Child Development Exam 3

Front 1

Semantics

Back 1

The component of language that involves vocabulary--the way underlying concepts are expressed in words and word combinations.

Front 2

Grammar

Back 2

The component of language concerned with syntax, the rules by which words are arranged into sentences, morphology, the use of grammatical markers, etc.

Front 3

Language Acquisition Device (LAD)

Back 3

-proposed by Chomsky
-permits children to combine words into grammatically consistent sentences.
-part of innate system that allows children to understand sentences

Front 4

Universal Grammar

Back 4

A component of LAD; a built-in storehouse of rules that apply to all human languages

Front 5

Behaviorist approach to language

Back 5

-learned by operant conditioning (parents reinforce good language with praise, smiling, hugging, etc.)
-children rely on imitation to learn
-largely unused today

Front 6

Joint attention

Back 6

both child and caregiver paying attention to the same thing at the same time; and caregiver offers verbal information

Front 7

Effects of learning a second language (4)

Back 7

better analytical reasoning
improved concept formation
greater cognitive flexibility
enhanced reading achievement.

Front 8

3 Common Language Errors made by Children

Back 8

overextension
underextension
overregulation

Front 9

Overextension

Back 9

applying a word too broadly
(example: anything with wheels is a car)

Front 10

Underextension

Back 10

applying a word too narrowly
(example: the toys in the store weren't stuffed animals to jessica, because they weren't muffy. stuffed animal meant just muffy)

Front 11

Overregulation

Back 11

application of regular grammar rules to exceptions
(example: "I runned" instead of ran)

Front 12

Coining

Back 12

Making up words for words they don't know based on words they do know.
(example: a hammer becomes a "nail-banger")

Front 13

Telegraphic Speech

Back 13

two-word utterances that leave out less important words
(examples: "go car"; "more cookie")

Front 14

Syntactic Bootstrapping

Back 14

preschoolers discover many word meanings by observing syntax

Front 15

Metaphors

Back 15

using metaphors to describe words they don't know.
(example: a stomache becomes "a fire engine in my tummy"

Front 16

Fast-Mapping

Back 16

connecting a new word with an underlying concept after a brief encounter
(example: a child wanting to go "weeing", meaning sledding, because that's what they said when sledding)

Front 17

Recast

Back 17

Adults respond to a child's utterance with correct grammar
(example- child: "me fell and got owie" adult: "you fell and hurt yourself")

Front 18

Expansion

Back 18

Adult expands on child's utterance, increasing it's complexity
(example- child: "me fell and got owie" adult: "yes, you fell and scraped your knee."
(best way of teaching grammar)

Front 19

2 styles of languages in toddlers

Back 19

Referential
Expressive

Front 20

Referential language

Back 20

toddler's vocab consist mostly of words that refer to objects

Front 21

Expressive language style

Back 21

toddlers produce more social formulas and pronouns
(example: "thank you"; "done"; "i want it")
A small number of toddlers use this

Front 22

Emotion

Back 22

Expression of readiness to establish, maintain, or change one’s relation to the environment on a matter of personal importance

Front 23

Emotional Self-Regulation

Back 23

the strategies for adjusting our emotional state to a comfortable level of intensity so that we can accomplish our goals

Front 24

Emotional Display Rules

Back 24

rules dictated by society that specify when, where, and how it is appropriate to express emotion

Front 25

Social Referencing

Back 25

relying on another person's emotional reaction to appraise an uncertain situation
(example: child falls, looks at mother to see how to react)

Front 26

Temperament

Back 26

Stable individual differences in quality and intensity of:
-emotional reaction
-activity level
-attention
-emotional self-regulation

Front 27

Easy child

Back 27

-quickly establishes regular routines
-generally cheerful
-adapts easily to new experiences

Front 28

Difficult child

Back 28

-irregular in daily routines
-slow to accept new experiences
-reacts negatively to change and new experiences

Front 29

Slow-to-warm-up child
(same as inhibited)

Back 29

reacts negatively and withdraws from novel stimuli

Front 30

Uninhibited Child

Back 30

reacts positively and approaches novel stimuli

Front 31

Goodness of Fit model

Back 31

-proposed by Thomas and Chess
-an effective match, or "good fit," between child-rearing practices and a child's temperament leads to favorable development and psychological adjustment

Front 32

Attachment

Back 32

strong affectionate tie we have with special people in our lives

Front 33

Ethological Theory of Attachment

Back 33

-formulated by Bowlby
-views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival

Front 34

Pre-attachment phase

Back 34

1st stage of Bowlby's Ethological Theory of Attachment
birth to 6 weeks
-built in signals help bring newborn babies into closer contact with other humans
(example: grasping, smiling, crying, and gazing into adult’s eyes)

Front 35

Attachment-in-the-making phase

Back 35

2nd stage of Bowlby's Ethological Theory of Attachment
6 weeks to 6/8 months
-Infants respond differently to a familiar caregiver than to a stranger
-begin to build sense of trust in caregiver

Front 36

Phase of clear-cut attachment

Back 36

6/8 months to 18 months/2 years
-display separation anxiety
-infants have developed a clear understanding that the caregiver continues to exist when not in view

Front 37

Formation of a reciprocal relationship

Back 37

18 months/2 yrs. and on
-toddlers understand some of the factors that influence the parent’s coming and going and to predict their return. Separation protest declines.

Front 38

Strange Situation

Back 38

a procedure that involves separations from and reunions with caregiver in order to assess the quality of attachment bond

Front 39

Secure base:

Back 39

safe place (usually caregiver) where the child can come back to, giving the child freedom to explore

Front 40

Separation Anxiety

Back 40

an infant's distressed reaction to the departure of the familiar caregiver

Front 41

I-self

Back 41

Sense of self as knower and actor
(example: the painter that is painting a self-portrait)

Front 42

Me-self

Back 42

sense of self as object of knowledge and evaluation
-includes physical, mental, and social characteristics
(example: the self-portrait painted by a painter)

Front 43

self-awareness

Back 43

self is separate from others, and has a private, inner life

Front 44

self-continuity

Back 44

the self remains the same person over time

Front 45

self-coherence

Back 45

the self is a single, consistent, bounded entity

Front 46

self-agency

Back 46

the self controls its own thoughts and actions

Front 47

self-recognition
(definition, when occurs, and two good signs it is achieved)

Back 47

perception of self as a separate, physically unique being, distinct from people and objects in the surrounding world;
-happens around age 2
-children recognize themselves in photos, and use personal pronouns)

Front 48

Self-Concept

Back 48

The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is.

Front 49

Inner Self

Back 49

awareness of the self's private thoughts and imaginings

Front 50

Remembered Self

Back 50

an autobiographical memory; a life story
-leads to viewing the self as a unique, continuously existing individual embedded in a world of others.

Front 51

Concrete explanations

Back 51

Mentioning observable characteristics, such as their name, physical appearance, possessions, and everyday behaviors.
-typically up to age 3 1/2

Front 52

Achievement motivation

Back 52

The tendency to persist at challenging tasks

Front 53

Learned helplessness

Back 53

attribute their failures, not their success, to ability
-attribute success to outside sources like luck
-give up easily without trying

Front 54

entity view of ability

Back 54

ability cannot be improved by trying hard

Front 55

Incremental view of ability

Back 55

view that you can increase your skills through effort
-leads mastery-oriented children attribute failure to to factors that can be changed or controlled, such as insufficient effort or a difficult task

Front 56

Master-oriented attributions:

Back 56

Children credit their successes to ability - a characteristic they can improve through trying hard and can count on when faced with new challenges.

Front 57

Freud’s view on morality

Back 57

morality is an adoption of societal norms

Front 58

Piaget's stages of moral development

Back 58

Heteronomous morality
Autonomous Morality

Front 59

Heteronomous morality

Back 59

Piaget's first stage of moral development,
children view rules as;
-handed down by authorities
-having a permanent existence
-unchangeable,
-requiring strict obedience.

Front 60

realism

Back 60

a view of rules as external features of reality rather than as cooperative principles that can be modified at will

Front 61

Autonomous Morality

Back 61

Piaget's second stage of flexible, socially agreed-on principles that can be revised to suit the will of the majority.

Front 62

Ideal Reciprocity

Back 62

A standard of fairness based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them. (The Golden Rule!)

Front 63

Heinz dilemma

Back 63

a man's wife is ill and will die if he doesn't get a drug for her. He doesn't have enough money and the man at the store won't give the drug to him for cheaper. Should he steal the drug to save his wife or not?

Front 64

Kohlberg's 3 Stages of Moral Development

Back 64

Preconventional level
Conventional level
Postconventional level

Front 65

Preconventional level

Back 65

1st stage of Kohlberg's Moral Development Theory
moral understanding is based on rewards, punishment, and the power of authority figures.
Stage 1: the punishment and obedience orientation.
Stage 2: the instrumental purpose orientation.

Front 66

Conventional Level

Back 66

conforming to social rules to ensure positive human relationships and societal order.
stage 3: the "good boy- good girl" orientation
Stage 4: the social-order-maintaining orienatation.

Front 67

Postconventional level

Back 67

3rd stage of Kohlberg's Moral Development Theory
morality is define in terms of abstract principles and values that apply to all situations and societies. p. 497
stage 5: the social-contract orientation. following the principle of a rule.
Stage 6: the universal ethical principle orientation. focus is on the principle. Self chosen laws apply to all humanity.

Front 68

Distributive justice

Back 68

Beliefs about how to divide goods and materials fairly
(example: how do you split a pizza after a group study session?)

Front 69

Turiel's 3 Domains

Back 69

Moral Domain
Social Conventional Domain
Personal Domain

Front 70

Moral Imperatives (Moral Domain)

Back 70

Standards that protect people’s rights and welfare

Front 71

Social Conventions (Social Conventional Domain)

Back 71

Customs determined solely by consensus, such as table manners, dress styles, and rituals, of social interaction.

Front 72

Matters of personal choice (Personal Domain)

Back 72

Concerns that do not violate rights or harm others, are not socially regulated, and therefore are up to the individual

Front 73

Gender Identity

Back 73

perception of oneself as relatively masculine or feminie in characteristics, abilities, and behaviors.

Front 74

Gender Stereotyping

Back 74

widely held beliefs about characteristics deemed appropriate for males and females

Front 75

Gender Typing

Back 75

The association of objects, activities, roles, or traits with biological sex in ways that conform to cultural stereotypes of gender and therefore, encompasses all the gender-linked responses.

Front 76

Gender Roles

Back 76

the reflection of gender stereotypes in everyday behavior

Front 77

Gender-Stereotype Flexibility

Back 77

belief that both genders can display a gender-stereotyped personality trait or activity

Front 78

Androgyny

Back 78

a type of gender identity in which the person scores high on both masculine and feminine personality characteristics

Front 79

Gender Constancy

Back 79

the understanding that gender remains the same even if clothing, hairstyles, and play activities change

Front 80

Gender Intensification

Back 80

Increased stereotyping of attitudes and behavior and movement toward a more traditional gender identity.
-occurs in early adolescence, mostly among girls

Front 81

Kohlberg's 3 stages of Gender Understanding

Back 81

Gender Labeling
Gender Stability
Gender Consistency

Front 82

Gender Labeling

Back 82

preschoolers can label the gender of themselves and others correctly

Front 83

Gender Stability

Back 83

preschoolers have a partial understanding of the permanence of gender; they grasp its stability over time
(Kohlberg's 2nd stage of gender understanding)

Front 84

Gender Consistency

Back 84

Kohlberg's 3rd stage of gender understanding
-children master gender constancy

Front 85

Gender Schema Theory

Back 85

information-processing approach
-explains how environmental pressures and children's cognitions work together to shape gender typing