Child Dev Chapter 12

Front 1

piaget's third stage, extending from about 7-11 years, in which thoughts become logical, flexible, and organized in its application to concrete information

Back 1

conrete operational stage

Front 2

the ability to focus on several aspects of a problem at once and relate them

Back 2

decentration

Front 3

the ability to go through a series of steps in a problem and then metally reverse direction, returning to the starting point

Back 3

reversibility

Front 4

the ability to order items along a quantitative dimension, such as length or wieght

Back 4

seriation

Front 5

the ability to seriate- or order items along a quantitative dimesnion- mentally

Back 5

transitive inference

Front 6

mental representations of familiar, large-scale spaces, such as school or neighborhood

Back 6

cognitive maps

Front 7

the failureto produce a mental strategy when it could be helpful

Back 7

production deficiency

Front 8

the inhability to control, or execute, a mental strategy consistently

Back 8

control deficiency

Front 9

the inhability to improve performance despite consisten use of mental strategy

Back 9

utilization defiency

Front 10

consisten use of a mental strategy, leading to improvement in performance

Back 10

effective strategy use

Front 11

a memory strategy that involves creating a relationship, or shared meaning, between two or more pieces of information thatg are not members of the same category

Back 11

elaboration

Front 12

the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts

Back 12

cognitive self-regulation

Front 13

children's assesments of thier own appearance, abilities, and behavior in relation to those of others

Back 13

social comparisons

Front 14

in erikson's theory, the psychological conflict of middle childhood, chich is resolved positively when experiences lead children to develop a sense of competence at useful skills and tasks

Back 14

industry vs. inferiority

Front 15

attributions that credit success to ability, chich can be improved by trying hard, and failure to insufficient effort

Back 15

mastery-orientated attributions

Front 16

the view that success is due to external factors, such as luck, while failure is due to ability, which cannot be improved by trying hard

Back 16

learned helplessness

Front 17

an intervention that uses adult feedback to encourage learned-helpless children to believe tha they can overcome failure through effort

Back 17

attribution retraining

Front 18

an approach to coping with stress in which the individual appraises the situation as changeable, identifies the difficulty, and decides what to do about it

Back 18

problem-centered coping

Front 19

an approach to coping with stress that is internal, private, and aimed at controlling ditress when little can be done to change an outcome

Back 19

emotion-centered coping

Front 20

the capacity to imagine what other people are thinking and feeling

Back 20

perspective taking

Front 21

beliefs about how to divide material goods fairly

Back 21

distributive justice

Front 22

social units of peers who generate unique values and standards for behavior and a social structure of leaders and followers

Back 22

peer groups

Front 23

the extent to which a child is viewed by a group of agemates as a worthy social partner

Back 23

peer acceptance

Front 24

a subtype of popular children who combine academic and social competence

Back 24

popular-prosocial children

Front 25

a subtype of popular children consisting of "tough," athletically skilled but defiant, trouble-causing boys and of relationally aggressive boys and girls who are admired for their sophisticared but devious social skills

Back 25

popular-antisocial children

Front 26

a subtype od rejected children who show high rates of conflict, physical and relational aggression, and hyperactive, inattentive, and impulsive behavior

Back 26

rejected-aggressive children

Front 27

a subtype of rejected children who are passive, socially awkward, and overwhelmed by social anxiety

Back 27

rejected-withdrawn children

Front 28

a destructive form of peer interaction in which certain children become frequent targets of verbal and physical attacks or other forms of abuse

Back 28

peer victimization

Front 29

a form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making.

Back 29

coregulation