantage/disadvantage
  • theories=may run in families, prenatal testosterone, develops early
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8
Q

8.3 Children’s Nutritional Health in Early Children

A
  • need fewer calories per pound of body weight
  • 2 to 3 years their appetite decreases
  • strong preferences for certain foods
  • excessive sugar and salt
  • eating patterns of parents
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9
Q

8.4 Minor Illness

A

respiratory infections, develops antibodies

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10
Q

8.4 Major Illness

A
  • examples include pneumonia, diarrhea, malaria, measles, and malnutrition
  • oral rehydration therapy
  • vaccines
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11
Q

oral rehydration therapy

A

treatment involving the administration of a salt and sugar solution to a child who is dehydrated from diarrhea

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12
Q

8.4 Role of Car Accidents

A
  • more deaths than diseases

- low-income=more likely to die

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13
Q

8.5 Sleep Disorders

A

sleep terrors, nightmares, insomnia, and somnambulism

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14
Q

sleep terrors

A

frightening dreamlike experiences that occur during the deepest stage of non-REM sleep, shortly after falling asleep

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15
Q

nightmares

A

frightening dreams that occur during REM sleep, often in the morning hours, may associated with stress

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16
Q

insomnia

A

sleep disorder characterized by difficulty falling asleep and remaining asleep and waking early

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17
Q

somnambulism

A

sleepwalking; brief, unexcitable, lack of memory

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18
Q

enuresis

A

failure to control the bladder after the normal age (3-4) for control has been reached

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19
Q

bedwetting

A

failure to control the bladder during the night

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20
Q

8.4 Control of Enuresis

A

infection, display of hostility, symbolic masturbation learned from conditioned anxiety and situational stress

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21
Q

encopresis

A

failure to control bowels after the normal age for bowel control has been reached, more common among boys, occurs often during the day

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22
Q

Pre-Operational stage

A

second stage by Piaget, characterized by inflexible and irreversible mental manipulation of symbols

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23
Q

9.1 Thoughts and Behavior during PreOp

A
  • use symbols to represent objects and relationships among them
  • scribble and draw pictures
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24
Q

symbolic play

A
  • play in which children make believe that objects and toys are other than what they are (pretend play)
  • starts around 12-13 months
  • imaginary friends =positive trait
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25
Q

operations

A
  • flexible, reversible mental manipulations of objects, in which objects can be mentally transform and then returned to their original states
  • preop children lack this skill
26
Q

ecocentrism

A
  • putting oneself at the center of things such that one is unable to perceive the world from another person’s point of view
  • used the three mountain test
27
Q

pre-causal

A
  • type of thought in which natural cause-and-effect relationships are attributed to will and other pre operational concepts
  • ex: the sun sets because I need to go to sleep
28
Q

transductive reasoning

A
  • reasoning from the specific to the specific

- ex: a dog barks and then a train comes, child thinks that the train came because the dog barked

29
Q

animism

A

attribution of life and intentionally to inanimate objects

30
Q

artificialism

A

belief that environmental features were made by people

31
Q

9.1 Confusion of Mental and Physical Events

A
  • show confusion between symbols and things they represent

- tendency to believe dreams are real

32
Q

conservation

A
  • principle that properties of substances, such as weight, remind the same when superficial characteristics, such s shape, are changed
  • preop children do not posses this
33
Q

centration

A

focusing on one dimension of a situation while ignoring others

34
Q

irreversibility

A

lack of recognition that actions can be reversed

35
Q

class inclusion

A
  • principle that one category or class of things can include several subclasses
  • unable to easily compare two things
36
Q

9.1 Accuracy of Piaget

A
  • mountain test may not be due to ecocentrism
  • understand of language may play a role
  • causality is more sophisticated than Piaget believed
37
Q

9.2 Vygotsky’s Cognitive Development

A
  • scaffolding=temporary support provided by a parent or teacher to a learning child
  • zone of proximal development=adults gear their assistance to the child’s ability capabilities, development through interaction
38
Q

9.3 Home Environment on Cognitive Development

A

“home” test is a better predictor of later IQ than social class, mother’s IQ, or infant IQ scores

39
Q

9.3 Preschool Environment on Cognitive Development

A
  • academic centered vs child centered

- low-income may revise no type of schooling, environmental enrichment=enhanced cognitive development=higher IQ scores

40
Q

9.3 Effects of Educational TV

A
  • regular viewing increases learning numbers, letters, and cognitive skills
  • may increase impulse control and concentration
  • kids are more likely to believe commercial claims
  • couch-potato effect
41
Q

theory of mind

A

a common sense of understanding of how the mind works

42
Q

9.4 Children’s Ideas about the Mind

A
  • can accurately predict and explain human action and emotion
  • rudimentary ability to distinguish appearance from reality
  • ability to be easily mislead
  • understands how senses
43
Q

Appearance-Reality Distinction

A
  • difference between real events and mental events, fantasies, and misleading appearances
  • emerges during pre-school years (not 7-8 like Piaget thought)
44
Q

mental representations

A

the mental forms that a real object or event can take

45
Q

9.5 Development of Memory

A
  • recognition=easiest type, multiple choice tests,appears in infancy
  • recall=reproduce material, fill-in-the-blank tests
46
Q

scripts

A

abstract generalized accounts of familiar repeated events

47
Q

autobiographical memory

A
  • memory of specific events or episodes

- appears to be liked to the development of language skills

48
Q

9.5 Factors that Influence Memory Skills

A
  • activities are better than objects
  • logically ordered events
  • attention and motivation
  • interaction to receive cues
  • measurements are not accurate
49
Q

9.5 Memory Strategies

A
  • rehearsal=repetition-mental, behavioral, or both
  • categories, not until age 5
  • young children=look, point, and touch
50
Q

fast-mapping

A
  • process of quickly determining a word’s meaning, which facilitates children’s vocal development
  • early cognitive biases to lead to preferred meanings
51
Q

whole object assumption

A

assumption that words refer to whole objects and not to their component parts or characteristics

52
Q

contrast assumption

A

assumption that objects have only one label

53
Q

overregulation

A

application of regular grammar rules to irregular verbs and nouns

54
Q

pragmatics

A

practical aspects of communication, such as adaptation of language to fit the social situation

55
Q

private speech

A

Vygotsky’s concept of the ultimate binding o language and thought; originates in vocalizations that may regulate behavior

56
Q

10.1 Dimensions of Child Rearing

A
  • warm=affectionate
  • cold=few feelings of affections
  • warmth=parental beliefs, imitate parent behavior, genetic
57
Q

authoritative

A
  • child-rearing style in which parents are restrictive and demanding, yet communicative and warm
  • efforts to control, strong support and love
58
Q

permissive-indulgent

A

parents are not controlling and restrictive but are warm

59
Q

inductive

A
  • characteristics o disciplinary methods, such as reasoning, that try to teach an understanding of the principles behind parental demands
  • ex: don’t do that it hurts
60
Q

10.1 Power-Assertive Methods

A
  • physical punishment and denial of privileges
  • more it is used=higher rates of antisocial behavior, lesser development of internal standards and moral conduct
  • withdrawal of love
61
Q

authoritarian

A
  • parents demand submission and obedience from their children but are not very communicative and warm
  • “because I said so”
  • children are less competent academically and socially
62
Q

rejecting-neglecting

A
  • parents are neither restrictive and controlling nor supportive and responsive
  • children are least competent, responsible, and mature

Child Psychology (5 decks)

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