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37 Cards in this Set
- Front
- Back
the first phase of childhood, lasting from age 3-5
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early childhood
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the second phase of childhood, covering the elementary school years from about 6-11
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Middle childhood
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the area of the uppermost front of the brain, responsible for reasoning and planning our actions
-isn't fully developed until 20s |
frontal lobes
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physical abilities that involve large muscle movements, such as running an jumping
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gross motor skills
-boys better than girls especially sports |
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physical abilities that involve small, coordinated movements, such as drawing and writing ones name
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fine motor skills
-children who performed well better able to control behavior |
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the ratio of weight to height; the main indicator of overweight or underweight
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Body Mass Index (BMI)
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a body mass index at or above the 95th percentile compared to the U.S norms established for children in the 1970s
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childhood obesity
-in affluent nations-low income children are more prone to be overweight; in poor regions it's well-off |
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In Piaget's Theory, the type of cognition characteristics of children aged 2-7, marked by an inability to step back from one's immediate perceptions and think concrete
-take things at face value |
Preoperational thinking
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In Piaget's framework, the type of cognition characteristic of children aged 8-11, marked by the ability to reason about the world in a more logical adult way
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Concrete Operational thinking
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Piagetian task that involve changing the shape of a substance to see whether children can go beyond the way that substance visually appears to understand that the amount is still the same
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Conservation Tasks
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In Piaget's conservation tasks, the concrete operational child's knowledge that a specific change in the way a given substance looks can be reversed
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Reversibility
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In Piaget's conservation tasks, the preoperational child's tendency to fix on the most visually striking feature of a substance and not take other dimensions into account
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centering
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In Piaget's conservation tasks, the concrete operational child's ability to look at several dimensions of an object or substance
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decentering
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the understanding that a general category can encompass several subordinate elements
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class inclussion
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interfered with by centering- the ability to put objects according to some principle such as size
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Seriation
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In Piaget's theory, the preoperational child's ability to grasp that a person's core "self" stays the same despite changes in external appearances
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identity constancy
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In Piaget's theory, the preoperational child's belief that inanimate objects are alive
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animism
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In Piaget's theory, the preoperational child's belief that human beings make everything nature
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artificialism
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In Piaget's theory, the preoperational child's inability to understand that other people have different points of view from their own
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Egocentrism
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In Vygotsky's theory, the gap between a child's ability to solve a problem totally on his own and his potential knowledge if taught by a more accomplished person
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Zone of Proximal Development
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The process of teaching new skills by entering a child's zone of proximal development and tailoring one's efforts to that person's competence level
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Scaffolding
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a perspective on cognition in which the process of thinking is divided into steps, like components, or stages much like those a computer operates
-views mental growth as continuous |
information-processing theory
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in information-process theory, the limited-capacity gateway system, containing all the material that we can keep in awareness at a single time. the material in this system is either processed for more permanent storage or lost
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working memory
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any frontal-lobe ability that allows us to inhibit our responses and to plan and direct our thinking
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executive function
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older children do this: a learning strategy in which ppl repeat information to embed it in memory
-needs to be learned |
rehearsal
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older children do this: a learning strategy in which ppl manage their awareness so as to attend only to what is relevant and to filter out unneeded information
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selective attention
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In Vygotsky's theory, the way by which human beings learn to regulate their behavior and master cognitive challenges through silently repeating information or talking to themselves
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inner speech
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the sound units that convey meaning in a give language
-first happens in late infancy |
phoneme
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the smallest unit of meaning in a particular language
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morpheme
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the average number of morphemes per sentence- increases with age
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Mean length of utterance (MLU)
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the system of grammatical rules in a particular language
-usually complete by the time they enter school |
syntax
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the meaning of system of language- that is, what the words stand for
-go from 3-4 words at 1 to 10,000 words by 6 |
semantics
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an error in early language development, in which young children apply the rules for plurals and past tense even to exceptions, so irregular forms sound like regular forms
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overrregulation
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an error in early development in which young children apply verbal labels to broadly
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overextension
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an error in early lang dev in which young children apply verbal lables too narrowly
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underextension
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recollection of events and experiences that make up one's life history
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autobiographical memories
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children's first cognitive understanding, which appears at about age 4, that other people have different beliefs and perspectives from their own
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theory of mind
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