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924 Cards in this Set
- Front
- Back
- 3rd side (hint)
AGGRESSIVE-REJECTED CHILDREN |
NOT ACCEPTED BECAUSE OF LOW LEVEL SELF-CONTROL AND HIGH LEVEL AGGRESSION. |
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ASSOCIATIVE PLAY |
YOUNG CHILDREN SHARE TOYS, MATERIALS, AND SOMETIMES CONVERSATION, BUT ARE NOT ENGAGED IN A JOINT PROJECT.
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AVERAGE CHILDREN |
SOME FRIENDS BUT NOT AS WELL LIKED AS POPULAR CHILDREN. |
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CLIQUE |
A PEER GROUP FORMED ON THE BASIS OF FRIENDSHIP
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CONTROVERSIAL CHILDREN |
LIKED BY MANY, BUT ALSO DISLIKED BY MANY |
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COOPERATIVE PLAY |
SHARE GOALS AND WORK TOGETHER TO ACHIEVE THEM |
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CROWD |
A COLLECTION OF PEOPLE WHO OTHERS HAVE STEREOTYPED ON THE BASIS OF THEIR PERCEIVED SHARED ATTITUDES OR ACTIVITIES - FOR EXAMPLE, POPULARS OR NERDS
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DOMINANCE HIERARCHY |
AN ORDERING OF INDIVIDUALS IN A GROUP FROM MOST TO LEAST DOMINANT; A "PECKING ORDER"
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GANG |
A GROUP OF ADOLESCENTS OR ADULTS WHO FORM AN ALLEGIANCE FOR A COMMON PURPOSE.
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HOMOPHILY |
THE TENDENCY OF INDIVIDUALS TO ASSOCIATE AND BOND WITH OTHERS WHO ARE SIMILAR
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MUTUAL ANTIPATHY |
A RELATIONSHIP OF MUTUAL DISLIKE BETWEEN TWO PEOPLE
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NEGATIVE GOSSIP |
ADVERSE OR DETRIMENTAL INFORMATION SHARED ABOUT ANOTHER CHILD WITH A PEER.
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NEGLECTED CHILDREN |
OFTEN SOCIALLY ISOLATED AND, ALTHOUGH THEY ARE NOT NECESSARILY DISLIKED, HAVE FEW FRIENDS. |
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NONAGGRESSIVE-REJECTED CHILDREN |
EXCLUDED YOUNGSTERS WHO TEND TO BE ANXIOUS, WITHDRAWN, AND SOCIALLY UNSKILLED.
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PARALLEL PLAY |
DOING THE SAME THING, OFTEN SIDE BY SIDE, BUT NOT ENGAGED WITH ONE ANOTHER. |
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PEER GROUP NETWORK |
THE CLUSTER OF PEER ACQUAINTANCES WHO ARE FAMILIAR WITH AND INTERACT WITH ONE ANOTHER AT DIFFERENT TIMES FOR COMMON PLAY OR TASK ORIENTED PURPOSES.
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PERCEIVED POPULARITY |
RATINGS OF HOW WELL A CHILD IS LIKED BY HIS OR HER PEERS, MADE BY TEACHERS, PARENTS, AND CHILDREN
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POPULAR CHILDREN |
ARE LIKED BY MANY PEERS AND DISLIKED BY VERY FEW
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PRETEND PLAY |
MAKE-BELIEVE ACTIVITY IN WHICH OBJECTS ARE USED SYMBOLICALLY.
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REJECTED CHILDREN |
ARE DISLIKED BY MANY PEERS AND LIKED BY VERY FEW
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REPUTATIONAL BIAS |
TENDENCY TO INTERPRET PEERS BEHAVIOR ON THE BASIS OF PAST ENCOUNTERS WITH AND FEELINGS ABOUT THEM
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SELF-DISCLOSURE |
THE HONEST SHARING OF INFORMATION OF A PERSONAL NATURE, OFTEN WITH A FOCUS ON PROBLEM SOLVING; A CENTRAL MEANS BY WHICH ADOLESCENTS AND OTHERS DEVELOP FRIENDSHIPS.
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SOCIAL COMPARISON |
THE PROCESS BY WHICH PEOPLE EVALUATE THEIR OWN ABILITIES, VALUES, AND OTHER QUALITIES BY COMPARING THEMSELVES WITH OTHERS, USUALLY THEIR PEERS.
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SOCIOMETRIC TECHNIQUE |
A PROCEDURE FOR DETERMINING A CHILD'S STATUS WITHIN HIS OR HER PEER GROUP; EACH CHILD IN THE GROUP EITHER NOMINATES OTHERS WHOM THEY LIKE BEST OR RATES EACH CHILD IN THE GROUP FOR DESIRABILITY AS A COMPANION.
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BABBLING |
CONSONANT-VOWEL COMBINATIONS. |
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AN INFANT'S PRODUCTION OF STRINGS OF CONSONANT-VOWEL COMBINATIONS.
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BABBLING |
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COLLECTIVE SELF |
A PERSON'S CONCEPT OF SELF WITHIN A GROUP, SUCH AS A GROUP BASED ON GENDER OR RACE.
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A PERSON'S CONCEPT OF SELF WITHIN A GROUP, SUCH AS A GROUP BASED ON GENDER OR RACE.
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COLLECTIVE SELF |
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COOING |
A VERY YOUNG INFANT'S PRODUCTION OF VOWEL LIKE SOUNDS
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A VERY YOUNG INFANT'S PRODUCTION OF VOWEL LIKE SOUNDS
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COOING |
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ETHNIC IDENTITY |
RECOGNITION OF BEING A MEMBER OF A PARTICULAR RACE OR ETHNIC GROUP
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RECOGNITION OF BEING A MEMBER OF A PARTICULAR RACE OR ETHNIC GROUP
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ETHNIC IDENTITY |
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HOLOPHRASE |
A SINGLE WORD THAT APPEARS TO REPRESENT A COMPLETE THOUGHT
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A SINGLE WORD THAT APPEARS TO REPRESENT A COMPLETE THOUGHT
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HOLOPHRASE |
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IDENTITY |
THE DEFINITION OF ONESELF AS A DISCRETE SEPARATE ENTITY.
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THE DEFINITION OF ONESELF AS A DISCRETE SEPARATE ENTITY.
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IDENTITY |
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INDIVIDUAL SELF |
ASPECTS OF THE SELF THAT MAKE A PERSON UNIQUE AND SEPARATE FROM OTHERS
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ASPECTS OF THE SELF THAT MAKE A PERSON UNIQUE AND SEPARATE FROM OTHERS
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INDIVIDUAL SELF |
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PHONEMES |
THE SMALLEST SOUND UNITS THAT AFFECT MEANING IN A LANGUAGE
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THE SMALLEST SOUND UNITS THAT AFFECT MEANING IN A LANGUAGE
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PHONEMES |
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PRAGMATICS |
A SET OF RULES THAT SPECIFY APPROPRIATE LANGUAGE FOR PARTICULAR SOCIAL CONTEXTS
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A SET OF RULES THAT SPECIFY APPROPRIATE LANGUAGE FOR PARTICULAR SOCIAL CONTEXTS
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PRAGMATICS |
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PREJUDICE |
A SET OF ATTITUDES BY WHICH AN INDIVIDUAL DEFINES ALL MEMBERS OF A GROUP NEGATIVELY
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A SET OF ATTITUDES BY WHICH AN INDIVIDUAL DEFINES ALL MEMBERS OF A GROUP NEGATIVELY
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PREJUDICE |
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RELATIONAL SELF |
ASPECTS OF THE SELF THAT INVOLVE CONNECTIONS TO OTHER PEOPLE AND DEVELOP OUT OF INTERACTIONS WITH OTHER PEOPLE
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ASPECTS OF THE SELF THAT INVOLVE CONNECTIONS TO OTHER PEOPLE AND DEVELOP OUT OF INTERACTIONS WITH OTHER PEOPLE
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RELATIONAL SELF |
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RELIGIOUS IDENTITY |
RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF-DEFINITION.
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RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF-DEFINITION.
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RELIGIOUS IDENTITY |
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SCRIPTS |
A MENTAL REPRESENTATION OF AN EVENT OR SITUATION OF DAILY LIFE INCLUDING THE ORDER IN WHICH THINGS ARE EXPECTED TO HAPPEN AND HOW ONE SHOULD BEHAVE IN THAT SITUATION OR EVENT. |
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A MENTAL REPRESENTATION OF AN EVENT OR SITUATION OF DAILY LIFE INCLUDING THE ORDER IN WHICH THINGS ARE EXPECTED TO HAPPEN AND HOW ONE SHOULD BEHAVE IN THAT SITUATION OR EVENT.
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SCRIPTS |
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SELF-ESTEEM |
THE EVALUATIVE COMPONENT OF SELF THAT TAPS HOW POSITIVELY OR NEGATIVELY PEOPLE VIEW THEMSELVES IN RELATION TO OTHERS.
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THE EVALUATIVE COMPONENT OF SELF THAT TAPS HOW POSITIVELY OR NEGATIVELY PEOPLE VIEW THEMSELVES IN RELATION TO OTHERS.
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SELF-ESTEEM |
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SEMANTICS |
THE MEANINGS OF WORDS AND WORD COMBINATIONS
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THE MEANINGS OF WORDS AND WORD COMBINATIONS
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SEMANTICS |
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STEREOTYPE |
A GENERAL LABEL APPLIED TO INDIVIDUALS BASED SOLELY ON THEIR MEMBERSHIP IN A RACIAL, ETHNIC, OR RELIGIOUS GROUP, WITHOUT APPRECIATION THAT INDIVIDUALS WITHIN THE GROUP VARY.
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A GENERAL LABEL APPLIED TO INDIVIDUALS BASED SOLELY ON THEIR MEMBERSHIP IN A RACIAL, ETHNIC, OR RELIGIOUS GROUP, WITHOUT APPRECIATION THAT INDIVIDUALS WITHIN THE GROUP VARY.
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STEREOTYPE |
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STEREOTYPE CONSCIOUSNESS |
THE KNOWLEDGE THAT OTHER PEOPLE HAVE BELIEFS BASED ON ETHNIC STEREOTYPES
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THE KNOWLEDGE THAT OTHER PEOPLE HAVE BELIEFS BASED ON ETHNIC STEREOTYPES
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STEREOTYPE CONSCIOUSNESS |
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SYNTAX |
THE PART OF GRAMMAR THAT PRESCRIBES HOW WORDS MAY COMBINE INTO PHRASES, CLAUSES, AND SENTENCES.
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THE PART OF GRAMMAR THAT PRESCRIBES HOW WORDS MAY COMBINE INTO PHRASES, CLAUSES, AND SENTENCES.
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SYNTAX |
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TELEGRAPHIC SPEECH |
2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT
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2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT
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TELEGRAPHIC SPEECH |
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THEORY OF MIND |
CHILDREN'S UNDERSTANDING THAT PEOPLE HAVE MENTAL STATES, SUCH AS THOUGHTS, BELIEFS, AND DESIRES THAT AFFECT THEIR BEHAVIOR. IT ALLOWS CHILDREN TO GET BEYOND PEOPLE'S OBSERVABLE ACTIONS AND APPEARANCES AND RESPOND TO THEIR UNSEEN STATES.
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CHILDREN'S UNDERSTANDING THAT PEOPLE HAVE MENTAL STATES, SUCH AS THOUGHTS, BELIEFS, AND DESIRES THAT AFFECT THEIR BEHAVIOR. IT ALLOWS CHILDREN TO GET BEYOND PEOPLE'S OBSERVABLE ACTIONS AND APPEARANCES AND RESPOND TO THEIR UNSEEN STATES.
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THEORY OF MIND |
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AUTHORITARIAN PARENTING |
A CHILD REARING STYLE THAT IS HARSH, UNRESPONSIVE, AND RIGID, AND TENDS TO USE POWER-ASSERTIVE METHODS OF CONTROL |
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A CHILD REARING STYLE THAT IS HARSH, UNRESPONSIVE, AND RIGID, AND TENDS TO USE POWER-ASSERTIVE METHODS OF CONTROL
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AUTHORITARIAN PARENTING |
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AUTHORITATIVE PARENTING |
A CHILD-REARING STYLE THAT IS WARM, RESPONSIVE, AND INVOLVED AND SETS REASONABLE LIMITS AND EXPECTS APPROPRIATELY MATURE BEHAVIOR FROM CHILDREN.
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A CHILD-REARING STYLE THAT IS WARM, RESPONSIVE, AND INVOLVED AND SETS REASONABLE LIMITS AND EXPECTS APPROPRIATELY MATURE BEHAVIOR FROM CHILDREN.
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AUTHORITATIVE PARENTING |
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COPARENTING |
HOW PARENTS WORK TOGETHER AS A TEAM, WHICH CAN BE COOPERATIVE, HOSTILE, OR UNBALANCED.
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HOW PARENTS WORK TOGETHER AS A TEAM, WHICH CAN BE COOPERATIVE, HOSTILE, OR UNBALANCED.
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COPARENTING |
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EXTENDED FAMILY |
A UNIT OF PEOPLE THAT INCLUDES RELATIVES SUCH AS GRANDPARENTS, AUNTS, UNCLES, NIECES, AND NEPHEWS AS WELL AS MEMBERS OF THE NUCLEAR FAMILY.
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A UNIT OF PEOPLE THAT INCLUDES RELATIVES SUCH AS GRANDPARENTS, AUNTS, UNCLES, NIECES, AND NEPHEWS AS WELL AS MEMBERS OF THE NUCLEAR FAMILY.
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EXTENDED FAMILY |
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FAMILY SYSTEM |
A GROUP OF RELATED PEOPLE COMPOSED OF INTERDEPENDENT MEMBERS AND SUBSYSTEMS; CHANGES IN THE BEHAVIOR OF ONE MEMBER OF THE FAMILY AFFECT THE FUNCTIONING OF THE OTHER MEMBERS.
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A GROUP OF RELATED PEOPLE COMPOSED OF INTERDEPENDENT MEMBERS AND SUBSYSTEMS; CHANGES IN THE BEHAVIOR OF ONE MEMBER OF THE FAMILY AFFECT THE FUNCTIONING OF THE OTHER MEMBERS.
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FAMILY SYSTEM |
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JOINT LEGAL CUSTODY |
A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH BOTH PARENTS RETAIN AND SHARE RESPONSIBILITY FOR DECISIONS REGARDING THE CHILD'S LIFE, ALTHOUGH THE CHILD USUALLY RESIDES WITH ONE PARENT.
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A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH BOTH PARENTS RETAIN AND SHARE RESPONSIBILITY FOR DECISIONS REGARDING THE CHILD'S LIFE, ALTHOUGH THE CHILD USUALLY RESIDES WITH ONE PARENT.
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JOINT LEGAL CUSTODY |
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JOINT PHYSICAL CUSTODY |
A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH PARENTS MAKE DECISION TOGETHER REGARDING THEIR CHILD'S LIFE AND ALSO SHARE PHYSICAL CUSTODY SO THAT THE CHILD LIVES WITH EACH PARENT FOR ABOUT HALF THE TIME.
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A FORM OF POST DIVORCE CHILD CUSTODY IN WHICH PARENTS MAKE DECISION TOGETHER REGARDING THEIR CHILD'S LIFE AND ALSO SHARE PHYSICAL CUSTODY SO THAT THE CHILD LIVES WITH EACH PARENT FOR ABOUT HALF THE TIME.
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JOINT PHYSICAL CUSTODY |
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NUCLEAR FAMILY |
PARENTS AND THEIR CHILDREN LIVING TOGETHER
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PARENTS AND THEIR CHILDREN LIVING TOGETHER
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NUCLEAR FAMILY |
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PERMISSIVE PARENTING |
A CHILD-REARING STYLE THAT IS LAX AND INCONSISTENT AND ENCOURAGES CHILDREN TO EXPRESS THEIR IMPULSES FREELY.
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A CHILD-REARING STYLE THAT IS LAX AND INCONSISTENT AND ENCOURAGES CHILDREN TO EXPRESS THEIR IMPULSES FREELY.
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PERMISSIVE PARENTING |
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RITUALS |
FAMILY ACTIVITIES INVOLVING FORMAL RELIGIOUS OBSERVANCES AND FAMILY CELEBRATIONS.
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FAMILY ACTIVITIES INVOLVING FORMAL RELIGIOUS OBSERVANCES AND FAMILY CELEBRATIONS.
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RITUALS |
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ROUTINES |
DAY-TO-DAY ACTIVITIES SUCH AS MAKING DINNER OR WASHING THE DISHES.
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DAY-TO-DAY ACTIVITIES SUCH AS MAKING DINNER OR WASHING THE DISHES.
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ROUTINES |
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SOCIALIZATION |
THE PROCESS BY WHICH PARENTS AND OTHERS TEACH CHILDREN THE STANDARDS OF BEHAVIOR, ATTITUDES, SKILLS, AND MOTIVES DEEMED APPROPRIATE FOR THEIR SOCIETY
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THE PROCESS BY WHICH PARENTS AND OTHERS TEACH CHILDREN THE STANDARDS OF BEHAVIOR, ATTITUDES, SKILLS, AND MOTIVES DEEMED APPROPRIATE FOR THEIR SOCIETY
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SOCIALIZATION |
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SOLE CUSTODY |
A FORM OF POST DIVORCE CUSTODY IN WHICH THE CHILD IS EXCLUSIVELY WITH THE MOTHER OR THE FATHER
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A FORM OF POST DIVORCE CUSTODY IN WHICH THE CHILD IS EXCLUSIVELY WITH THE MOTHER OR THE FATHER
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SOLE CUSTODY |
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TRANSACTIONAL |
ONGOING INTERCHANGES BETWEEN SOCIAL PARTNERS SUCH AS A PARENT AND CHILD ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH.
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ONGOING INTERCHANGES BETWEEN SOCIAL PARTNERS SUCH AS A PARENT AND CHILD ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH.
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TRANSACTIONAL |
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UNINVOLVED PARENTING |
A CHILD-REARING STYLE IN WHICH PARENTS ARE INDIFFERENT AND NEGLECTFUL AND FOCUS ON THEIR OWN NEEDS RATHER THAN THOSE OF THEIR CHILDREN.
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A CHILD-REARING STYLE IN WHICH PARENTS ARE INDIFFERENT AND NEGLECTFUL AND FOCUS ON THEIR OWN NEEDS RATHER THAN THOSE OF THEIR CHILDREN.
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UNINVOLVED PARENTING |
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COOPERATIVE LEARNING |
A TEACHING TECHNIQUE IN WHICH SMALL GROUPS OF STUDENTS WORK TOGETHER
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A TEACHING TECHNIQUE IN WHICH SMALL GROUPS OF STUDENTS WORK TOGETHER
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COOPERATIVE LEARNING |
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DESENSITIZATION |
CLASSICAL CONDITIONING THERAPY USED TO OVERCOME PHOBIAS AND FEARS THROUGH EXPOSURE TO INCREASINGLY INTENSE VERSIONS OF THE FEARED STIMULUS; THE PROCESS BY WHICH PEOPLE SHOW DIMINISHED EMOTIONAL REACTION TO A REPEATED STIMULUS OR EVENT.
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CLASSICAL CONDITIONING THERAPY USED TO OVERCOME PHOBIAS AND FEARS THROUGH EXPOSURE TO INCREASINGLY INTENSE VERSIONS OF THE FEARED STIMULUS; THE PROCESS BY WHICH PEOPLE SHOW DIMINISHED EMOTIONAL REACTION TO A REPEATED STIMULUS OR EVENT.
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DESENSITIZATION |
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LATCHKEY CHILDREN |
YOUNGSTERS WHO MUST LET THEMSELVES INTO THEIR HOMES AFTER SCHOOL BECAUSE THEIR PARENTS ARE WORKING OUTSIDE THE HOME.
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YOUNGSTERS WHO MUST LET THEMSELVES INTO THEIR HOMES AFTER SCHOOL BECAUSE THEIR PARENTS ARE WORKING OUTSIDE THE HOME.
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LATCHKEY CHILDREN |
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MAGIC WINDOW THINKING |
THE TENDENCY OF VERY YOUNG CHILDREN TO BELIEVE THAT TELEVISION IMAGES ARE AS REAL AS REAL-LIFE PEOPLE AND OBJECTS.
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THE TENDENCY OF VERY YOUNG CHILDREN TO BELIEVE THAT TELEVISION IMAGES ARE AS REAL AS REAL-LIFE PEOPLE AND OBJECTS.
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MAGIC WINDOW THINKING |
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NATURAL MENTORS |
INDIVIDUALS BEYOND THE NUCLEAR FAMILY SUCH AS EXTENDED FAMILY MEMBERS, FAMILY FRIENDS, NEIGHBORS, TEACHERS.
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INDIVIDUALS BEYOND THE NUCLEAR FAMILY SUCH AS EXTENDED FAMILY MEMBERS, FAMILY FRIENDS, NEIGHBORS, TEACHERS.
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NATURAL MENTORS |
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OPEN CLASSROOM |
A RELATIVELY UNSTRUCTURED ORGANIZATION IN WHICH DIFFERENT AREAS OF THE ROOM ARE DEVOTED TO PARTICULAR ACTIVITIES AND CHILDREN WORK EITHER ALONE OR IN SMALL GROUPS UNDER THE TEACHER'S SUPERVISION. |
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A RELATIVELY UNSTRUCTURED ORGANIZATION IN WHICH DIFFERENT AREAS OF THE ROOM ARE DEVOTED TO PARTICULAR ACTIVITIES AND CHILDREN WORK EITHER ALONE OR IN SMALL GROUPS UNDER THE TEACHER'S SUPERVISION.
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OPEN CLASSROOM |
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PEER TUTORING |
A METHOD OF INSTRUCTION IN WHICH AN OLDER, MORE EXPERIENCED STUDENT TUTORS A YOUNGER, LESS EXPERIENCED STUDENT.
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A METHOD OF INSTRUCTION IN WHICH AN OLDER, MORE EXPERIENCED STUDENT TUTORS A YOUNGER, LESS EXPERIENCED STUDENT.
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PEER TUTORING |
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PYGMALION EFFECT |
A PHENOMENON IN WHICH TEACHERS' EXPECTATIONS THAT STUDENTS WILL DO WELL ARE REALIZED.
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A PHENOMENON IN WHICH TEACHERS' EXPECTATIONS THAT STUDENTS WILL DO WELL ARE REALIZED.
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PYGMALION EFFECT |
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SELF-FULFILLING PROPHECY |
POSITIVE OR NEGATIVE EXPECTATIONS THAT AFFECT A PERSON'S BEHAVIOR IN A MANNER THAT HE OR SHE (UNKNOWINGLY) CREATES SITUATIONS IN WHICH THOSE EXPECTATIONS ARE FULFILLED.
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POSITIVE OR NEGATIVE EXPECTATIONS THAT AFFECT A PERSON'S BEHAVIOR IN A MANNER THAT HE OR SHE (UNKNOWINGLY) CREATES SITUATIONS IN WHICH THOSE EXPECTATIONS ARE FULFILLED.
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SELF-FULFILLING PROPHECY |
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STAGE-ENVIRONMENT FIT |
THE DEGREE TO WHICH THE ENVIRONMENT SUPPORTS A CHILD'S DEVELOPMENTAL NEEDS.
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THE DEGREE TO WHICH THE ENVIRONMENT SUPPORTS A CHILD'S DEVELOPMENTAL NEEDS.
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STAGE ENVIRONMENT FIT |
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REACTION RANGE |
THE RANGE OF POSSIBLE DEVELOPMENTAL OUTCOMES ESTABLISHED BY A PERSON'S GENOTYPE IN REACTION TO THE ENVIRONMENT IN WHICH DEVELOPMENT TAKES PLACE. |
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THE RANGE OF POSSIBLE DEVELOPMENTAL OUTCOMES ESTABLISHED BY A PERSON'S GENOTYPE IN REACTION TO THE ENVIRONMENT IN WHICH DEVELOPMENT TAKES PLACE. |
REACTION RANGE |
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SHARE ENVIRONMENT |
A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY CHILDREN RAISED IN THE SAME FAMILIES |
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A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY CHILDREN RAISED IN THE SAME FAMILIES. |
SHARED ENVIRONMENT |
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PROGRAMMED NEURONAL DEATH |
THE NATURALLY OCCURRING DEATH OF IMMATURE NERVE CELLS DURING EARLY DEVELOPMENT OF THE NERVOUS SYSTEM. |
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THE NATURALLY OCCURRING DEATH OF IMMATURE NERVE CELLS DURING EARLY DEVELOPMENT OF THE NERVOUS SYSTEM.
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PROGRAMMED NEURONAL DEATH
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PHENOTYPE |
THE VISIBLE EXPRESSION OF A PERSON'S PARTICULAR PHYSICAL BEHAVIORAL CHARACTERISTICS CREATED BY THE INTERACTION OF THE PERSON'S GENOTYPE WITH THE ENVIRONMENT. |
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THE VISIBLE EXPRESSION OF A PERSON'S PARTICULAR PHYSICAL BEHAVIORAL CHARACTERISTICS CREATED BY THE INTERACTION OF THE PERSON'S GENOTYPE WITH THE ENVIRONMENT.
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PHENOTYPE
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PASSIVE GENE ENVIRONMENT ASSOCIATION |
ENVIRONMENT CREATED BY PARENTS WITH PARTICULAR GENETIC CHARACTERISTICS ENCOURAGES THE EXPRESSION OF THESE TENDENCIES IN THEIR CHILDREN. |
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ENVIRONMENT CREATED BY PARENTS WITH PARTICULAR GENETIC CHARACTERISTICS ENCOURAGES THE EXPRESSION OF THESE TENDENCIES IN THEIR CHILDREN.
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PASSIVE GENE ENVIRONMENT ASSOCIATION
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NON-SHARED ENVIRONMENTS |
A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY ONE CHILD IN A FAMILY, BUT NOT SHARED WITH ANOTHER CHILD IN THE SAME FAMILY. |
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A SET OF CONDITIONS OR ACTIVITIES EXPERIENCED BY ONE CHILD IN A FAMILY, BUT NOT SHARED WITH ANOTHER CHILD IN THE SAME FAMILY.
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NON-SHARED ENVIRONMENTS
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NICHE PICKING |
SEEKING OUT OR CREATING ENVIRONMENTS COMPATIBLE WITH ONE'S GENETICALLY BASED PREDISPOSITIONS. |
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SEEKING OUT OR CREATING ENVIRONMENTS COMPATIBLE WITH ONE'S GENETICALLY BASED PREDISPOSITIONS.
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NICHE PICKING
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NEURON |
CELL IN THE NERVOUS SYSTEM THAT SENDS AND RECIEVES NEURAL IMPULSES THROUGH THE BRAIN AND NERVOUS SYSTEM. AXON - LONG PROJECTION DENDRITES - SHORT PROJECTIONS |
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CELL IN THE NERVOUS SYSTEM THAT SENDS AND RECIEVES NEURAL IMPULSES THROUGH THE BRAIN AND NERVOUS SYSTEM. AXON - LONG PROJECTION DENDRITES - SHORT PROJECTIONS |
NEURON |
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NEURON PROLIFERATION |
THE RAPID FORMATION OF NEURONS IN THE DEVELOPING ORGANISM'S BRAIN |
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THE RAPID FORMATION OF NEURONS IN THE DEVELOPING ORGANISM'S BRAIN
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NEURON PROLIFERATION
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NEURAL MIGRATION |
THE MOVEMENT OF NEURONS WITHIN THE BRAIN THAT ENSURES ALL BRAIN AREAS HAVE A SUFFICIENT NUMBER OF NEURAL CONNECTIONS. |
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THE MOVEMENT OF NEURONS WITHIN THE BRAIN THAT ENSURES ALL BRAIN AREAS HAVE A SUFFICIENT NUMBER OF NEURAL CONNECTIONS.
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NEURAL MIGRATION
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MYELINATION |
THE PROCESS BY WHICH GLIAL CELLS ENCASE NEURONS IN SHEATHS OF THE FATTY SUBSTANCE MYELIN. |
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THE PROCESS BY WHICH GLIAL CELLS ENCASE NEURONS IN SHEATHS OF THE FATTY SUBSTANCE MYELIN.
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MYELINATION
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MODIFIER GENES |
GENES THAT EXERT THEIR INFLUENCE INDIRECTLY BY AFFECTION THE EXPRESSION OF OTHER GENES. |
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GENES THAT EXERT THEIR INFLUENCE INDIRECTLY BY AFFECTION THE EXPRESSION OF OTHER GENES.
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MODIFIER GENES
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ATTACHMENT |
A STRONG EMOTIONAL BOND THAT FORMS BETWEEN INFANT AND CAREGIVER IN THE SECOND HALF OF THE CHILD'S FIRST YEAR. |
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A STRONG EMOTIONAL BOND THAT FORMS BETWEEN INFANT AND CAREGIVER IN THE SECOND HALF OF THE CHILD'S FIRST YEAR.
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ATTACHMENT
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IMPRINTING |
BIRDS AND OTHER INFRAHUMAN ANIMALS DEVELOP A PREFERENCE FOR AND FOLLOW THE PERSON OR OBJECT TO WHICH THEY ARE FIRST EXPOSED DURING A BRIEF, CRITICAL PERIOD AFTER BIRTH. |
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BIRDS AND OTHER INFRAHUMAN ANIMALS DEVELOP A PREFERENCE FOR AND FOLLOW THE PERSON OR OBJECT TO WHICH THEY ARE FIRST EXPOSED DURING A BRIEF, CRITICAL PERIOD AFTER BIRTH.
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IMPRINTING
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ACTIVE GENE-ENVIRONMENT ASSOCIATION |
A PERSON'S GENES ENCOURAGE THEM TO SEEK OUT EXPERIENCES COMPATIBLE WITH THEIR INHERITED TENDENCIES |
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A PERSON'S GENES ENCOURAGE THEM TO SEEK OUT EXPERIENCES COMPATIBLE WITH THEIR INHERITED TENDENCIES
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ACTIVE GENE-ENVIRONMENT ASSOCIATION
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CEREBRAL HEMISPHERES |
THE TWO HALVES OF THE BRAIN'S CEREBRUM, LEFT AND RIGHT. |
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THE TWO HALVES OF THE BRAIN'S CEREBRUM, LEFT AND RIGHT.
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CEREBRAL HEMISPHERES
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CEREBRAL CORTEX |
THE COVERING LAYER OF THE CEREBRUM, WHICH CONTAINS THE CELLS THAT CONTROL SPECIFIC FUNCTIONS SUCH AS SEEING, HEARING, MOVING, AND THINKING. |
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THE COVERING LAYER OF THE CEREBRUM, WHICH CONTAINS THE CELLS THAT CONTROL SPECIFIC FUNCTIONS SUCH AS SEEING, HEARING, MOVING, AND THINKING.
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CEREBRAL CORTEX
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AUTISM |
DISORDER THAT BEGINS IN CHILDHOOD, LASTS A LIFETIME, AND DISRUPTS SOCIAL AND COMMUNICATION SKILLS |
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DISORDER THAT BEGINS IN CHILDHOOD, LASTS A LIFETIME, AND DISRUPTS SOCIAL AND COMMUNICATION SKILLS
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AUTISM
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CEREBRUM |
THE TWO CONNECTED HEMISPHERES OF THE BRAIN. |
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THE TWO CONNECTED HEMISPHERES OF THE BRAIN. |
CEREBRUM |
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CORPUS CALLOSUM |
THE BAND OF NERVE FIBERS THAT CONNECTS THE TWO HEMISPHERES OF THE BRAIN |
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THE BAND OF NERVE FIBERS THAT CONNECTS THE TWO HEMISPHERES OF THE BRAIN
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CORPUS CALLOSUM
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EVOCATIVE GENE ENVIRONMENT ASSOCIATION |
A PERSON'S INHERITED TENDENCIES ELICIT CERTAIN ENVIRONMENTAL RESPONSES. |
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A PERSON'S INHERITED TENDENCIES ELICIT CERTAIN ENVIRONMENTAL RESPONSES.
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EVOCATIVE GENE ENVIRONMENT ASSOCIATION
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EXPERIENCE DEPENDENT PROCESSES |
BRAIN PROCESSES THAT ARE UNIQUE TO THE INDIVIDUAL AND RESPONSIVE TO PARTICULAR CULTURAL, COMMUNITY, AND FAMILY EXPERIENCES. |
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BRAIN PROCESSES THAT ARE UNIQUE TO THE INDIVIDUAL AND RESPONSIVE TO PARTICULAR CULTURAL, COMMUNITY, AND FAMILY EXPERIENCES.
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EXPERIENCE DEPENDENT PROCESSES
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CONCEPTS |
INTERNAL REPRESENTATIONS OF THINGS |
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INTERNAL REPRESENTATIONS OF THINGS |
CONCEPTS |
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DEFINING FEATURES REPRESENTATIONS |
DEFINES NECESSARY AND SUFFICIENT FEATURES FOR SOMETHING TO BE A MEMBER OF A CATEGORY |
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DEFINES NECESSARY AND SUFFICIENT FEATURES FOR SOMETHING TO BE A MEMBER OF A CATEGORY
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DEFINING FEATURES REPRESENTATIONS
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PROTOIMPERATIVE POINTING |
POINTING THAT MEANS 'I WANT THAT' |
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POINTING THAT MEANS 'I WANT THAT' |
PROTOIMPERATIVE POINTING |
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PROTODECLARATIVE POINTING |
POINTING INTENDED TO SOLICIT ATTENTION |
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POINTING INTENDED TO SOLICIT ATTENTION
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PROTODECLARATIVE POINTING
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TELEOLOGICAL STANCE |
RECOGNITION THAT BEHAVIORS CAN BE DIRECTED TO GOALS WITHOUT ATTRIBUTING MENTAL STATES. |
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RECOGNITION THAT BEHAVIORS CAN BE DIRECTED TO GOALS WITHOUT ATTRIBUTING MENTAL STATES.
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TELEOLOGICAL STANCE
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MENTAL AGENTS |
THINGS TO WHICH WE ASSIGN HUMAN QUALITIES |
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THINGS TO WHICH WE ASSIGN HUMAN QUALITIES
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MENTAL AGENTS
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MIRROR NEURONS |
NERVE CELLS THAT FIRES BOTH WHEN A PERSON PERFORMS AN ACTION AND WHEN A PERSON OBSERVES THE SAME ACTION BEING PERFORMED BY SOMEONE ELSE. |
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NERVE CELLS THAT FIRES BOTH WHEN A PERSON PERFORMS AN ACTION AND WHEN A PERSON OBSERVES THE SAME ACTION BEING PERFORMED BY SOMEONE ELSE. |
MIRROR NEURONS |
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DETECTING CONTINGENCIES |
LEARNING THAT INVOLVES MAKING A CONNECTION BETWEEN ONE'S ACTIONS AND EVENTS IN THE ENVIRONMENT |
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LEARNING THAT INVOLVES MAKING A CONNECTION BETWEEN ONE'S ACTIONS AND EVENTS IN THE ENVIRONMENT
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DETECTING CONTINGENCIES
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DO BABIES SHOW PRIMACY EFFECTS AND RECENCY EFFECTS? |
YES |
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SHORT TERM MEMORY |
INFORMATION JUST RECIEVED THAT MAY BE PROCESSED FOR FURTHER USE. |
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INFORMATION JUST RECIEVED THAT MAY BE PROCESSED FOR FURTHER USE.
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SHORT TERM MEMORY
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AN INFANT'S FEAR OF HEIGHTS IS LINKED WITH THE DEVELOPMENT OF _________ |
PERIPHERAL VISION |
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AT WHAT AGE CAN INFANTS LINK VISION AND SOUND? |
4 MONTHS OLD |
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CROSS MODAL PERCEPTIONS |
COMBINING INFORMATION FROM TWO OR MORE SENSORY SYSTEMS (OR MODALITIES) |
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COMBINING INFORMATION FROM TWO OR MORE SENSORY SYSTEMS
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CROSS MODAL PERCEPTIONS
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WHAT PROCESS CAUSES AN INFANT'S SENSITIVITY TO LANGUAGE PHONEMES TO DECLINE? |
SYNAPTIC PRUNING |
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WHEN DOES AN INFANT'S SENSITIVITY TO PHONEMES DECLINE? |
10 MONTHS OLD |
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UNIVERSAL LISTENER |
ABLE TO DISTINGUISH ALL LANGUAGE SOUNDS |
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ABLE TO DISTINGUISH ALL LANGUAGE SOUNDS
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UNIVERSAL LISTENER
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TEXTURE GRADIENT |
THE FARTHER AWAY SOMETHING IS THE BLURRIER IT GETS |
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THE FARTHER AWAY SOMETHING IS THE BLURRIER IT GETS
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TEXTURE GRADIENT
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AT WHAT AGE CAN INFANTS SEE DEPTH WITH BINOCULAR CUES? |
4 MO |
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BINOCULAR CUES |
CUES WHERE TWO EYES ARE NEEDED |
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CUES WHERE TWO EYES ARE NEEDED |
BINOCULAR CUES |
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MONOCULAR CUES |
CUES THAT INVOLVE JUST ONE EYE |
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CUES THAT INVOLVE JUST ONE EYE |
MONOCULAR CUES |
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AT WHAT AGE IS THE VISUAL ACUITY OF AN INFANT EQUAL TO THAT OF AN ADULT? |
7 - 8 MO |
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DO INFANTS PREFER SOLIDS OR STRIPES AND HOW IS THIS TESTED? |
STRIPES - THIS IS TESTED BY PUTTING MORE/LESS LINES CLOSER TOGETHER/FARTHER APART
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TEMPERAMENT |
AN INDIVIDUAL'S TYPICAL MODE OF RESPONSE INCLUDING ACTIVITY LEVEL, EMOTIONAL INTENSITY, ATTENTION SPAN; USED PARTICULARLY TO DESCRIBE INFANT AND CHILDREN'S BEHAVIOR |
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AN INDIVIDUAL'S TYPICAL MODE OF RESPONSE INCLUDING ACTIVITY LEVEL, EMOTIONAL INTENSITY, ATTENTION SPAN; USED PARTICULARLY TO DESCRIBE INFANT AND CHILDREN'S BEHAVIOR
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TEMPERAMENT
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SYNAPTOGENESIS |
THE FORMING OF SYNAPSES |
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THE FORMING OF SYNAPSES |
SYNAPTOGENESIS |
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ATTUNEMENT |
A PATTERN OF MUTUAL ENGAGEMENT BETWEEN CAREGIVER AND INFANT BY WHICH THE CAREGIVER MAINTAINS ATTENTION AND RESPONDS WARMLY TO THE INFANT'S SIGNALS |
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A PATTERN OF MUTUAL ENGAGEMENT BETWEEN CAREGIVER AND INFANT BY WHICH THE CAREGIVER MAINTAINS ATTENTION AND RESPONDS WARMLY TO THE INFANT'S SIGNALS
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ATTUNEMENT
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ADHD |
DISORDER CHARACTERIZED BY A PERSISTENT PATTERN OF INATTENTION AND HYPERACTIVITY OR IMPULSIVITY |
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DISORDER CHARACTERIZED BY A PERSISTENT PATTERN OF INATTENTION AND HYPERACTIVITY OR IMPULSIVITY
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ADHD |
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ALLELES |
AN ALTERNATIVE FORM OF A GENE; TYPICALLY A GENE HAS TWO ALLELES, 1 FROM THE MOTHER AND ONE FROM THE FATHER. |
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AN ALTERNATIVE FORM OF A GENE; TYPICALLY A GENE HAS TWO OF THESE, 1 FROM THE MOTHER AND ONE FROM THE FATHER.
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ALLELES |
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LATERALIZATION |
PROCESS BY WHICH EACH HALF OF THE BRAIN BECOMES SPECIALIZED FOR CERTAIN FUNCTIONS. example - the control of speech and language by the left hemisphere and of visual-spatial processing by the right hemisphere. |
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PROCESS BY WHICH EACH HALF OF THE BRAIN BECOMES SPECIALIZED FOR CERTAIN FUNCTIONS. example - the control of speech and language by the left hemisphere and of visual-spatial processing by the right hemisphere.
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LATERALIZATION
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INTERNALIZING PROBLEMS |
A TYPE OF BEHAVIOR PROBLEM IN WHICH THE PROBLEM IS DIRECTED AT THE SELF RATHER THAN OTHERS -- FEAR, ANXIETY, DEPRESSION, LONELINESS, AND WITHDRAWAL. |
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A TYPE OF BEHAVIOR PROBLEM IN WHICH THE PROBLEM IS DIRECTED AT THE SELF RATHER THAN OTHERS -- FEAR, ANXIETY, DEPRESSION, LONELINESS, AND WITHDRAWAL.
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INTERNALIZING PROBLEMS
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HUMAN BEHAVIOR GENETICS |
THE STUDY OF THE RELATIVE INFLUENCES OF HEREDITY AND ENVIRONMENT ON INDIVIDUAL DIFFERENCES IN TRAITS AND ABILITIES. |
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THE STUDY OF THE RELATIVE INFLUENCES OF HEREDITY AND ENVIRONMENT ON INDIVIDUAL DIFFERENCES IN TRAITS AND ABILITIES.
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HUMAN BEHAVIOR GENETICS
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HERITABILITY FACTORS |
A STATISTICAL ESTIMATE OF THE CONTRIBUTION HEREDITY MAKES TO A PARTICULAR TRAIT OR ABILITY. |
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A STATISTICAL ESTIMATE OF THE CONTRIBUTION HEREDITY MAKES TO A PARTICULAR TRAIT OR ABILITY.
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HERITABILITY FACTORS
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GLIAL CELLS |
A CELL THAT SUPPORTS, PROTECTS, AND REPAIRS NEURONS |
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A CELL THAT SUPPORTS, PROTECTS, AND REPAIRS NEURONS
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GLIAL CELLS
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GENOTYPE |
THE PARTICULAR SET OF GENES A PERSON INHERITS FROM HIS OR HER PARENTS. |
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THE PARTICULAR SET OF GENES A PERSON INHERITS FROM HIS OR HER PARENTS.
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GENOTYPE
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GENE |
A PORTION OF THE DNA LOCATED A PARTICULAR SITE ON A CHROMOSOME AND CODING FOR THE PRODUCTION FOR A SPECIFIC TYPE OF PROTEIN |
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A PORTION OF THE DNA LOCATED A PARTICULAR SITE ON A CHROMOSOME AND CODING FOR THE PRODUCTION FOR A SPECIFIC TYPE OF PROTEIN
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GENE
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EXTERNALIZING PROBLEMS |
TYPE OF CHILDHOOD BEHAVIOR PROBLEM IN WHICH THE BEHAVIOR IS DIRECTED AT OTHERS, INCLUDING -- HITTING, STEALING, VANDALIZING, AND LYING |
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TYPE OF CHILDHOOD BEHAVIOR PROBLEM IN WHICH THE BEHAVIOR IS DIRECTED AT OTHERS, INCLUDING -- HITTING, STEALING, VANDALIZING, AND LYING
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EXTERNALIZING PROBLEMS
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INSECURE-AMBIVALENT ATTACHEMENT |
BABIES WHO TEND TO BECOME VERY UPSET AT THE DEPARTURE OF THEIR CAREGIVER AND EXHIBIT INCONSISTENT BEHAVIOR, SOMETIMES SEEKING CONTACT, SOMETIMES PUSHING THEIR MOTHER AWAY. |
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BABIES WHO TEND TO BECOME VERY UPSET AT THE DEPARTURE OF THEIR CAREGIVER AND EXHIBIT INCONSISTENT BEHAVIOR, SOMETIMES SEEKING CONTACT, SOMETIMES PUSHING THEIR MOTHER AWAY.
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INSECURE-AMBIVALENT ATTACHEMENT
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INSECURE-AMBIVALENT ATTACHEMENT IS AKA |
INSECURE RESISTANT AND ANXIOUS AMBIVALENT |
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INSECURE RESISTANT ATTACHMENT IS AKA |
INSECURE-AMBIVALENT ATTACHEMENT AND ANXIOUS AMBIVALENT
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ANXIOUS AMBIVALENT ATTACHMENT IS AKA |
INSECURE RESISTANT AND INSECURE AMBIVALENT ATTACHMENT |
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INSECURE DISORGANIZED ATTACHEMENT |
BABIES WHO SEEM DISORGANIZED AND DISORIENTED WITH THEIR CAREGIVER AFTER A BRIEF SEPARATION |
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|
BABIES WHO SEEM DISORGANIZED AND DISORIENTED WITH THEIR CAREGIVER AFTER A BRIEF SEPARATION SHOW THIS ATTACHEMENT STYLE
|
INSECURE DISORGANIZED ATTACHEMENT
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INTERNAL WORKING MODELS |
A PERSON'S MENTAL REPRESENTATION OF THEMSELVES AS A CHILD, HIS/HER PARENTS, AND THE NATURE OF THEIR INTERACTION WITH THE PARENTS AS HE OR SHE RECONSTRUCTS AND INTERPRETS THAT INTERACTION. |
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A PERSON'S MENTAL REPRESENTATION OF THEMSELVES AS A CHILD, HIS/HER PARENTS, AND THE NATURE OF THEIR INTERACTION WITH THE PARENTS AS HE OR SHE RECONSTRUCTS AND INTERPRETS THAT INTERACTION.
|
INTERNAL WORKING MODELS
|
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MATERNAL BOND |
FEELINGS OF ATTACHMENT BY A MOTHER TO HER INFANT, PERHAPS INFLUENCED BY EARLY INFANT CONTACT |
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FEELINGS OF ATTACHMENT BY A MOTHER TO HER INFANT, PERHAPS INFLUENCED BY EARLY INFANT CONTACT
|
MATERNAL BOND
|
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SECURE ATTACHMENT |
BABIES ARE ABLE TO EXPLORE NOVEL ENVIRONMENTS, ARE MINIMALLY DISTURBED BY BRIEF SEPARATIONS FROM THEIR CAREGIVER, AND ARE QUICKLY COMFORTED WHEN THEY RETURN. |
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BABIES ARE ABLE TO EXPLORE NOVEL ENVIRONMENTS, ARE MINIMALLY DISTURBED BY BRIEF SEPARATIONS FROM THEIR CAREGIVER, AND ARE QUICKLY COMFORTED WHEN THEY RETURN.
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SECURE ATTACHMENT
|
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SECURE BASE |
A SAFETY ZONE FROM WHICH THE INFANT CAN RETREAT TO FOR COMFORT AND REASSURANCE WHEN STRESSED OR FRIGHTENED WHILE EXPLORING THE ENVIRONMENT |
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A SAFETY ZONE FROM WHICH THE INFANT CAN RETREAT TO FOR COMFORT AND REASSURANCE WHEN STRESSED OR FRIGHTENED WHILE EXPLORING THE ENVIRONMENT
|
SECURE BASE
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SEPARATION DISTRESS IS ALSO KNOWN AS |
SEPARATION PROTEST |
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SEPARATION PROTEST IS ALSO KNOWN AS |
SEPARATION DISTRESS |
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|
SEPARATION PROTEST |
AN INFANT'S DISTRESS REACTION TO BEING SEPARATED FROM THE ATTACHMENT OBJECT -- TYPICALLY PEAKS AT 15 MONTHS OF AGE |
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AN INFANT'S DISTRESS REACTION TO BEING SEPARATED FROM THE ATTACHMENT OBJECT -- TYPICALLY PEAKS AT 15 MONTHS OF AGE
|
SEPARATION PROTEST
|
|
|
WHEN DOES SEPARATION PROTEST TYPICALLY PEAK? |
15 MO |
|
|
STRANGE SITUATION |
RESEARCH PROCEDURE IN WHICH PARENT AND CHILD ARE SEPARATED AND REUNITED SO INVESTIGATORS CAN ASSESS THE NATURE AND QUALITY OF THE PARENT-INFANT ATTACHMENT RELATIONSHIP |
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RESEARCH PROCEDURE IN WHICH PARENT AND CHILD ARE SEPARATED AND REUNITED SO INVESTIGATORS CAN ASSESS THE NATURE AND QUALITY OF THE PARENT-INFANT ATTACHMENT RELATIONSHIP
|
STRANGE SITUATION
|
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INSECURE-AVOIDANT ATTACHMENT |
BABIES WHO DO NOT SEEM TO BE BOTHERED BY THEIR CAREGIVER'S BRIEF ABSENCES, BUT SPECIFICALLY AVOID HER WHEN SHE RETURNS, SOMETIMES BECOMING VISIBLY UPSET |
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BABIES WHO DO NOT SEEM TO BE BOTHERED BY THEIR CAREGIVER'S BRIEF ABSENCES, BUT SPECIFICALLY AVOID HER WHEN SHE RETURNS, SOMETIMES BECOMING VISIBLY UPSET
|
INSECURE-AVOIDANT ATTACHMENT
|
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COLLECTIVE EFFICACY |
THE GROUP'S SHARED BELIEF IN ITS ABILITY AS A UNIT TO ACHIEVE SOME GOAL. |
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THE GROUP'S SHARED BELIEF IN ITS ABILITY AS A UNIT TO ACHIEVE SOME GOAL.
|
COLLECTIVE EFFICACY
|
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PROS OF COGNITIVE SOCIAL LEARNING THEORY |
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CONS OF SOCIAL LEARNING THEORY |
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SOCIAL INFORMATION PROCESSING THEORY |
EXPLAINS SOCIAL BEHAVIOR IN TERMS OF ONE'S ASSESSMENT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE ON CHOOSING A SOCIAL ACTION. |
|
|
EXPLAINS SOCIAL BEHAVIOR IN TERMS OF ONE'S ASSESSMENT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE ON CHOOSING A SOCIAL ACTION.
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SOCIAL INFORMATION PROCESSING THEORY
|
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INFORMATION PROCESSING THEORY (IN STEPS) |
ATTEND --> CREATE MENTAL REPRESENTATIONS --> STORE REPRESENTATIONS IN MEMORY --> COMPARE TO OTHER MEMORIES --> GENERATE POSSIBLE RESPONSES --> DECIDE ON MOST APPROPRIATE RESPONSE --> TAKE ACTION |
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ATTEND --> CREATE MENTAL REPRESENTATIONS --> STORE REPRESENTATIONS IN MEMORY --> COMPARE TO OTHER MEMORIES --> GENERATE POSSIBLE RESPONSES --> DECIDE ON MOST APPROPRIATE RESPONSE --> TAKE ACTION
|
INFORMATION PROCESSING THEORY
|
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ASSIMILATION AND ACCOMODATION COME FROM WHICH THEORIST? |
PIAGET |
|
|
PSYCHOSOCIAL THEORY |
ERIKSON'S THEORY THAT THE STAGES OF DEVELOPMENT DEPEND ON ACCOMPLISHING A PSYCHOLOGICAL TASK IN INTERACTIONS WITH THE SOCIAL ENVIRONMENT. |
|
|
THEORY THAT THE STAGES OF DEVELOPMENT DEPEND ON ACCOMPLISHING A PSYCHOLOGICAL TASK IN INTERACTIONS WITH THE SOCIAL ENVIRONMENT.
|
PSYCHOSOCIAL THEORY (ERIKSON)
|
|
|
ERIKSON'S DEVELOPMENTAL PERSPECTIVE IS CALLED |
PSYCHOSOCIAL THEORY |
|
|
FREUD'S STAGE WHERE THE ELECTRA AND OEDIPUS COMPLEXES APPEAR |
PHALLIC STAGE (3- 6 YR) |
|
|
ERIKSON'S DEVELOPMENTAL STAGES |
|
|
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AGE FOR ERIKSON'S STAGE INTEGRITY VS DESPAIR |
OLD AGE |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE GENERATIVITY VS STAGNATION OCCUR? |
ADULTHOOD |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE INTIMACY VS ISOLATION OCCUR? |
YOUNG ADULTHOOD |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE IDENTITY VS ROLE CONFUSION OCCUR
|
ADOLESCENCE |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE INDUSTRY VS INFERIORITY OCCUR?
|
SCHOOL AGE |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE INITIATIVE VS GUILT OCCUR?
|
PLAY AGE |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE AUTONOMY VS SHAME AND DOUBT OCCUR?
|
EARLY CHILDHOOD |
|
|
AT WHAT AGE DOES ERIKSON'S STAGE TRUST VS MISTRUST OCCUR?
|
INFANCY |
|
|
WHAT IS THE FOCUS OF THE GENITAL STAGE? |
WITH PUBERTY SEX DESIRES REEMERGE AND ARE EXPRESSED IN ROMANTIC RELATIONSHIPS WITH PEERS (FREUD) |
|
|
WITH PUBERTY SEX DESIRES REEMERGE AND ARE EXPRESSED IN ROMANTIC RELATIONSHIPS WITH PEERS (FREUD)
|
GENITAL STAGE |
|
|
LATENCY STAGE |
FREUD'S STAGE WHERE SEXUAL URGES WERE REPRESSED AND THERE IS AN EMPHASIS ON EDUCATION AND THE BEGINNINGS OF CONCERN FOR OTHERS. |
|
|
FREUD'S STAGE WHERE SEXUAL URGES WERE REPRESSED AND THERE IS AN EMPHASIS ON EDUCATION AND THE BEGINNINGS OF CONCERN FOR OTHERS.
|
LATENCY STAGE
|
|
|
PHALLIC STAGE |
INCREASE IN SEXUAL URGES AROUSES CURIOSITY AND ALERTS CHILDREN TO GENDER DIFFERENCES. THIS STAGE IS CRITICAL TO THE FORMATION OF GENDER IDENTITY. |
|
|
INCREASE IN SEXUAL URGES AROUSES CURIOSITY AND ALERTS CHILDREN TO GENDER DIFFERENCES. THIS STAGE IS CRITICAL TO THE FORMATION OF GENDER IDENTITY.
|
PHALLIC STAGE (FREUD)
|
|
|
ANAL STAGE |
EMPHASIS ON POTTY TRAINING AND FIRST EXPERIENCE WITH DISCIPLINE AND AUTHORITY |
|
|
EMPHASIS ON POTTY TRAINING AND FIRST EXPERIENCE WITH DISCIPLINE AND AUTHORITY
|
ANAL STAGE
|
|
|
ORAL STAGE |
FOCUS ON EATING THINGS AND TAKING THINGS INTO THE MOUTH |
|
|
FREUD'S STAGE THAT FOCUSED ON EATING THINGS AND TAKING THINGS INTO THE MOUTH |
ORAL STAGE |
|
|
AT WHAT AGE DID FREUD BELIEVE THE GENITAL STAGE OCCURED? |
12 - 20 YR |
|
|
AT WHAT AGE DID FREUD BELIEVE THE LATENCY STAGE OCCURED? |
6 - 12 YR |
|
|
AT WHAT AGE DID FREUD BELIEVE THE PHALLIC STAGE OCCURED? |
3 - 6 YR |
|
|
AT WHAT AGE DID FREUD BELIEVE THE ANAL STAGE OCCURRED? |
1 - 3 YR |
|
|
AT WHAT AGE DID FREUD BELIEVE THE ORAL STAGE OCCURRED? |
0 - 1 YEAR |
|
|
TRADITIONAL LEARNING THEORY IS ALSO KNOWN AS |
BEHAVIORISM |
|
|
BEHAVIORISM IS ALSO KNOWN AS |
TRADITIONAL LEARNING THEORY |
|
|
THEORISTS AND PERSPECTIVES WHO PLACED EMPHASIS ON CULTURE |
|
|
|
CONSCIENCE |
THE ABILITY TO APPLY MORAL VALUES TO ONE'S OWN ACTS |
|
|
THE ABILITY TO APPLY MORAL VALUES TO ONE'S OWN ACTS
|
CONSCIENCE
|
|
|
INTERNALIZE |
ACCEPTS AND ABSORBS A CONCEPT |
|
|
ACCEPT AND ABSORB A CONCEPT |
INTERNALIZE |
|
|
ACCORDING TO FREUD WHEN DOES THE SUPEREGO APPEAR? |
WHEN THE PERSON INTERNALIZES -- THAT IS ACCEPTS AND ABSORBS -- PARENTAL OR SOCIETAL MORALS, VALUES, AND ROLES AND DEVELOPS A CONSCIENCE OR ABILITY TO APPLY MORAL VALUES TO HIS/HER OWN ACTS |
|
|
WHEN THE PERSON INTERNALIZES -- THAT IS ACCEPTS AND ABSORBS -- PARENTAL OR SOCIETAL MORALS, VALUES, AND ROLES AND DEVELOPS A CONSCIENCE OR ABILITY TO APPLY MORAL VALUES TO HIS/HER OWN ACTS
|
THIS IS WHEN THE SUPEREGO APPEARS |
|
|
SUPEREGO |
ACCORDING TO FREUD, THE PERSONALITY COMPONENT THAT IS THE REPOSITORY OF ONE'S INTERNALIZATION OF PARENTAL OR SOCIETAL VALUES, MORALS, AND ROLES. |
|
|
ACCORDING TO FREUD, WHAT WAS THE ORDER IN WHICH ONE'S PERSONALITY DEVELOPED? |
|
|
|
EGO |
IN FREUD'S THEORY, THE RATIONAL COMPONENT OF THE PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS. |
|
|
IN FREUD'S THEORY, THE RATIONAL COMPONENT OF THE PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS.
|
EGO |
|
|
ACCORDING TO FREUD, THE ID OPERATES ON _______ |
INSTINCT -- THE PLEASURE PRINCIPLE WHERE IT TRIES TO MAXIMIZE PLEASURE AND MEET NEEDS IMMEDIATELY. |
|
|
PLEASURE PRINCIPLE |
FREUD'S PSYCHODYNAMIC THEORY WHERE THE ID TRIES TO MAXIMIZE PLEASURE AND SATISFY NEEDS IMMEDIATELY |
|
|
FREUD'S PSYCHODYNAMIC THEORY WHERE THE ID TRIES TO MAXIMIZE PLEASURE AND SATISFY NEEDS IMMEDIATELY
|
PLEASURE PRINCIPLE
|
|
|
IN FREUD'S PSYCHODYNAMIC THEORY AN INFANT IS FIRST CONTROLLED BY _____ |
THE ID |
|
|
NATURE |
HEREDITY AND MATURATION WITH BIOLOGY AS DESTINY WHERE THE COURSE OF DEVELOPMENT IS LARGELY PREDETERMINED BY GENETIC FACTORS THAT GUIDE NATURAL MATURATION -- OR THE UNFOLDING OF INCREASINGLY COMPLEX SOCIAL SKILLS AND ABILITIES. |
|
|
HEREDITY AND MATURATION WITH BIOLOGY AS DESTINY WHERE THE COURSE OF DEVELOPMENT IS LARGELY PREDETERMINED BY GENETIC FACTORS THAT GUIDE NATURAL MATURATION -- OR THE UNFOLDING OF INCREASINGLY COMPLEX SOCIAL SKILLS AND ABILITIES.
|
NATURE |
|
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MATURATION |
A BIOLOGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME. |
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A BIOLOGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME.
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MATURATION
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WHAT THEORIST WAS A COGNITIVE DEVELOPMENTAL THEORIST? |
PIAGET |
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ACCOMODATION |
MODIFYING AN EXISTING SCHEMA TO FIT A NEW EXPERIENCE. |
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MODIFYING AN EXISTING SCHEMA TO FIT A NEW EXPERIENCE.
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ACCOMODATION
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SELF-EFFICACY |
ONE'S PERCEPTION OF THEIR OWN COMPETENCE |
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ONE'S PERCEPTION OF THEIR OWN COMPETENCE
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SELF-EFFICACY
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RECIPROCAL DETERMINATION |
BANDURA'S IDEA THAT ACTIONS CAUSE RESPONSES BY OTHERS AND LEAD TO CHANGES IN THE SOCIAL ENVIRONMENT. |
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BANDURA'S IDEA THAT ACTIONS CAUSE RESPONSES BY OTHERS AND LEAD TO CHANGES IN THE SOCIAL ENVIRONMENT.
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RECIPROCAL DETERMINATION
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WHAT WERE BANDURA'S 4 FACTORS FOR COGNITIVE LEARNING? |
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BANDURA WAS A PIRATE WITH ONE A.R.R.M. |
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WHAT WAS BANDURA'S PSYCHOLOGICAL PERSPECTIVE? |
COGNITIVE SOCIAL LEARNING THEORY |
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COGNITIVE SOCIAL LEARNING THEORY |
LEARNING SOCIAL BEHAVIORS BY OBSERVING AND IMITATING OTHER PEOPLE (BANDURA) |
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LEARNING SOCIAL BEHAVIORS BY OBSERVING AND IMITATING OTHER PEOPLE
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COGNITIVE SOCIAL LEARNING THEORY (BANDURA) |
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CONS OF OPERANT CONDITIONING |
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IN DRIVE REDUCTION THEORY PROPOSED BY CLARK HULL -- WHAT ARE THE MOTIVATORS? |
PRIMARY DRIVES LIKE HUNGER AND THIRST |
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ID |
IN FREUD'S PSYCHODYNAMIC THEORY THE ID IS THE INSTINCTUAL DRIVE THAT OPERATES ON THE PLEASURE PRINCIPLE. |
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SOCIAL GROUP |
GROUPS KIDS FORM OUTSIDE THE FAMILY. THESE GROUPS HAVE THEIR OWN RULES AND PROVIDE SIGNIFICANT CONTEXT FOR SOCIAL DEVELOPMENT. |
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GROUPS KIDS FORM OUTSIDE THE FAMILY. THESE GROUPS HAVE THEIR OWN RULES AND PROVIDE SIGNIFICANT CONTEXT FOR SOCIAL DEVELOPMENT.
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SOCIAL GROUP
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______________ IS A CRITICAL COMPONENT OF SOCIAL INTERACTION -- AFFECTING THE CHILD'S REACTIONS TO THE ACTIONS OF ANOTHER PERSON. |
COGNITIVE CAPACITY TO CORRECTLY INTERPRET ANOTHER PERSON'S INTENT |
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LANGUAGE DEVELOPMENT PLAYS A KEY ROLE IN DEVELOPMENT BECAUSE |
PROVIDES A MEANS FOR COMMUNICATION |
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MOTOR DEVELOPMENTS LIKE CRAWLING AND WALKING ALLOW INFANTS TO |
INITIATE AND MAINTAIN PHYSICAL PROXIMITY WITH OTHER PEOPLE. |
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MOTOR CONTROL FOR POINTING AND GESTURING GIVE INFANTS A WAY TO |
ENGAGE IN SOCIAL INTERACTION BEFORE THEY CAN SPEAK |
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SOCIAL DEVELOPMENT IS BEST UNDERSTOOD BY STUDYING IT IN THE CONTEXT OF OTHER DEVELOPMENTAL DOMAINS BECAUSE |
ADVANCES IN OTHER AREAS OF DEVELOPMENT FACILITATE CHANGES IN SOCIAL DEVELOPMENT |
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IS CROSS-DOMAIN INFLUENCE IN DEVELOPMENT RECIPROCAL? |
YES |
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EQUIFINALITY |
THE CONVERGENCE OF DEVELOPMENTAL PATHS IN WHICH TWO PEOPLE CAN FOLLOW DIFFERENT PATHS AND REACH THE SAME DEVELOPMENTAL END. |
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THE CONVERGENCE OF DEVELOPMENTAL PATHS IN WHICH TWO PEOPLE CAN FOLLOW DIFFERENT PATHS AND REACH THE SAME DEVELOPMENTAL END.
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EQUIFINALITY |
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MULTIFINALITY |
THE DIVERGENCE OF DEVELOPMENTAL PATHS WHEREBY TWO INDIVIDUALS START OUT SIMILAR BUT END AT 2 DIFFERENT POINTS. |
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THE DIVERGENCE OF DEVELOPMENTAL PATHS WHEREBY TWO INDIVIDUALS START OUT SIMILAR BUT END AT 2 DIFFERENT POINTS.
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MULTIFINALITY
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A CHILD'S USE OF TRAIT TERMS TO DESCRIBE OTHERS BECOMES ALIGNED WITH |
THE VALUES OF THEIR CULTURAL COMMUNITY |
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CHILD BROKERS |
CHILDREN IN IMMIGRANT FAMILIES WHO TRANSLATE FOR THEIR NON-ENGLISH SPEAKING PARENTS AS THEY VISIT DOCTORS, NEGOTIATE HOUSING AND RENTAL ETC. |
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CHILDREN IN IMMIGRANT FAMILIES WHO TRANSLATE FOR THEIR NON-ENGLISH SPEAKING PARENTS AS THEY VISIT DOCTORS, NEGOTIATE HOUSING AND RENTAL ETC.
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CHILD BROKERS
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DO ALL NORMAL CHILDREN DEVELOP A THEORY OF MIND AT AROUND THE SAME AGE? |
YES - BUT THE WAYS THEY LEARN TO DESCRIBE, EVALUATE, AND EXPLAIN OTHERS' BEHAVIOR IS SHAPED BY CULTURAL NORMS AND BELIEF SYSTEMS |
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AT WHAT AGE DO CHILDREN BEGIN TO SHOW SOME RACIAL AND ETHNIC STEREOTYPES |
5 - 6 YR |
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AT WHAT AGE DO MOST CHILDREN EXHIBIT STEREOTYPE CONSCIOUSNESS? |
10 YO |
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RESEARCHERS FOUND THAT WHEN ADULTS ARE SHOWN FACES OF PEOPLE FROM DIFFERENT RACES IT |
ACTIVATES NEURAL ACTIVITY IN THE AMYGDALA, A REGION OF THE BRAIN ASSOCIATED WITH FEAR, ANGER, AND SADNESS. |
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AT WHAT AGE DOES EXPLICIT PREJUDICE PEAK? |
5 - 7 YR |
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AT WHAT AGE DOES EXPLICIT PREJUDICE BEGIN TO DECLINE? |
7 - 9 YR |
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AT WHAT AGE DOES COOING OCCUR? |
AT THE END OF THE FIRST MONTH |
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WHEN DOES BABBLING OCCUR? |
AT THE MIDDLE OF THE FIRST YEAR |
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WHAT IS THE AGE RANGE FOR A CHILD'S FIRST WORDS? |
10 - 15 MO |
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TELEGRAPHIC SPEECH |
2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT |
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2 OR 3 WORD UTTERANCES THAT INCLUDE ONLY THE WORDS ESSENTIAL TO CONVEY THE SPEAKER'S INTENT
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TELEGRAPHIC SPEECH
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AT WHAT AGE DO CHILDREN ATTAIN RUDIMENTARY SELF-RECOGNITION? |
BY THE END OF THE FIRST YEAR |
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AT WHAT AGE CAN INFANTS DISTINGUISH BETWEEN THEMSELVES AND OTHERS? |
BY THE END OF THE FIRST 6 MO OF LIFE |
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AT WHAT AGE DO CHILDREN USE TELEGRAPHIC SPEECH? |
BY THE TIME THEY ARE TWO YEARS OLD |
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HIGH SELF-ESTEEM FOSTERS _______ WHICH MIGHT INCREASE EARLY SEXUAL ACTIVITY AND DRINKING |
EXPERIMENTATION |
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WHAT GROUP OF CHILDREN SHOWS DELAYS OR DEFICIETS IN SELF-RECOGNITION. |
AUTISTIC CHILDREN |
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AT WHAT AGE CAN CHILDREN DISTINGUISH BETWEEN PAST AND PRESENT SELVES? |
BY 4 YO |
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GIRLS HAVE LOWER ________ THAN BOYS BEGINNING IN MIDDLE CHILDHOOD |
GLOBAL SELF-ESTEEM |
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AT WHAT AGE DO GIRLS BEGIN TO HAVE LOWER GLOBAL SELF-ESTEEM THAN BOYS? |
BEGINNING IN MIDDLE CHILDHOOD |
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WHICH GROUP PERFORMS BETTER ON FALSE BELIEF TASKS, CHILDREN WITH SIBLINGS OR CHILDREN WITHOUT SIBLINGS? |
CHILDREN WITH SIBLINGS PERFORM BETTER ON FALSE BELIEF TASKS -- UNLESS THAT SIBLING IS THEIR TWIN |
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SYNAPSE |
SPECIALIZED SITE OF INTERCELLULAR COMMUNICATION THAT EXCHANGES INFORMATION BETWEEN NERVE CELLS, USUALLY BY MEANS OF A CHEMICAL NEUROTRANSMITTER |
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SPECIALIZED SITE OF INTERCELLULAR COMMUNICATION THAT EXCHANGES INFORMATION BETWEEN NERVE CELLS, USUALLY BY MEANS OF A CHEMICAL NEUROTRANSMITTER
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SYNAPSE
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SYNAPTIC PRUNING |
THE BRAIN'S DISPOSAL OF THE AXONS AND DENDRITES OF A NEURON THAT IS NOT OFTEN STIMULATED. |
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THE BRAIN'S DISPOSAL OF THE AXONS AND DENDRITES OF A NEURON THAT IS NOT OFTEN STIMULATED.
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SYNAPTIC PRUNING
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SELMAN'S STAGE 2 |
RECIPROCAL PERSPECTIVE |
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SELMAN'S STAGE 3 |
MUTUAL PERSPECTIVE |
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SELMAN'S STAGE 4 |
SOCIETAL OR IN-DEPTH PERSPECTIVE |
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SELMAN'S STAGE 0 |
EGOCENTRIC |
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SELMAN'S STAGE 1 |
DIFFERENTIATED PERSPECTIVE |
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SELMAN'S RECIPROCAL PERSPECTIVE (STAGE 2) |
BECAUSE CHILDREN CAN SEE THEMSELVES FROM ANOTHER'S PERSPECTIVE AND KNOW THE OTHER PERSON CAN DO THE SAME THING, THEY CAN ANTICIPATE AND CONSIDER ANOTHER PERSON'S THOUGHTS AND FEELINGS. |
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BECAUSE CHILDREN CAN SEE THEMSELVES FROM ANOTHER'S PERSPECTIVE AND KNOW THE OTHER PERSON CAN DO THE SAME THING, THEY CAN ANTICIPATE AND CONSIDER ANOTHER PERSON'S THOUGHTS AND FEELINGS.
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SELMAN'S RECIPROCAL PERSPECTIVE (STAGE 2)
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SELMAN'S MUTUAL PERSPECTIVE (STAGE 3) |
CAN VIEW OWN PERSPECTIVE, A PEER'S PERSPECTIVE, AND THEIR SHARED OR MUTUAL PERSPECTIVE, FROM THE VIEWPOINT OF A THIRD PERSON. |
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CAN VIEW OWN PERSPECTIVE, A PEER'S PERSPECTIVE, AND THEIR SHARED OR MUTUAL PERSPECTIVE, FROM THE VIEWPOINT OF A THIRD PERSON.
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SELMAN'S MUTUAL PERSPECTIVE (STAGE 3)
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SELMAN'S SOCIETAL OR IN-DEPTH PERSPECTIVE (STAGE 4) |
CAN SEE NETWORKS OF PERSPECTIVE, SUCH AS THE SOCIETAL, REPUBLICAN, OR AFRICAN AMERICAN POINT OF VIEW. |
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CAN SEE NETWORKS OF PERSPECTIVE, SUCH AS THE SOCIETAL, REPUBLICAN, OR AFRICAN AMERICAN POINT OF VIEW.
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SELMAN'S SOCIETAL OR IN-DEPTH PERSPECTIVE (STAGE 4)
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SELMAN'S EGOCENTRIC PERSPECTIVE (STAGE 0) |
NEITHER DISTINGUISH THEIR OWN PERSPECTIVES FROM THOSE OF OTHERS, NOR RECOGNIZE THAT OTHER PEOPLE MIGHT INTERPRET EXPERIENCES DIFFERENTLY. |
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NEITHER DISTINGUISH THEIR OWN PERSPECTIVES FROM THOSE OF OTHERS, NOR RECOGNIZE THAT OTHER PEOPLE MIGHT INTERPRET EXPERIENCES DIFFERENTLY.
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SELMAN'S EGOCENTRIC PERSPECTIVE (STAGE 0)
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SELMAN'S DIFFERENTIATED PERSPECTIVE (STAGE 1) |
REALIZE THEY MAY HAVE EITHER THE SAME OR A DIFFERENT PERSPECTIVE FROM ANOTHER PERSON, BUT CANNOT JUDGE ACCURATELY WHAT THE OTHER PERSON'S PERSPECTIVE MAY BE. |
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REALIZE THEY MAY HAVE EITHER THE SAME OR A DIFFERENT PERSPECTIVE FROM ANOTHER PERSON, BUT CANNOT JUDGE ACCURATELY WHAT THE OTHER PERSON'S PERSPECTIVE MAY BE.
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SELMAN'S DIFFERENTIATED PERSPECTIVE (STAGE 1)
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WHAT ARE SELMAN'S 5 STAGES OF PERSPECTIVE TAKING? |
0. EGOCENTRIC PERSPECTIVE 1. DIFFERENTIATED 2. RECIPROCAL 3. MUTUAL 4. SOCIETAL/IN-DEPTH |
E.D.R.M.S. |
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PERSPECTIVE TAKING |
THE CAPACITY TO UNDERSTAND ANOTHER PERSON'S POINT OF VIEW |
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THE CAPACITY TO UNDERSTAND ANOTHER PERSON'S POINT OF VIEW
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PERSPECTIVE TAKING
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BRAIN SCANS OF CHILDREN WHO PASS THE FALSE-BELIEF TASK SHOW ACTIVITY IN WHAT PART OF THE BRAIN? |
PREFRONTAL CORTEX |
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AT WHAT AGE WILL CHILDREN TEND TO PASS A FALSE-BELIEF TEST? |
OLDER THAN 3 YO |
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FALSE BELIEF |
AN UNDERSTANDING THAT OTHERS MAY HAVE BELIEFS THAT DO NOT REFLECT CURRENT REALITY |
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AN UNDERSTANDING THAT OTHERS MAY HAVE BELIEFS THAT DO NOT REFLECT CURRENT REALITY
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FALSE BELIEF
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SENSE OF SELF |
AWARENESS OF THE SELF AS DIFFERENTIATED FROM OTHER PEOPLE |
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AWARENESS OF THE SELF AS DIFFERENTIATED FROM OTHER PEOPLE
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SENSE OF SELF
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REFERS TO THE ASPECT OF SELF THAT MAKE A PERSON UNIQUE |
INDIVIDUAL SELF |
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INDIVIDUAL SELF
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REFERS TO THE ASPECT OF SELF THAT MAKE A PERSON UNIQUE
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GIVE AN EXAMPLE OF INDIVIDUAL SELF |
A PERSON USING THIS SELF MAY SEEM THEMSELVES AS HARDWORKING, PHYSICALLY FIT, AND CONFIDENT -- ALL CHARACTERISTICS OF THE INDIVIDUAL |
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A PERSON USING THIS SELF MAY SEEM THEMSELVES AS HARDWORKING, PHYSICALLY FIT, AND CONFIDENT -- ALL CHARACTERISTICS OF THE INDIVIDUAL
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GIVE AN EXAMPLE OF INDIVIDUAL SELF
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SELF-ESTEEM |
A GLOBAL EVALUATION OF ONE'S WORTH AS A PERSON. |
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A GLOBAL EVALUATION OF ONE'S WORTH AS A PERSON.
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SELF-ESTEEM
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WHAT IS SELF-AWARENESS OR SELF-RECOGNITION |
A PERSON'S AWARENESS OF THEIR INDIVIDUAL SELF |
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A PERSON'S AWARENESS OF THEIR INDIVIDUAL SELF
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SELF-AWARENESS/SELF-RECOGNITION |
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DOMAIN SPECIFIC SELF-PERCEPTION |
HOW A PERSON SELF-PERCIEVES THEIR COMPETENCE IN A PARTICULAR AREA LIKE: SCHOLASTICS, ATHLETICS, APPEARANCE |
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HOW A PERSON SELF-PERCIEVES THEIR COMPETENCE IN A PARTICULAR AREA LIKE: SCHOLASTICS, ATHLETICS, APPEARANCE
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DOMAIN SPECIFIC SELF-PERCEPTION
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WHAT IS THE MAJOR CHALLENGE OF ADOLESCENCE |
FORMING AN IDENTITY |
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ONE OF THE FIRST PSYCHOLOGISTS TO STUDY ADOLESCENT IDENTITY DEVELOPMENT WAS |
ERIKSON |
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IDENTITY ACHIEVEMENT |
HAS GONE THROUGH EXPLORATION OF DIFFERENT IDENTITIES AND MADE A COMMITMENT TO ONE |
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HAS GONE THROUGH EXPLORATION OF DIFFERENT IDENTITIES AND MADE A COMMITMENT TO ONE
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IDENTITY ACHIEVEMENT
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IDENTITY MORATORIUM |
PERSON IS ACTIVELY INVOLVED IN EXPLORING DIFFERENT IDENTITIES, BUT HAS NOT MADE A COMMITMENT |
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PERSON IS ACTIVELY INVOLVED IN EXPLORING DIFFERENT IDENTITIES, BUT HAS NOT MADE A COMMITMENT
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IDENTITY MORATORIUM
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IDENTITY FORECLOSURE |
HAS MADE AN IDENTITY COMMITMENT WITHOUT ATTEMPTING IDENTITY EXPLORATION |
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HAS MADE AN IDENTITY COMMITMENT WITHOUT ATTEMPTING IDENTITY EXPLORATION
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IDENTITY FORECLOSURE
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IDENTITY DIFFUSION |
HAS EXPERIENCED NEITHER IDENTITY CRISIS NOR IDENTITY COMMITMENT |
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HAS EXPERIENCED NEITHER IDENTITY CRISIS NOR IDENTITY COMMITMENT
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IDENTITY DIFFUSION
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WHAT ARE THE 4 IDENTITY OUTCOMES? |
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F.M.A.D. |
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IN THIS IDENTITY OUTCOME A PERSON REMAINS COMMITTED TO CHILDHOOD BELIEFS AND VALUES AND DO NOT USE ADOLESCENCE AS A PERIOD TO EXPLORE OTHER POTENTIAL IDENTITIES |
FORECLOSED IDENTITY |
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OUTCOMES ASSOCIATED WITH IDENTITY ACHIEVEMENT |
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ACCORDING TO ERIKSON, A FAILURE TO ACHIEVE A STABLE IDENTITY LEADS TO |
IDENTITY CONFUSION |
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THE LARGEST SHIFTS TOWARDS A STABLE IDENTITY TAKE PLACE DURING |
COLLEGE YEARS |
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IDENTITY CHANGE IS MOST PREVALENT DURING |
YOUNG ADULTHOOD |
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IDENTITY STAGE THAT NEITHER ENGAGE IN EXPLORATION, NOR ARE CONCERNED ABOUT COMMITTING TO AN IDENTITY. |
DIFFUSED IDENTITY TYPE |
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CHARACTERISTICS OF DIFFUSED IDENTITY TYPES |
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THIS IDENTITY GROUP HAVE REACHED A PLATEAU AND ARE STILL IN THE PROCESS OF IDENTITY FORMATION. |
IDENTITY MORATORIUM |
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CHARACTERISTICS OF IDENTITY MORATORIUM GROUP |
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THIS IDENTITY OUTCOME GROUP EXPRESSES LESS DOUBT ABOUT THEIR RELIGIOUS IDENTITY AND BELIEFS. THEY ARE MORE AUTHORITARIAN AND INFLEXIBLE AND MORE SUSCEPTIBLE TO EXTREME IDEOLOGIES. |
FORECLOSED IDENTITY GROUP |
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_______________ CHILDREN REACH ETHNIC AWARENESS AND PREFERENCE EARLIER THAN CHILDREN FROM THE MAJORITY GROUP |
MINORITY |
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AT WHAT AGE DOES ETHNIC IDENTITY EMERGE? |
GRADUALLY OVER CHILDHOOD AND ADOLESCENCE |
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ETHINIC PREFERENCES |
FEEL POSITIVE ABOUT BELONGING TO THEIR ETHNIC GROUP AND PREFER THEIR ETHNIC GROUP'S BEHAVIOR PATTERNS |
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FEEL POSITIVE ABOUT BELONGING TO THEIR ETHNIC GROUP AND PREFER THEIR ETHNIC GROUP'S BEHAVIOR PATTERNS
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ETHINIC PREFERENCES
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ETHNIC BEHAVIORS |
ENACT AND ENDORSE BEHAVIOR PATTERNS THAT DISTINGUISH THEIR ETHNIC GROUP |
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ENACT AND ENDORSE BEHAVIOR PATTERNS THAT DISTINGUISH THEIR ETHNIC GROUP
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ETHNIC BEHAVIORS
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ETHNIC CONSTANCY |
UNDERSTANDING THAT THE DISTINCTIVE FEATURES OF THEIR ETHNIC GROUP ARE STABLE ACROSS TIME AND SITUATION AND THAT MEMBERSHIP IN THE GROUP DOES *NOT* CHANGE |
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UNDERSTANDING THAT THE DISTINCTIVE FEATURES OF THEIR ETHNIC GROUP ARE STABLE ACROSS TIME AND SITUATION AND THAT MEMBERSHIP IN THE GROUP DOES *NOT* CHANGE
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ETHNIC CONSTANCY
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ETHNIC SELF-IDENTIFICATION |
CATEGORIZING ONE'S SELF AS A MEMBER OF A PARTICULAR ETHNIC GROUP |
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CATEGORIZING ONE'S SELF AS A MEMBER OF A PARTICULAR ETHNIC GROUP
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ETHNIC SELF-IDENTIFICATION
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ETHNIC KNOWLEDGE |
KNOWING THEIR ETHNIC GROUP HAS DISTINGUISHING CHARACTERISTICS LIKE:
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COMPONENTS OF ETHNIC IDENTITY |
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ARE TEENS WITH NO ETHNIC IDENTITY BETTER ADJUSTED THAN THOSE WHO FORM AN IDENTITY AS EITHER BLACK OR WHITE |
FALSE -- IT IS BETTER TO FORM AN ETHNIC IDENTITY THAN TO NOT FORM ONE |
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MINORITY STUDENTS BENEFIT FROM EMBRACING THEIR ETHNICITY AND ________________ |
FORMING A POSITIVE IDENTITY WITHOUT DISPARAGING THE MAJORITY CULTURE |
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TEENS AGE 11 - 16 WHO IDENTIFIED WITH THE MAJORITY CULTURES EXHIBITED __________ |
LOWER ACHIEVEMENT AND LESS SELF-ESTEEM THAN THE ONES WITH A CLEAR AFRICAN AMERICAN IDENTITY |
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THE MOST ACTIVE PERIOD OF ETHNIC IDENTITY DEVELOPMENT IS _____ |
ADOLESCENCE, WHEN THE GENERAL PROCESS OF SELF-DEFINITION BEGINS. |
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ELEMENTARY SCHOOL AGE CHILDREN OF IMMIGRANTS, WHEN ASKED WHAT IT MEANT O BE A PARTICULAR ETHNICITY, WERE MORE LIKELY TO REFER TO ___ BUT EUROPEAN AMERICAN AND AFRICAN AMERICANS WERE MORE LIKELY TO REFER TO ______ |
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CHANGES IN RELIGIOUS IDENTITY ARE MORE LIKELY DURING |
PROMINIENT POINTS OF TRANSITION LIKE, WHEN TEENS MOVE AWAY, ARE ATTENDING COLLEGE, DEVELOP LONG TERM ROMANCES, OR ENCOUNTER NEW WORK ENVIRONMENTS |
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RELIGIOUS IDENTITY |
RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF DEFINITION. |
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RECOGNITION THAT RELIGION IS AN IMPORTANT ASPECT OF ONE'S SELF DEFINITION.
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RELIGIOUS IDENTITY
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MINORITY IDENTITY |
IDENTIFICATION SOLELY WITH THE MINORITY ETHNIC GROUP |
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IDENTIFICATION SOLELY WITH THE MINORITY ETHNIC GROUP
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MINORITY IDENTITY
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MAJORITY IDENTITY |
IDENTIFICATION SOLELY WITH THE MAJORITY ETHNIC GROUP |
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IDENTIFICATION SOLELY WITH THE MAJORITY ETHNIC GROUP
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MAJORITY IDENTITY
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MARGINAL IDENTITY |
NOT STRONGLY IDENTIFIED WITH EITHER THE MAJORITY CULTURE *OR* THE MINORITY CULTURE. THEY HAVE REJECTED ANCESTRAL CULTURE AND ARE ALIENATED FROM MAJORITY CULTURE. (DECULTURED) |
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NOT STRONGLY IDENTIFIED WITH EITHER THE MAJORITY CULTURE *OR* THE MINORITY CULTURE. THEY HAVE REJECTED ANCESTRAL CULTURE AND ARE ALIENATED FROM MAJORITY CULTURE. (DECULTURED)
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MARGINAL IDENTITY
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TEENS WITH A ______ IDENTITY ARE LIKELY TO HAVE THE BEST PHYSICAL AND PSYCHOLOGICAL HEALTH. |
BICULTURAL |
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BICULTURAL IDENTITY |
IDENTIFIES AS BELONGING TO THE MAJORITY CULTURE *AND* ETHNIC MINORITY CULTURE |
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IDENTIFIES AS BELONGING TO THE MAJORITY CULTURE *AND* ETHNIC MINORITY CULTURE
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BICULTURAL IDENTITY
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4 BICULTURAL OUTCOMES |
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NURTURE |
EMPHASIS ON ENVIRONMENT WITH GENETIC FACTORS PUTTING NO RESTRICTIONS ON THE WAYS ENVIRONMENTAL EVENTS SHAPE THE COURSE OF DEVELOPMENT |
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EMPHASIS ON ENVIRONMENT WITH GENETIC FACTORS PUTTING NO RESTRICTIONS ON THE WAYS ENVIRONMENTAL EVENTS SHAPE THE COURSE OF DEVELOPMENT
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NURTURE
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WHAT ARE THE DRIVES FOR FREUD'S PSYCHODYNAMIC THEORY |
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FREUD H.A.S. DRIVES. |
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WHAT ARE THE TWO FUNCTIONS OF THEORIES? |
1) ORGANIZE AND INTEGRATE EXISTING INFORMATION INTO COHERENT AND INTERESTING ACCOUNTS OF CHILDREN'S DEVELOPMENT. 2) LEAD TO TESTABLE HYPOTHESIS AND PREDICTIONS ABOUT BEHAVIOR |
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PSYCHODYNAMIC THEORY DEFINED |
THEORY THAT DEVELOPMENT IS DETERMINED BY INNATE BIOLOGICAL BASED DRIVES SHAPED BY ENCOUNTERS WITH THE ENVIRONMENT IN EARLY CHILDHOOD. |
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THEORY THAT DEVELOPMENT IS DETERMINED BY INNATE BIOLOGICAL BASED DRIVES SHAPED BY ENCOUNTERS WITH THE ENVIRONMENT IN EARLY CHILDHOOD.
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PSYCHODYNAMIC THEORY |
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WHO WERE PSYCHODYNAMIC THEORISTS |
FREUD AND ERIKSON |
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LIFE HISTORY THEORY |
THE SCHEDULE OF KEY EVENTS OVER THE LIFE COURSE IS INFLUENCED BY NATURAL SELECTION TO PRODUCE THE MAXIMUM NUMBER OF SURVIVING OFFSPRING AND THUS MAXIMIZE THE PASSING ON OF THE ORGANISM'S GENES. |
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THE SCHEDULE OF KEY EVENTS OVER THE LIFE COURSE IS INFLUENCED BY NATURAL SELECTION TO PRODUCE THE MAXIMUM NUMBER OF SURVIVING OFFSPRING AND THUS MAXIMIZE THE PASSING ON OF THE ORGANISM'S GENES.
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LIFE HISTORY THEORY
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AGE AT WHICH CHILDREN GENERALLY UNDERSTAND THAT A PERSON'S ACTIONS ARE INTENTIONAL AND GOAL DIRECTED. |
1 YR |
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AGE AT WHICH TODDLERS BEGIN TO RECOGNIZE SIMPLE SOCIAL NORMS |
18 MO |
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WHAT DO SOME THEORISTS BELIEVE IS THE CAUSE FOR WHY LATIN AMERICAN AND ASIAN AMERICAN TEENS REPORTED STRONGER RELIGIOUS IDENTITIES THAN EUROPEAN AMERICAN TEENS? |
ETHNIC MINORITIES WHO FEEL DISCRIMINATED AGAINST BY THE MAJORITY MAY PLACE MORE IMPORTANCE ON SOCIAL IDENTITIES AS A SOURCE OF STRENGTH IN THE FACE OF SOCIAL THREAT |
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IS THERE A DIFFERENCE IN STRENGTH OF RELIGIOUS IDENTITY BY GENDER? |
EUROPEAN AMERICAN AND LATIN AMERICAN GIRLS HAD STRONGER RELIGIOUS IDENTITIES THAN BOYS. ALSO, GIRLS OF ALL ETHNICITIES PARTICIPATE IN RELIGIOUS ACTIVITIES MORE THAN BOYS |
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SNAREY'S SOCIAL GENERATIVITY |
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SNAREY'S PARENTAL GENERATIVITY |
BECOMING INVOLVED IN REARING ONE'S CHILDREN |
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BECOMING INVOLVED IN REARING ONE'S CHILDREN
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SNAREY'S PARENTAL GENERATIVITY
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ERIKSON'S GOLDEN RULE |
DO UNTO OTHERS WHAT WILL ADVANCE THE GROWTH OF OTHERS EVEN AS IT ADVANCES YOUR OWN |
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DO UNTO OTHERS WHAT WILL ADVANCE THE GROWTH OF OTHERS EVEN AS IT ADVANCES YOUR OWN
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ERIKSON'S GOLDEN RULE
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3 TYPES OF LEARNING THEORY |
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D.O.C KNOWS LEARNING THEORY |
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CLASSICAL CONDITIONING |
A NEW STIMULUS IS REPEATEDLY PAIRED WITH A FAMILIAR ONE UNTIL THE SUBJECT LEARNS TO RESPOND TO BOTH STIMULI THE SAME WAY. |
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A NEW STIMULUS IS REPEATEDLY PAIRED WITH A FAMILIAR ONE UNTIL THE SUBJECT LEARNS TO RESPOND TO BOTH STIMULI THE SAME WAY.
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CLASSICAL CONDITIONING
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WHAT KIND OF CONDITIONING WAS USED BY WATSON? |
CLASSICAL |
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PAVLOV'S DOGS IS AN EXAMPLE OF WHAT TYPE OF CONDITIONING? |
CLASSICAL |
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OPERANT CONDITIONING |
LEARNING THAAT DEPENDS ON THE CONSEQUENCES OF BEHAVIOR; REWARDS INCREASE A GIVEN BEHAVIOR AND PUNISHMENTS DECREASE A GIVEN BEHAVIOR |
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LEARNING THAAT DEPENDS ON THE CONSEQUENCES OF BEHAVIOR; REWARDS INCREASE A GIVEN BEHAVIOR AND PUNISHMENTS DECREASE A GIVEN BEHAVIOR
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OPERANT CONDITIONING
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WHICH THEORIST DEALT WITH OPERANT CONDITIONING |
SKINNER |
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WHICH THEORIST DEALT WITH DRIVE REDUCTION? |
CLARK HULL |
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DRIVE REDUCTION THEORY |
LEARNING THEORY THAT SUGGESTED THE ASSOCIATION OF STIMULI AND RESPONSE IN CLASSICAL AND OPERANT CONDITIONING RESULTS IN LEARNING *ONLY* IF IT IS ACCOMPANIED BY REDUCTION OF BASIC PRIMARY DRIVES LIKE HUNGER AND THIRST. |
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LEARNING THEORY THAT SUGGESTED THE ASSOCIATION OF STIMULI AND RESPONSE IN CLASSICAL AND OPERANT CONDITIONING RESULTS IN LEARNING *ONLY* IF IT IS ACCOMPANIED BY REDUCTION OF BASIC PRIMARY DRIVES LIKE HUNGER AND THIRST.
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DRIVE REDUCTION THEORY
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GENERATIVITY |
A CONCERN FOR PEOPLE BESIDES ONESELF, ESPECIALLY A DESIRE TO NURTURE AND GUIDE YOUNGER PEOPLE AND CONTRIBUTE TO THE NEXT GENERATION |
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A CONCERN FOR PEOPLE BESIDES ONESELF, ESPECIALLY A DESIRE TO NURTURE AND GUIDE YOUNGER PEOPLE AND CONTRIBUTE TO THE NEXT GENERATION
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GENERATIVITY
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EXOSYSTEM |
IN BROFENBRENNER'S ECOLOGICAL THEORY, THE COLLECTION OF SETTINGS THAT IMPINGE ON A CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD DOES *NOT* PLAY A DIRECT ROLE. example - parental work place |
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IN BROFENBRENNER'S ECOLOGICAL THEORY, THE COLLECTION OF SETTINGS THAT IMPINGE ON A CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD'S DEVELOPMENT, BUT IN WHICH THE CHILD DOES *NOT* PLAY A DIRECT ROLE.
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EXOSYSTEM
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ETHOLOGICAL THEORY |
A THEORY THAT BEHAVIOR MUST BE VIEWED IN A PARTICULAR CONTEXT AND AS HAVING ADAPTIVE OR SURVIVAL VALUE. |
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A THEORY THAT BEHAVIOR MUST BE VIEWED IN A PARTICULAR CONTEXT AND AS HAVING ADAPTIVE OR SURVIVAL VALUE.
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ETHOLOGICAL THEORY
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ELECTRA COMPLEX |
ACCORDING TO FREUD, GIRLS BLAME THEIR MOTHER FOR A LACK OF A PENIS AND FOCUS THEIR SEXUAL FEELINGS ON THEIR FATHER |
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ACCORDING TO FREUD, GIRLS BLAME THEIR MOTHER FOR A LACK OF A PENIS AND FOCUS THEIR SEXUAL FEELINGS ON THEIR FATHER
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ELECTRA COMPLEX
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AGE AT WHICH CHILDREN CAN DESCRIBE NORMS OR SCRIPTS FOR SOCIAL ROUTINES |
BY THE END OF THE SECOND YEAR |
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MACROSYSTEM |
IN BROFENBRENNER'S ECOLOGICAL THEORY, THE SYSTEM THAT SURROUNDS THE MICRO-, MESO-, AND EXO-SYSTEMS. THE VALUES, IDEOLOGIES, AND LAWS OF THE SOCIETY OR CULTURE |
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IN BROFENBRENNER'S ECOLOGICAL THEORY, THE SYSTEM THAT SURROUNDS THE MICRO-, MESO-, AND EXO-SYSTEMS. THE VALUES, IDEOLOGIES, AND LAWS OF THE SOCIETY OR CULTURE
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MACROSYSTEM
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MATURATION |
A BIOLGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME |
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A BIOLGICALLY DETERMINED PROCESS OF GROWTH THAT UNFOLDS OVER A PERIOD OF TIME
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MATURATION
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MICROSYSTEM |
IN BROFENBRENNER'S ECOLOGICAL THEORY, THE CONTEXT IN WHICH CHILDREN LIVE AND INTERACT WITH THE PEOPLE AND INSTITUTIONS CLOSEST TO THEM, SUCH AS PARENTS, PEERS, AND SCHOOL |
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IN BROFENBRENNER'S ECOLOGICAL THEORY, THE CONTEXT IN WHICH CHILDREN LIVE AND INTERACT WITH THE PEOPLE AND INSTITUTIONS CLOSEST TO THEM, SUCH AS PARENTS, PEERS, AND SCHOOL
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MICROSYSTEM
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MESOSYSTEM |
IN BROFENBRENNER'S ECOLOGICAL THEORY, THE INTERRELATIONS AMONG THE COMPONENTS OF THE MICROSYSTEM |
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IN BROFENBRENNER'S ECOLOGICAL THEORY, THE INTERRELATIONS AMONG THE COMPONENTS OF THE MICROSYSTEM
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MESOSYSTEM
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OBJECT PERMANENCE |
THE REALIZATION IN INFANCY THAT OBJECTS AND PEOPLE DO NOT CEASE TO EXIST WHEN THEY ARE NO LONGER VISIBLE. |
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THE REALIZATION IN INFANCY THAT OBJECTS AND PEOPLE DO NOT CEASE TO EXIST WHEN THEY ARE NO LONGER VISIBLE.
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OBJECT PERMANENCE
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COGNITIVE SOCIAL LEARNING THEORY |
A THEORY THAT STRESSES THE IMPORTANCE OF OBSERVATION AND IMITATION IN THE ACQUISITION OF NEW BEHAVIORS WITH LEARNING BEING MEDIATED BY COGNITIVE PROCESSES. |
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A THEORY THAT STRESSES THE IMPORTANCE OF OBSERVATION AND IMITATION IN THE ACQUISITION OF NEW BEHAVIORS WITH LEARNING BEING MEDIATED BY COGNITIVE PROCESSES.
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COGNITIVE SOCIAL LEARNING THEORY
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CRITICAL PERIOD |
A SPECIFIC TIME IN DEVELOPMENT WHEN EXTERNAL FACTORS HAVE A UNIQUE AND IRREVERSABLE IMPACT |
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A SPECIFIC TIME IN DEVELOPMENT WHEN EXTERNAL FACTORS HAVE A UNIQUE AND IRREVERSABLE IMPACT
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CRITICAL PERIOD
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DOMAIN SPECIFICITY |
PROCESSES OF DEVELOPMENT FOR DIFFERENT TYPES OF BEHAVIOR. example - moral judgements, manners, and peer relationships |
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PROCESSES OF DEVELOPMENT FOR DIFFERENT TYPES OF BEHAVIOR.
example - moral judgements, manners, and peer relationships |
DOMAIN SPECIFICITY
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TRANSACTIONAL |
ONGOING EXCHANGES BETWEEN SOCIAL PARTNERS (EXAMPLE - PARENT AND CHILD) ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH |
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ONGOING EXCHANGES BETWEEN SOCIAL PARTNERS (EXAMPLE - PARENT AND CHILD) ACROSS TIME THAT RESULT IN MODIFICATIONS OF THE SOCIAL BEHAVIOR OF EACH
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TRANSACTIONAL
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GRAND THEORIES ARE ALSO KNOWN AS |
THEORETICAL PERSPECTIVES |
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THEORETICAL PERSPECTIVES ARE ALSO KNOWN AS |
GRAND THEORIES |
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CURRENT THEORIES/HYPOTHESES |
THEORIES FOCUSED ON A SINGLE ASPECT OR DOMAIN OF DEVELOPMENT THAT DO *NOT* ASSUME A COMMON SET OF PROCESSES APPLY ACROSS DOMAINS |
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THEORIES FOCUSED ON A SINGLE ASPECT OR DOMAIN OF DEVELOPMENT THAT DO *NOT* ASSUME A COMMON SET OF PROCESSES APPLY ACROSS DOMAINS
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CURRENT THEORIES/HYPOTHESES
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SYSTEMS |
DEVELOPMENTAL CONTEXTS MADE UP OF INTERACTING PARTS OR COMPONENTS -- EXAMPLE -- A FAMILY |
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DEVELOPMENTAL CONTEXTS MADE UP OF INTERACTING PARTS OR COMPONENTS -- EXAMPLE -- A FAMILY
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SYSTEMS
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ASSIMILATION |
APPLYING AN EXISTING SCHEMA TO A NEW EXPERIENCE |
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APPLYING AN EXISTING SCHEMA TO A NEW EXPERIENCE
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ASSIMILATION
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CHRONOSYSTEM |
BROFENBRENNER'S SYSTEM -- THE TIME BASED DIMENSION THAT CAN ALTER ALL OTHER SYSTEM OPERATIONS FROM MICROSYSTEM TO MACROSYSTEM |
A X E I I CHRONO SURROUNDS ALL |
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BROFENBRENNER'S SYSTEM -- THE TIME BASED DIMENSION THAT CAN ALTER ALL OTHER SYSTEM OPERATIONS FROM MICROSYSTEM TO MACROSYSTEM
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CHRONOSYSTEM
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EGO |
IN FREUD'S THEORY, THE RATIONAL COMPONENT OF PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS |
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IN FREUD'S THEORY, THE RATIONAL COMPONENT OF PERSONALITY, WHICH TRIES TO SATISFY NEEDS THROUGH APPROPRIATE, SOCIALLY ACCEPTABLE BEHAVIORS
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EGO
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AGE COHORTS |
PEOPLE WHO WERE BORN IN THE SAME TIME PERIOD AND SHARE HISTORICAL EXPERIENCES |
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PEOPLE WHO WERE BORN IN THE SAME TIME PERIOD AND SHARE HISTORICAL EXPERIENCES
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AGE COHORTS
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SOCIAL TRIAD |
MOTHER-FATHER-CHILD OR TRIO OF FRIENDS ETC |
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MOTHER-FATHER-CHILD OR TRIO OF FRIENDS ETC
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SOCIAL TRIAD
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SUPEREGO |
IN FREUD'S THEORY, THE PERSONALITY COMPONENT THAT IS THE REPOSITORY OF THE CHILD'S INTERNALIZATION OF PARENTAL OR SOCIETAL VALUES, MORALS, AND ROLES |
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IN FREUD'S THEORY, THE PERSONALITY COMPONENT THAT IS THE REPOSITORY OF THE CHILD'S INTERNALIZATION OF PARENTAL OR SOCIETAL VALUES, MORALS, AND ROLES
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SUPEREGO
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EGOCENTRIC |
TENDING TO VIEW THE WORLD FROM ONE'S OWN PERSPECTIVE AND HAVING DIFFICULTY SEEING THINGS FROM ANOTHER'S VIEWPOINT |
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TENDING TO VIEW THE WORLD FROM ONE'S OWN PERSPECTIVE AND HAVING DIFFICULTY SEEING THINGS FROM ANOTHER'S VIEWPOINT
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EGOCENTRIC
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_________ BELIEVERS THOUGHT THAT BY PROPERLY ORGANIZING THE ENVIRONMENT THEY COULD TRAIN ANY INFANT TO ANY POSITION |
NURTURE |
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WHY DID THE UNIT OF ANALYSIS FOR SOCIAL DEVELOPMENT SHIFT FROM THE INDIVIDUAL CHILD TO THE SOCIAL DYAD? |
BECAUSE PSYCHOLOGISTS REALIZED CHILDREN HAVE RECIPROCAL RELATIONSHIPS |
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SOCIAL DYAD |
A PAIR OF SOCIAL PARTNERS, SUCH AS FRIENDS, PARENT/CHILD, OR HUSBAND/WIFE |
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A PAIR OF SOCIAL PARTNERS, SUCH AS FRIENDS, PARENT/CHILD, OR HUSBAND/WIFE
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SOCIAL DYAD
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ECOLOGICAL THEORY |
A THEORY STRESSING THE INFLUENCES OF ENVIRONMENTAL SYSTEMS AND RELATIONS BETWEEN SYSTEMS ON DEVELOPMENT |
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A THEORY STRESSING THE INFLUENCES OF ENVIRONMENTAL SYSTEMS AND RELATIONS BETWEEN SYSTEMS ON DEVELOPMENT
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ECOLOGICAL THEORY
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ZONE OF PROXIMAL DEVELOPMENT |
THE DIFFERENCE BETWEEN CHILDREN'S LEVEL OF PERFORMANCE WHILE WORKING ALONE AND WHILELE WORKING WITH MORE EXPERIENCED PARTNERS |
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THE DIFFERENCE BETWEEN CHILDREN'S LEVEL OF PERFORMANCE WHILE WORKING ALONE AND WHILELE WORKING WITH MORE EXPERIENCED PARTNERS
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ZONE OF PROXIMAL DEVELOPMENT
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SOCIOCULTURAL THEORY |
VYGOTSKY'S THEORY THAT DEVELOPMENT EMERGES FROM INTERACTIONS WITH MORE SKILLED PEOPLE AND THE INSTITUTIONS AND TOOLS PROVIDED BY THE CULTURE. |
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VYGOTSKY'S THEORY THAT DEVELOPMENT EMERGES FROM INTERACTIONS WITH MORE SKILLED PEOPLE AND THE INSTITUTIONS AND TOOLS PROVIDED BY THE CULTURE.
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SOCIOCULTURAL THEORY
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SOCIAL INFORMATION PROCESSING THEORY |
AN EXPLANATION OF A PERSON'S SOCIAL BEHAVIOR IN TERMS OF HIS/HER ASSESSMENTT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE IN DECIDING ON A COURSE OF SOCIAL ACTION |
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AN EXPLANATION OF A PERSON'S SOCIAL BEHAVIOR IN TERMS OF HIS/HER ASSESSMENTT AND EVALUATION OF THE SOCIAL SITUATION AS A GUIDE IN DECIDING ON A COURSE OF SOCIAL ACTION
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SOCIAL INFORMATION PROCESSING THEORY
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THE QUALITY OF THE _______ AFFECTS SELF-ESTEEM. |
PARENT-CHILD RELATIONSHIP |
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PARENTS WITH ______ PARENTING STYLE HAVE TEENS WITH HIGHER SELF-ESTEEM |
AUTHORITATIVE |
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CHILDREN'S DESCRIPTIONS OF OTHERS' ATTRIBUTES AND TRAITS UNDERGO DEVELOPMENTAL SHIFTS FROM ______, _____, AND _______ TO _______, _______, AND ______. |
CHILDREN'S DESCRIPTIONS OF OTHERS' ATTRIBUTES AND TRAITS UNDERGO DEVELOPMENTAL SHIFTS FROM CONCRETE, PHYSICAL, AND SIMPLE, TO ABSTRACT, PSYCHOLOGICAL, AND DIFFERENTIATED. |
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AGE AT WHICH CHILDREN CAN SEPARATED STEREOTYPES FROM PERSONAL VIEWS. |
8 - 9 YR |
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AGE AT WHICH CHILDREN COME TO UNDERSTAND THAT NOT ALL INDIVIDUALS IN A GROUP ARE THE SAME. |
7 - 9 YR |
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AT WHAT AGE DOES PREJUDICE BECOME IMPLICIT? |
LATE CHILDHOOD AND ADOLESCENCE |
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THE MANY CAUSES OF PREJUDICE INCLUDE: |
PREJUDICED MESSAGES FROM PARENTS, PEERS, SCHOOLS, AND MEDIA |
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APPROACHES TO REDUCING PREJUDICE INCLUDE |
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LANGUAGE HELPS CHILDREN TO |
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THE SOCIAL COMMUNICATIVE CONTEXT IN WHICH WORDS OCCUR AIDS |
CHILDREN'S ACQUISITION OF LANGUAGE |
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THESE RULES DETERMINE WHETHER SPEECH IS APPROPRIATE FOR THE AUDIENCE AND SITUATION |
PRAGMATICS |
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PRAGMATICS DETERMINES |
WHETHER SPEECH IS APPROPRIATE FOR THE AUDIENCE AND SITUATION |
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FAMILIES |
SOCIAL UNITS IN WHICH ADULT SPOUSES OR PARTNERS AND THEIR CHILDREN SHARE ECONOMIC, SOCIAL, AND EMOTIONAL RIGHTS AND RESPONSIBILITIES AS WELL AS A SENSE OF COMMITMENT AND IDENTIFICATION WITH EACH OTHER. FAMILIES ARE ALSO SYSTEMS FOR SOCIALIZATION, WHICH MEANS THAT FAMILY MEMBERS ALSO CHANNEL CHILDREN'S IMPULSES INTO SOCIALLY ACCEPTED OUTLETS AND TEACH CHILDREN THE SKILLS AND RULES THEY NEED TO FUNCTION IN SOCIETY. |
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A COMPLEX SYSTEM INVOLVING INTERDEPENDENT MEMBERS AND SUBSYSTEMS WHOSE FUNCTIONING MAY BE ALTERED BY CHANGES IN THE BEHAVIOR OR RELATIONSHIPS WITH OTHER MEMBERS. |
FAMILY |
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THE FUNCTIONING OF THE _____, ______, AND _______ ARE INTERRELATED AND INFLUENCE CHILDREN'S SOCIAL WELL-BEING. |
COUPLE SYSTEM, PARENT-CHILD SYSTEM, AND SIBLING SYSTEM ARE INTERRELATED AND INFLUENCE CHILDREN'S SOCIAL WELL-BEING. |
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THE _____ SUBSYSTEM IS OFTEN REGARDED AS THE BASIS OF GOOD FAMILY FUNCTIONING. |
THE COUPLE SUBSYSTEM IS OFTEN REGARDED AS THE BASIS OF GOOD FAMILY FUNCTIONING. INCREASED PARENT-CHILD INVOLVEMENT AND POSITIVE PARENT-CHILD RELATIONSHIPS HAVE BEEN FOUND WHEN SPOUSES ARE MUTUALLY SUPPORTIVE. |
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CONFLICT BETWEEN PARENTS CAN AFFECT CHILDREN DIRECTLY OR INDIRECTLY AND IS ASSOCIATED WITH |
NEGATIVE FEELINGS AND BEHAVIORS DIRECTED TOWARD THE CHILDREN AND WITH PROBLEMS IN CHILDREN'S SOCIAL DEVELOPMENT. PARTICULARLY WHEN CONFLICTS ARE INRESOLVED, CHILDREN ARE LIKELY TO REACT WITH NEGATIVE EMOTIONS. |
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THE EFFECTS OF PARENTAL CONFLICT ARE ________ |
RECIPROCAL, CHILDREN AND PARENTS INFLUENCE EACH OVER TIME. |
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CHILDREN HAVE AN IMPACT ON THE COUPLE RELATIONSHIP. THE BIRTH OF THE FIRST CHILD IS ASSOCIATED WITH ____ |
A SHIFT TOWARD MORE MASCULINE AND FEMININE ROLES. |
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WHILE BOTH MOTHERS AND FATHERS REPORT DECLINES IN MARITAL SATISFACTION FOLLOWING THE BIRTH OF A CHILD, ______ ARE SLOWER TO EXPRESS THE DECLINE. |
FATHERS ARE SLOWER TO EXPRESS THE DECLINE |
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SOCIALIZATION BEGINS ____ |
WHEN AN INFANT IS BORN, BUT BECOMES MORE DELIBERATE AS CHILDREN DEVELOP. PARENTS TEACH SOCIAL RULES DIRECTLY AND SERVE AS MODELS FOR THE CHILD TO IMITATE. |
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PARENTS' RELATIONSHIPS WITH THEIR CHILDREN CAN BE CATEGORIZED ALONG THE DIMENSIONS OF ___________ |
PARENTS' RELATIONSHIPS WITH THEIR CHILDREN CAN BE CATEGORIZED ALONG THE DIMENSIONS OF EMOTION AND CONTROL. |
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PARENTING INVOLVING WARMTH, CONSISTENCY, AND FIRM CONTROL |
AUTHORITATIVE PARENTING |
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PARENTING STYLE THAT LEADS TO THE MOST POSITIVE SOCIAL AND EMOTIONAL DEVELOPMENT IN CHILDREN |
AUTHORITATIVE PARENTING |
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PARENTING STYLE THAT LEADS TO CONFLICTED AND IRRITABLE CHILDREN (LOW WARMTH, HIGH CONTROL) |
AUTHORITARIAN PARENTING |
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LOW WARMTH, HIGH CONTROL STYLE OF PARENTING |
AUTHORITARIAN PARENTING |
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FACTORS THAT INFLUENCE THE PARENTING STYLE ARE; |
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DURING SOCIALIZATION, CHILDREN AND PARENTS INFLUENCE ON ANOTHER IN MUTUALLY INTERLOCKING INTERACTIONS THAT ARE BEST DESCRIBED AS ____ |
TRANSACTIONAL |
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FATHERS AND MOTHERS MAKE UNIQUE CONTRIBUTIONS TO THEIR CHILDREN'S DEVELOPMENT BY THEIR DISTINCTIVE INTERACTIVE STYLES: MOTHERS ARE MORE _____ AND FATHERS ARE MORE _______ |
MOTHERS ARE MORE VERBAL AND FATHERS ARE MORE PHYSICAL |
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COPARENTING STYLE THAT CONTRIBUTES TO POSITIVE SOCIAL OUTCOMES |
COOPERATIVE COPARENTING |
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COPARENTING STYLES THAT CONTRIBUTE TO POOR SOCIAL OUTCOMES. |
COMPETITIVE OR IMBALANCED COPARENTING |
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HOW DOES THE NUMBER, GENDER, AND AGE SPACING OF CHILDREN AFFECT A FAMILY'S FUNCTIONING? |
AS FAMILY SIZE INCREASES, PARENTING AND CHILDREN HAVE LESS OPPORTUNITY FOR EXTENSIVE CONTACT, BUT SIBLINGS EXPERIENCE MORE CONTACT WITH EACH OTHER. |
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FIRSTBORN CHILDREN OFTEN SHOW EMOTIONAL AND BEHAVIORAL PROBLEMS AFTER THE BIRTH OF A SIBLING, BUT _____ |
THE MOTHER'S REACTION, EFFORTS TO INCLUDE THE FIRSTBORN, AND THE FATHER'S INVOLVEMENT MODERATE THIS. |
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FIRSTBORNS ARE MORE ________ |
FIRST-BORN CHILDREN ARE MORE ADULT ORIENTED, HELPFUL, SELF-CONTROLLED, CONFORMING, AND ANXIOUS THAN LATER BORN SIBLINGS. |
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FAMILIES SHARE STORIES, ROUTINES, AND RITUALS THAT TRANSMIT _____ |
VALUES, TEACH FAMILY ROLES, AND REINFORCE THE FAMILY'S UNIQUENESS |
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IN BROFENBRENNER'S ECOLOGICAL SYSTEM EACH FAMILY IS EMBEDDED IN A LARGER SOCIAL SYSTEM TERMED ______ |
THE MACROSYSTEM |
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PARENTS WITH LOWER SES TEND TO BE MORE |
AUTHORITARIAN |
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PARENTS WITH HIGHER SES TEND TO |
REASON WITH THEIR CHILDREN AND PRESENT MORE CHOICES |
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PARENTS' SOCIALIZATION PRACTICES ARE INFLUENCED BY ____________ |
THEIR CULTURE, THEIR WORKPLACE EXPERIENCE, AND THEIR NEIGHBORHOOD. |
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THE EFFECTS OF MATERNAL EMPLOYMENT DEPEND ON _____ |
THE MOTHER'S REASON FOR WORKING, HER SATISFACTION WITH HER ROLE, THE ATTITUDES OF AND DEMANDS PLACED ON OTHER FAMILY MEMBERS, AND THE QUALITY OF SUBSTITUTE CARE PROVIDED FOR THE CHILDREN |
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WORK RELATED STRESS FOR WORKING PARENTS CAN |
NEGATIVELY AFFECT COUPLES AND CHILDREN |
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PEOPLE ARE BECOMING PARENTS _______ THAN IN THE PAST |
LATER |
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POSITIVE ASPECTS OF LATER PARENTHOOD |
PARENTS MAY BE BETTER ESTABLISHED IN CAREERS AND MORE FLEXIBLE ABOUT FAMILY ROLES. |
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IS THE RISK OF BIRTH DEFECTS HIGHER OR LOWER WITH NEW REPRODUCTIVE TECHNOLOGIES? |
HIGHER --ALTHOUGH THE RISK OF BIRTH DEFECTS IS HIGHER, THE CHILDREN DO NOT HAVE ABNORMAL LEVELS OF PSYCHOLOGICAL PROBLEMS. |
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ADOPTED CHILDREN ARE AT RISK FOR PSYCHOLOGICAL PROBLEMS, BUT _______________ DETERMINES THE LEVEL OF RISK |
AGE, GENDER, AND PRIOR LIVING CONDITION DETERMINES THE LEVEL OF RISK. |
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EVIDENCE SUGGESTS THAT CHILDREN WITH GAY AND LESBIAN PARENTS _____ |
DEVELOP NORMALLY |
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SINGLE PARENTING CHILDREN DO MORE POORLY IF |
THEIR SINGLE MOTHER IS YOUNGER, POORER, AND NEVER MARRIED. |
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IN THE FIRST YEAR FOLLOWING DIVORCE CHILDREN TEND TO BE ____ |
DISTURBED, BUT IN THE LONG RUN MOST ARE ABLE TO ADAPT. |
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FAMILY INTERACTIONS IMMEDIATELY FOLLOWING DIVORCE ARE CHARACTERIZED BY |
INEPT PARENTING AND DISTRESSED, DEMANDING, AND NON-COMPLIANT CHILDREN |
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AFFECTS OF DICORCE ARE MORE NEGATIVE FOR |
PREADOLESCENT CHILDREN |
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CHILDREN WITH AN _________ TEND TO ADAPT TO DIVORCE MORE EASILY THAN CHILDREN WHO HAVE PSYCHOLOGICAL PROBLEMS BEFORE THE DIVORCE. |
EASY TEMPERAMENT AND OTHER PSYCHOLOGICAL RESOURCES |
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JOINT CUSTODY WORKS BEST WHEN |
CONFLICT BETWEEN PARENTS IS MINIMAL AND CHILDREN DON'T FEEL CAUGHT IN THE MIDDLE |
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CHILDREN'S RESPONSES TO REMARRIAGE VARY DEPENDING ON |
THEIR PREVIOUS FAMILY EXPERIENCE AND THEIR AGE WHEN REMARRIAGE OCCURS. IT IS PARTICULARLY DIFFICULT FOR ADOLESCENTS. |
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CHILDREN'S INTERACTIONS WITH PEERS ARE _________ THAN INTERACTIONS WITH ADULTS
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CHILDREN'S INTERACTIONS WITH PEERS ARE BRIEFER, FREER, AND MORE EQUAL THAN INTERACTIONS WITH ADULTS. |
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INTERACTION BETWEEN CHILDREN AND THEIR PEERS FACILITATE |
INTERPERSONAL EXPLORATION AND GROWTH IN SOCIAL COMPETENCE. |
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INFANTS INTERACT WITH PEERS BY |
VOCALIZING AND TOUCHING |
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TODDLERS EXCHANGE TURNS AND ROLES DURING INTERACTIONS WITH PEERS; MAJOR ACHIEVEMENTS INCLUDE |
SHARING MEANING WITH A PEER AND ENGAGING IN MUTUAL PRETEND PLAY |
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CHILDREN INCREASE THEIR PREFERENCE FOR INTERACTING WITH _____ RATHER THAN ______ AS THEY GROW |
CHILDREN INCREASE THEIR PREFERENCE FOR INTERACTING WITH PEERS RATHER THAN ADULTS AS THEY GROW |
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COMPANIONSHIP WITH PEERS OF THE _________ INCREASES DURING THE SCHOOL YEARS |
COMPANIONSHIP WITH PEERS OF THE SAME AGE INCREASES OVER THE SCHOOL YEARS. |
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CHILDREN ARE LIKELY TO CHOOSE ______ GENDER PLAY PARTNERS |
CHILDREN ARE LIKELY TO CHOOSE SAME GENDER PLAY PARTNERS |
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IN ADOLESCENCE, GENDER SEGREGATION LESSENS AS _______ |
IN ADOLESCENCE GENDER SEGREGATION LESSENS AS DATING BEGINS |
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PEER RELATIONSHIPS ARE USED TO |
PEER RELATIONSHIPS ARE USED TO EXPLORE AND ENHANCE IDENTITIES |
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THE ROLE OF PEERS AS SOCIALIZERS |
PEERS ACT AS MODELS OF SOCIAL BEHAVIOR, REINFORCE AND PUNISH ONE ANOTHER, SERVE AS STANDARDS AGAINST WHICH CHILDREN EVALUATE THEMSELVES, AND PROVIDE OPPORTUNITIES FOR DEVELOPING A SENSE OF BELONGING |
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_______ HAVE A STRONGER INFLUENCE THAN PARENTS ON TEENS' LIFESTYLE CHOICES |
PEERS |
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PATTERNS OF PEER INTERACTION AND INFLUENCE ARE DIFFERENT ____ |
IN DIFFERENT CULTURES |
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HOW IS PEER STATUS ASSESSED? |
PEER STATUS IS ASSESSED WITH SOCIOMETRIC TECHNIQUES BY HAVING CHILDREN IDENTIFY PEERS THEY LIKE AND DON'T LIKE; PEER ACCEPTANCE IS ASSESSED WITH RATINGS OF HOW MUCH CHILDREN LIKE OR DISLIKE EACH CLASSMATE. |
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SOCIOMETRIC TECHNIQUES CLASSIFY CHILDREN AS |
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POP.CO.R.N. is a sociometric technique |
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PEER STATUS DEPENDS ON CHILDREN'S ABILITIES TO |
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POPULAR CHILDREN ENGAGE IN |
PROSOCIAL BEHAVIOR AND HELP SET THE NORMS FOR THE GROUP |
POP.CO.R.N. is a sociometric technique |
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NONAGGRESSIVE-REJECTED CHILDREN TEND TO BE |
WITHDRAWN AND LACK SOCIAL SKILLS |
POP.CO.R.N. is a sociometric technique |
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AGGRESSIVE REJECTED CHILDREN HAVE |
LOW SELF CONTROL AND EXHIBIT PROBLEM BEHAVIORS |
POP.CO.R.N. is a sociometric technique |
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NEGLECTED CHILDREN ARE |
LESS TALKATIVE AND MORE SHY AND ANXIOUS |
POP.CO.R.N. is a sociometric technique |
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CONTROVERSIAL CHILDREN ARE |
LIKED BY MANY PEERS AND DISLIKED BY MANY OTHERS.
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POP.CO.R.N. is a sociometric technique |
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CHILDREN WITH THIS SOCIOMETRIC STATUS ENGAGE IN PROSOCIAL BEHAVIOR AND SET THE NORMS FOR THE GROUP |
POPULAR |
POP.CO.R.N. is a sociometric technique
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CHILDREN WITH THIS SOCIOMETRIC STATUS TEND TO BE WITHDRAWN AND LACK SOCIAL SKILLS |
NONAGGRESSIVE REJECTED CHILDREN |
POP.CO.R.N. is a sociometric technique |
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CHILDREN WITH THIS SOCIOMETRIC STATUS HAVE LOW SELF-CONTROL AND EXHIBIT PROBLEM BEHAVIORS |
AGGRESSIVE REJECTED |
POP.CO.R.N. is a sociometric technique |
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CHILDREN WITH THIS SOCIOMETRIC STATUS ARE LESS TALKATIVE AND MORE SHY AND ANXIOUS |
NEGLECTED CHILDREN |
POP.CO.R.N. is a sociometric technique |
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CHILDREN WITH THIS SOCIOMETRIC STATUS ARE LIKED BY MANY PEERS AND DISLIKED BY MANY OTHERS. |
CONTROVERSIAL CHILDREN |
POP.CO.R.N. is a sociometric technique
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ACCORDING TO SOCIAL-COGNITIVE INFORMATION PROCESSING THEORY CHILDREN ______ |
ATTEND TO THE CUES IN A SOCIAL SITUATION, INTERPRET OTHER CHILDREN'S BEHAVIOR, DECIDE WHAT THEIR OWN GOALS ARE AND HOW TO ACHIEVE THEM, DECIDE TO TAKE CERTAIN ACTIONS, AND THEN ACT ON THEM. |
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CHILDREN MAY NOT ALWAYS RESPOND TO SOCIAL SITUATIONS IN A REFLECTIVE AND THOUGHTFUL WAY |
SOMETIMES THEIR BEHAVIOR IS IMPULSIVE OR AUTOMATIC |
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IN COMPARISON TO UNPOPULAR AND SOCIALLY UNSUCCESSFUL CHILDREN, THOSE WHO ARE POPULAR AND SOCIALLY SUCCESSFUL HAVE |
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BEING UNPOPULAR CAN LEAD TO |
SHORT TERM PROBLEMS SUCH AS LONELINESS AND LOW SELF-ESTEEM AND LONG TERM PROBLEMS SUCH AS DEPRESSION |
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HOW MANY FRIENDS DOES IT TAKE TO REDUCE LONELINESS? |
ONE |
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SOCIAL STATUS TENDS TO |
REMAIN STABLE ACROSS TIME AND SITUATION, ESPECIALLY FOR REJECTED CHILDREN |
POP.CO.R.N. is a sociometric technique |
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SOCIAL STATUS IS ESPECIALLY STABLE ACROSS TIME AND SITUATION FOR THIS SOCIOMETRIC GROUP |
REJECTED CHILDREN |
POP.CO.R.N. is a sociometric technique
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PARENTS SERVE AS PARTNERS FROM WHOM CHILDREN ACQUIRE |
SOCIAL SKILLS, ACT AS SOCIAL COACHES, AND PROVIDE OPPORTUNITIES FOR CHILDREN TO HAVE PEER INTERACTIONS |
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RESEARCHERS CAN HELP CHILDREN IMPROVE THEIR SOCIAL SKILLS BY |
COACHING |
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PEERS CAN HELP REJECTED CHILDREN |
IMPROVE THEIR SOCIAL SKILLS AND EXPERIENCE MORE PEER ACCEPTANCE |
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CHILDREN DEVELOP CLOSE FRIENDSHIPS WITH |
ONLY A FEW PEERS |
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THE GOALS AND EXPECTATIONS OF FRIENDSHIP |
CHANGE WITH AGE |
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BOYS' SAME-GENDER FRIENDSHIPS ARE LESS FRAGILE THAN THOSE OF GIRLS BECAUSE |
THEY ARE OFTEN EMBEDDED IN A LARGER GROUP OF RELATIONSHIPS |
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FRIENDS PROVIDE |
SUPPORT, INTIMACY, AND GUIDANCE. HOWEVER, SOME FRIENDSHIPS ALSO ENCOURAGE DEVIANT BEHAVIOR, SUCH AS CHEATING, FIGHTING, AND USING DRUGS |
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WITHDRAWN AND AGGRESSIVE CHILDREN HAVE FRIENDS WITH |
CHARACTERISTICS SIMILAR TO THEIR OWN |
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ROMANTIC RELATIONSHIPS IN ADOLESCENCE ARE |
AN IMPORTANT AND DISTINCTIVE FORM OF SOCIAL RELATIONSHIP |
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CHILDREN FORM ____ GROUPS |
HIERARCHICALLY ORGANIZED GROUPS WITH COMMON GOALS AND RULES OF CONDUCT |
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IN MIDDLE CHILDHOOD, CHILDREN FORM _______ |
CLIQUES, WHICH ENHANCE THEIR WELL-BEING AND ABILITY TO COPE WITH STRESS |
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IN HIGH SCHOOL, CHILDREN MAY BE THOUGHT OF BY THEIR PEERS AS BELONGING TO A |
SPECIFIC CROWD |
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A GANG MAY BE |
A LOOSE-KNIT GROUP OR A FORMAL ORGANIZATION; ORGANIZED GANGS ARE OFTEN INVOLVED IN CRIMINAL ACTIVITY. |
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SCHOOLS HAVE AN INFORMAL AGENDA OF
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SOCIALIZING CHILDREN BY TEACHING THEM THE RULES, NORMS AND VALUES THEY NEED TO MAKE THEIR WAY IN SOCIETY AND HELPING THEM DEVELOP SKILLS TO INTERACT SUCCESSFULLY WITH THEIR PEERS |
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SCHOOLS ARE COMMUNITIES OF |
TEACHERS, STUDENTS, AND STAFF |
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CHILDREN WHO DEVELOP _____ DO BETTER SOCIALLY AND HAVE LOWER RATES OF VIOLENCE AND DRUG USE; THEY ARE ALSO LESS LIKELY TO DROP OUT OF SCHOOL |
CHILDREN WHO DEVELOP A SENSE OF COMMUNITY IN SCHOOL |
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IN ____ SCHOOLS, CHILDREN ARE MORE LIKELY TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES AND LESS LIKELY TO DROP OUT |
IN SMALL SCHOOLS |
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MAKING THE TRANSITION FROM ELEMENTARY SCHOOL TO MIDDLE SCHOOL OR FROM MIDDLE SCHOOL TO HIGH SCHOOL CAN |
AFFECT SELF-ESTEEM NEGATIVELY |
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CHILDREN IN SINGLE-SEX SCHOOL |
DO BETTER ACADEMICALLY AND PERHAPS SOCIALLY THAN CHILDREN IN COEDUCATIONAL SCHOOLS, PERHAPS BECAUSE OF DIFFERENCES IN THE CHARACTERISTICS OF THE SCHOOLS AND THE PARENTS WHO SELECT THEM. |
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IN SMALL CLASSES, TEACHER-CHILD CONTACTS ARE |
MORE FREQUENT AND PERSONALIZED AND CHILDREN ARE BETTER BEHAVED, INTERACT MORE WITH THEIR PEERS, AND ARE LESS LIKELY TO BE VICTIMIZED
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ELEMENTARY SCHOOL CHILDREN IN OPEN CLASSROOMS HAVE |
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HIGH SCHOOL CHILDREN IN OPEN CLASSROOMS |
PARTICIPATE MORE IN SCHOOL ACTIVITIES, HAVE MORE VARIED SOCIAL RELATIONSHIPS, AND FEWER DISCIPLINARY PROBLEMS |
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COOPERATIVE LEARNING INVOLVES |
SMALL GROUPS OF STUDENTS WORKING TOGETHER |
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COOPERATIVE LEARNING HAS A |
POSITIVE EFFECT ON SELF-ESTEEM, CONCERNED FEELINGS ABOUT PEERS, WILLINGNESS TO HELP, AND ENJOYMENT OF SCHOOL. |
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DOES PEER TUTORING HELP THE STUDENT OR TUTOR MORE? |
GENERALLY PEER TUTORING HELPS THE TUTOR MORE THAN THE STUDENT -- SELF-ESTEEM, STATUS, AND SATISFACTION FROM HELPING OTHERS. |
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CHILDREN WHOSE RELATIONSHIP WITH THE TEACHER IS CLOSE AND WARM HAVE HIGH LEVELS OF |
SCHOOL ADJUSTMENT AND ARE LIKELY TO BE ACCEPTED BY THEIR PEERS |
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WHICH GROUP OF CHILDREN ARE MOST LIKELY TO BENEFIT FROM CLOSE TEACHER-CHILD TIES? |
MINORITY CHILDREN |
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TEACHER'S EXPECTATIONS FOR POOR AND MINORITY CHILDREN ARE |
LESS POSITIVE THAN FOR OTHER CHILDREN |
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WHEN PARENTS ARE INVOLVED IN THEIR CHILD'S SCHOOL THE CHILDREN TEND TO TO BETTER, ESPECIALLY IF |
THE PARENT'S INVOLVEMENT INCLUDED COMMUNICATING EXPECTATIONS TO THE TEACHERS AND COMMUNICATING THE VALUE OF EDUCATION TO THE CHILDREN. |
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CHILDREN IN HIGH QUALITY AFTER SCHOOL PROGRAMS HAVE BETTER |
EMOTIONAL ADJUSTMENT, BETTER PEER RELATIONSHIPS, BETTER CONFLICT-RESOLUTION SKILLS, AND LESS DELINQUENCY THAN LATCHKEY KIDS. |
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CHILDREN FROM INTEGRATED SCHOOLS |
FEEL SAFER AND MORE SATISFIED AND DEVELOP MORE POSITIVE INTERRACIAL ATTITUDES THAN CHILDREN FROM SEGREGATED SCHOOLS |
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CHILDREN WITH FREQUENT, GOOD-QUALITY CONTACT WITH A NATURAL MENTOR HAVE |
FEWER BEHAVIOR PROBLEMS HIGHER SELF-ESTEEM MORE POSITIVE ATTITUDES TOWARDS SCHOOL HIGHER EDUCATIONAL ATTAINMENT |
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MENTORING PROGRAMS LEAD TO MODEST GAINS IN SOCIAL, EMOTIONAL, BEHAVIORAL, AND ACADEMIC DEVELOPMENT FROM EARLY CHILDHOOD TO ADOLESCENCE ESPECIALLY WHEN |
THE YOUTH HAVE PREEXISTING DIFFICULTIES OR ARE FROM DISADVANTAGED BACKGROUNDS AND MENTORS AND MENTEES CLICK |
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TELEVISION VIEWING IS A MAJOR INFLUENCE ON |
CHILDREN'S SOCIAL BEHAVIOR |
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TELEVISION VIEWING PATTERNS FOR CHILDHOOD |
BEGINS EARLY IN LIFE AND INCREASES UNTIL ADOLESCENCE |
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BOYS WATCH MORE ___ TV |
ACTION-ADVENTURE AND SPORTS PROGRAMS |
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GIRLS WATCH MORE ____ TV |
SOCIAL DRAMAS AND SOAP OPERAS |
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WHAT KIND OF TELEVISION HAS A POSITIVE IMPACT ON CHILDREN'S PROSOCIAL BEHAVIOR |
PROGRAMS THAT TEACH CHILDREN ABOUT SOCIAL RULES AND EXPECTATIONS -- SESAME STREET AND MR ROGERS |
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NEGATIVE BIASING OF CHILDREN'S PERCEPTIONS THROUGH TELEVISION |
CHILDREN WHO ARE EXTENSIVE TV WATCHERS TEND TO OVERESTIMATE THE DEGREE OF DANGER AND CRIME IN THE WORLD AND UNDERESTIMATE TRUSTWORTHINESS AND HELPFULLNESS OF OTHER PEOPLE. |
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THE IMPACT OF TV AND VIDEOGAMES ON EXTRACURRICULAR ACTIVITIES |
TELEVISION AND PERHAPS VIDEO GAMES CURTAIL SOCIAL INTERACTIONS AND ACTIVITIES LIKE SPORTS AND CLUBS |
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TV PORTRAYALS OF MINORITY GROUPS OFTEN SUPPORT
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ETHNIC STEREOTYPES
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EXPOSURE TO VIOLENT TV AND VIDEO GAMES LEADS TO |
DESENSITIZATION AND INCREASED AGGRESSION |
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EXPOSURE TO SEXUALLY SUGGESTIVE MEDIA LEADS TO |
MORE ACCEPTANCE OF SEXUALITY, EARLIER SEXUAL ACTIVITY, AND HIGHER RATES OF PREGNANCY |
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HOW DOES TV INFLUENCE CHILDREN'S CONSUMER CHOICES |
IT INFLUENCES CONSUMER CHOICES, ESPECIALLY PREFERENCES FOR FOOD AND TOYS THAT MAY BE UNHEALTHY OR DANGEROUS |
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PARENTS CAN MODIFY THE EFFECTS OF MEDIA VIEWING BY |
SERVING AS INTERPRETERS OF MEDIA MESSAGES AND AS MANAGERS OF ACCESS TO PROGRAMS AND GAMES |
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PERCENTAGE OF US TEENS WHO USE SOCIAL MEDIA |
ALMOST ALL |
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HOW MUCH OF THE POPULATION OF US TEENS HAVE A PROFILE ON SOCIAL NETWORKING SITES? |
3/4 |
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HOW MUCH OF THE US POPULATION OF TEENS VISIT THEIR SOCIAL NETWORKING SITE DAILY? |
1/2 |
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WHAT PERCENTAGE OF US TEENS VISIT THEIR SOCIAL NETWORKING SITE SEVERAL TIMES A DAY? |
1/3 |
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THE INTERNET IS A VENUE FOR |
MAINTAINING SOCIAL TIES, AND FORMING NEW, ALBEIT WEAKER, TIES AS WELL AS FOR EXPLORING IDENTITY |
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CHILDREN ARE EXPOSED TO PORN AND OTHER ADULT SEXUAL MATERIAL -- OFTEN INADVERTENTLY -- WHICH CAN |
CAUSE ANXIETY AND UPSET |
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INTERNET CHAT ROOMS OFFER TEENS THE OPPORTUNITY TO |
EXPLORE SEXUAL ISSUES AND FEELINGS |
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HOW CAN THE INTERNET AFFECT CHILDREN AND TEENS' MENTAL HEALTH? |
ONLINE HARASSMENT. IT CAN ALSO FOSTER EXCHANGE OF INFORMATION BETWEEN INDIVIDUALS WITH PROBLEMS, SUCH AS SELF-HARMING BEHAVIOR |
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AT WHAT AGE DO CHILDREN FAIL A FALSE BELIEF TASK? |
3 YEARS OLD AND YOUNGER |
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SOCIAL UNDERSTANDING IS EMBEDDED IN |
CHILDREN'S SOCIAL TENDENCIES AND INTELLECTUAL ABILITIES. |
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CHILDREN WHO HAVE HIGHER LEVELS OF SOCIAL UNDERSTANDING ALSO DO BETTER ON |
STANDARD INTELLIGENCE TESTS AND EXHIBIT MORE PROSOCIAL BEHAVIOR |
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CHILDREN WHOSE FAMILIES __________ ARE MORE LIKELY TO SUCCEED ON THEORY OF MIND (TOM) TESTS. |
FREQUENTLY TALK ABOUT MENTAL STATES -- IT IS PARTICULARLY HELPFUL WHEN THE CONVERSATION WITH THEIR CHILDREN INCLUDE EXPLANATIONS OF THE CAUSES AND EFFECTS OF MENTAL STATES, USING WORDS LIKE, 'BECAUSE', 'HOW', AND 'WHY' |
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WHAT ARE THE TWO TYPES OF INTERACTIONS WITH SIBLINGS AND FRIENDS THAT PROVIDE OPPORTUNITIES FOR CHILDREN TO LEARN ABOUT OTHER PEOPLE'S THOUGHTS AND TRAITS (TOM) |
PRETEND PLAY AND DISPUTE RESOLUTION |
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WHY ARE INTERACTIONS WITH SIBLINGS AND FRIENDS IMPORTANT TO DEVELOPMENT OF TOM? |
BECAUSE THEY INVOLVE DISCUSSIONS ABOUT SHARED CONCERNS, INTERESTS, AND GOALS. --CHILDREN DO NOT OFTEN HAVE THESE DISCUSSIONS WITH ADULTS BECAUSE WITH ADULTS CHILDREN TEND TO FOCUS ON THEIR OWN (THE CHILD'S CONCERNS) NOT ON SHARED CONCERNS. |
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DOES PARENTAL MEDIATION OF SIBLING AND PEER DISPUTES HELP? |
YES IF THEY GUIDE THE CHILDREN IN RESOLVING THEIR OWN DISPUTES. |
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HOW A PERSON LABELS OR CATEGORIZES PEOPLE IN OTHER GROUPS |
STEREOTYPING |
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WHETHER OR NOT A PERSON EXPRESSES NEGATIVE ATTITUDE TOWARDS MEMBERS OF A GROUP. |
PREJUDICE |
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IN ONE STUDY CHILDREN AGED 5, 7, AND 9 YO WERE SHOWN A PICTURE STORY ABOUT 2 CHILDREN, A BLACK CHILD AND A WHITE CHILD, AND ASKED TO REMEMBER WHAT EACH CHILD IN THE STORY DID. WHAT WERE THE FINDINGS? |
CHILDREN OF ALL AGES HAD BETTER RECALL FOR STEREOTYPED ACTIVITIES THAT THE BLACK CHILD PERFORMED THAN THE NONSTEREOTYPED ACTIVITIES THAT THE CHILD PERFORMED. |
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DOES IMPLICIT PREJUDICE DECREASE AS CHILDREN GROW OLDER? |
NO, UNLIKE EXPLICIT PREJUDICE, IMPLICIT PREJUDICE DOES NOT DECREASE WITH AGE. |
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RESEARCHERS IN ONE STUDY FOUND THAT MOST PARENTS BEGAN RACIAL SOCIALIZATION BEGAN BY THE TIME THEIR CHIDREN WERE |
18 MO |
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RACIAL SOCIALIZATION AT 18 MO PREDICTED A CHILD'S RACIAL ATTITUDES AT |
3 - 4 YO |
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the ways in which prejudice is expressed changes as children get older. in early childhood prejudice is expressed by |
avoidance and social exclusion,but in adolescence it is expressed through conflict and hostility |
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stereotyping increases when |
there are labels, when the groups were of unequal sizes (majority and minority), and when activities are segregated, and when there is competitiveness. |
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the most extreme form of prejudice is |
genocide |
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preverbal communication |
infants' earliest communications are a dialogue of sounds, movements, and facial expressions (especially smiles) |
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preverbal communication is actually pseudoconversations because |
parents are responsible for maintaining their flow |
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willingness to be socialized |
does the child/teen *want* to listen to their parent? |
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parenting practices |
things you do as a parent, spanking, discipline, rewards, punishments, etc. |
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things you do as a parent, spanking, discipline, rewards, punishments, etc.
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parenting practices
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does the child/teen *want* to listen to their parent?
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willingness to be socialized
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learns to use language to communicate but does not understand symbols (semiotic functioning) (VYGOTSKY)
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naive psychology |
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naive psychology
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learns to use language to communicate but does not understand symbols (semiotic functioning) (VYGOTSKY)
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realism |
the inability to distinguish between mental and physical entities. |
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the inability to distinguish between mental and physical entities.
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realism
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how does theory of mind develop? |
there are two ideas as to how theory of mind develops. (Domain-Specific and Domain-General) where there are specialized brain mechanisms for TOM OR through experience (Theory-Theory and Simulation Theory) |
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Theory-Theory |
the idea that TOM develops through experience |
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the idea that TOM develops through experience
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Theory-Theory
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Simulation Theory |
the idea that TOM develops through perspective taking |
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the idea that TOM develops through perspective taking
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Simulation Theory |
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Is 4 the magic age for TOM? |
There is an argument that the testing demands are too difficult for younger children. If you use a simplified TOM task (I HATE goldfish crackers, but LOVE broccoli) they can pass a TOM test. Also, false-belief understanding can be taught |
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family structure |
composed of the family unit |
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composed of the family unit
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family structure
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family processes |
combination of factors that effect the environment (economic, social, psychological) |
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combination of factors that effect the environment (economic, social, psychological)
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family processes
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family systems approach |
to understand and child development, look at how members of the system interact |
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to understand and child development, look at how members of the system interact
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family systems approach
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six-domain model |
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B.I.C.E.P.S. has six domains and six letters |
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Parenting is |
a goal oriented complex behavior |
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6 primary tasks of parenting |
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S.P.I.C.E.S are the six tasks of parenting |
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What are the two dimensions of the parenting typologies |
Demandingness/Control and Responsiveness/Warmth |
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Parenting styles are not directly related to |
child outcomes, but it changes how parenting practices impact outcomes. |
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parenting styles are not directly related to child outcomes, but |
it changes how parenting practices impact outcomes. |
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Why are sibling relationships a neglected area of study? |
Because it's very complex and hard to predict. |
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how are sibling relationships different from friendships? |
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how are sibling relationships different from other relationships? |
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Self-perceptions and siblinghood. At what point did children feel they were a sibling? |
1 mo. before the birth of the sibling |
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self-perceptions and siblinghood - what happens to a child's self-perception after the birth of a sibling? |
a child's self-perception drops after the birth of a sibling, but parents evaluation of a child's competence and acceptance either stayed the same or went up. |
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self-perceptions and siblinghood - maternal acceptance. |
the child's perspective of maternal acceptance drops significantly after the birth of a sibling. |
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who teaches siblings better, older siblings or peers? |
older siblings |
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functions of the sibling relationship |
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family structure variables |
age gaps between children, sex differences between siblings, etc. |
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age gaps between children, sex differences between siblings, etc.
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family structure variables
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family process variables |
do temperaments match/clash, what are the parental attachments (secure?), what is the level of parental conflict?, |
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do temperaments match/clash, what are the parental attachments (secure?), what is the level of parental conflict?,
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family process variables
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What are the positive developmental outcomes for only children? |
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are only children doomed? |
no, they may be less accepted in their peer group, but their patterns are similar to firstborn children in sibling literature. |
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theorist who believed parents have minimal impact on child development? |
Judith Harris - The Nurture Assumption |
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What was Judith Harris' Nurture Assumption? |
Harris believed parents have minimal impact on child development except as gate keepers of peers. Claimed that parental influence is indirect and that because kids talk, act, and dress like their peers, that's who we need to study |
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peers influence child development through |
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age at which there is a clear social hierarcy and role taking amongst peers |
by pre-school age |
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What are the categories of peer status? |
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Peer Status Categories are C.R.A.P.N. |
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how often do siblings fight |
every 15 minutes |
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are sibling relationships fairly stable over time? |
Yes, there is stability in both positive and negative behaviors from preschool to adolescence |
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what predicts the nature of the sibling relationship? |
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at what ages is there sex segregation during play? |
3 yo - middle childhood |
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is sex segregation in play cross-cultural? |
yes |
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preferred play group size for girls |
smaller groups |
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preferred play group size for boys |
larger groups |
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Selman's Stages of Friendship Development |
0. Momentary Playmateship 1. One-Way Assistance 2. 2-Way Fair-Weather Cooper. 3. Intimate Mutually Shared Rltn. 4. Autonomous Interdependence |
Selman says friends M.O.W. IN.AUTO. |
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Selman's Stage 0 of Friendship Development |
Momentary Playmateship (3-7 yo) |
Selman says friends M.O.W. IN.AUTO. |
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Age for Selman's Stage 0 of Friendship Development |
3 - 7 yo |
Selman says friends M.O.W. IN.AUTO. |
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Age for Selman's Momentary Playmateship Stage of Friendship Development |
3 - 7 |
Selman says friends M.O.W. IN.AUTO. |
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Which stage of Selman's friendship development is Momentary Playmateship? |
Stage 0 (3 - 7 yo) |
Selman says friends M.O.W. IN.AUTO.
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Selman's Stage 1 of Friendship Development
|
One Way Assistance (4 - 9 yo) |
Selman says friends M.O.W. IN.AUTO. |
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Age for Selman's Stage 1 of Friendship Development
|
4 - 9 yo |
Selman says friends M.O.W. IN.AUTO. |
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Age for Selman's 1-Way Assistance Stage of Friendship Development
|
4 - 9 yo |
Selman says friends M.O.W. IN.AUTO. |
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Age for Selman's 2-Way Fair Weather Cooperation Stage of Friendship Development |
6 - 12 yo |
Selman says friends M.O.W. IN.AUTO. |
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Selman's Stage 2 of Friendship Development |
2-Way Fair Weather Cooperation (6 - 12 yo) |
Selman says friends M.O.W. IN.AUTO.
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2-Way Fair Weather Cooperation |
Selman's Stage 2 of friendship development (6 - 12 yo) |
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Selman's Stage 3 of Friendship Development |
Intimate Mutually Shared Relationship (9 - 15 yo) |
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Age for Selman's Stage 3 (Mutually Shared Relationships) |
9 - 15 yo |
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Stage 4 of Selman's Friendship Development |
Autonomous Interdependence (Begins @ 12 yo) |
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how are teen relationships with peers different from their interactions with adults? |
Teens interactions with peers are freer, briefer, and more equal than their interactions with adults |
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Peer |
another child of roughly the same age (short interaction and minimal committment) |
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another child of roughly the same age (short interaction and minimal committment)
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Peer
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Friend |
a peer with whom the child has a special relationship (mutual liking and respect) |
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a peer with whom the child has a special relationship (mutual liking and respect)
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Friend
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do teens spend more time with peers or adults? |
teens spend 2x as much time with peers than with adults. This trend is particularly marked in Western culture |
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with peers teens are usually engaged in |
conversation and recreation (with minimal adult supervision) |
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peer interactions offer |
perspectives of equality and ideas of how to act |
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when are peers especially influential to teens? |
if a teen lacks parental support |
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which style of parenting means the child will be less susceptible to peer pressure |
authoritative |
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if authoritative parenting means that a teen will be less susceptible to peer pressure, is that mediation or moderation |
moderation |
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what are the pros of friendship |
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what are the cons of friendship |
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extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings with peers.
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co-rumination |
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co-rumination
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extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings with peers.
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Why are teen girls' closest same sex friendships more fragile than boys'? |
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True or False - Teen romantic relationships are rare and brief |
False - length depended on development |
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teens of which group are least likely to report a current romantic partner? |
asian american |
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are teen relationships unimportant? |
No, teens in relationships report more mood swings, but less social anxiety and higher self-worth |
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do teen romantic relationships simply mirror other social relationships? |
No, there are some parallels, but they serve different needs |
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peer group network |
the cluster of peer acquaintences who are familiar with and interact with one another at different times for common play or task-oriented purposes |
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how does individualism and collectivism of one's culture of origin impact the school environment |
because the social attitudes of the culture of origin may differ from the prevailing attitudes at the school and minority parents may feel less comfortable getting involved in their child's school |
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Robert Pianta's 3 dimensions of quality teachers and schools |
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What is the displacement theory of TV watching? |
the idea that television/screen time is too much if it replaces meaningful interactions |
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what is the threshold hypothesis of tv watching |
1 - 2 hours of quality tv per day and no tv for kids under the age of 2 yr |
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what are the positive effects of television |
some quality programming like Mr. Rogers and Sesame Street can help |
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what are the negative effects of too much television |
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student teacher relationships and minority students |
teachers used more positive speech and less negative speech with European American kids and there were more positive interpretations of misbehavior in European American children |
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this group plays a large role in partner choice in the early teens |
peer group |
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kids and teens express more emotions in their interactions with |
their friends than non-friends |
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kids and teens share more with |
friends than non-friends, unless they are competitive with one another |
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kids and teens disagree more with |
friends more than non-friends |
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kids and teens are more self-disclosing with |
friends than non-friends or acquaintences |
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friends are more likely to resolve conflict in an |
equitable way and preserve the friendship |
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peer relations reflect teens |
social skills and contribute to their social and emotional well-being |
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relationships with peers contribute to socialization through |
peer status, friendships, dating, and group interactions |
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parental goals, values, and beliefs |
are you trying to raise a kind person, a hard working person, etc? What are the values most important to the parents that they try to instill in their children? |
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parenting practices use parenting styles as |
context |
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low warmth and high control |
authoritarian |
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high warmth and high control |
authoritative |
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low control and low warmth |
permissive, indifferent, or uninvolved |
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low control and high warmth |
permissive-indulgent or permissive |
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Darling & Steinberg |
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what does attachment theory and developmental contextual theory say about relationship development and the quality of relationships? |
securely attached children will grow into adults who have secure attachments in their romantic relationships because of their internal working models of how relationships work -- concept of being good, enough, smart, enough, and people like me |
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What are Baumrind's dimensional axes for parenting typologies |
Baumrind did not use dimensional axes for parenting typologies, researchers who followed behind added those in later.
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2 dimensions of parenting style can be |
graphed into one typology |
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1 parenting typology can be broken down into |
two dimensions of parenting style Demandingness/control responsiveness/warmth |
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what are cons to using parenting typologies in research? |
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what are the properties of the family systems approach? |
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what are some individual differences that increase/decrease TOM |
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theory of mind module (domain specific) |
there is a specialized area of the brain that develops around 4 that deals with theory of mind (NATURE) |
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domain general information processing and theory of mind |
we acquire information processing skills like memory, attenion, executive function, language, complex representational ability, and this helps us gain a theory of mind |
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do 3 yo have a theory of mind |
not usually |
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do 5 yo have a theory of mind |
yes |
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when does TOM appear |
around age 4 |
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3 dimensions of SES |
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E.I.O. |
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which SES has more authoritarian styles? |
low SES |
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which SES is more likely to have strict discipline and harsher punishments |
low ses |
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when do coparenting styles emerge? |
at infancy |
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hostile-competitive coparenting style is correlated with |
more aggressive behavior, anxiety, and poor social skills |
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links between parental conflict and child adjustment are |
reciprocal and transactional, not just a one-way influence from parents to children |
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how does social learning theory account for the effects of parental conflict on a child's social development? |
modeling |
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how does cognitive theory account for the effects of parental conflict on a child's social development? |
how does the child understand the reasons the parents are in conflict -- do they blame themselves? |
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short-term outcomes of divorce |
differences exist, but they are not large. 20 - 25% of kids display severe behavior problems compared to 10% in non-divorced households. |
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a child's adjustment to divorce is related to |
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divorce and parental conflict is the hardest on children of which age group |
preschool |
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how long does it take to see children improve from divorce |
by 2 years after divorce. Some effects may last into adulthood, but it depends on parent and child characteristics |
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when did mothers in the workforce increase |
there has been a dramatic increase since the 1950s |
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negative effectss of maternal employment in child development |
little evidence of negative effects |
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positive effects of maternal employment in child development |
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things that change the positive effects of maternal employment on child development |
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at 3 - 4 years old how do children describe themselves? |
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at 5 - 7 years how to children describe themselves? |
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at age 8 - 10 how do children describe themselves |
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how do children in early adolescence describe themselves (beginning at age 11) |
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how do middle adolescents describe themselves |
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how do kids describe themselves in late adolescence |
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what is self-concept? |
how a person answers the question 'who are you?' |
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how a person answers the question 'who are you' is their |
self-concept |
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social determinants of self-esteem |
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what does it mean to understand a psychological trait label |
being able to infer how a person will react to a situation based on the label (ie - a shy person will not be happy in a crowd) |
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Mental representation is defined as
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a structure in our mind, such as an idea or image. That stands for something else. Such that an external object, or things that was sensed in the past or future. But whatever it is, it's not something in the present.
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a structure in our mind, such as an idea or image. That stands for something else. Such that an external object, or things that was sensed in the past or future.
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Mental representation
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direct effects of parent/child behavior |
a one-step process -- how a parent treats a child, how a child behaves when asked to do something |
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indirect effects of parent/child behavior |
a two-step process -- a child alters the behavior of a parent and it impacts the couple (parent-parent) relationship |
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a one-step process -- how a parent treats a child, how a child behaves when asked to do something
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direct effects of parent/child behavior
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a two-step process -- a child alters the behavior of a parent and it impacts the couple (parent-parent) relationship
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indirect effects of parent/child behavior
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what do young children fight about most? |
property rights |
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subjective sense of self |
I-self - knowing the self is separate from others |
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objective sense of self |
me-self |
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how do we know when a child is self-aware? |
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What is the primary purpose of a school |
to instruct children in academic subjects |
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what are the secondary purposes of school |
contexts for socialization -- teaching the rules, norms, and values children need in order to get along in society. |
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what is the mechanism through which positive effects of a sense of community are achieved? |
collective efficacy |
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when a sense of community exists, teachers, students, and administrators are |
more likely to share goals and believe they can achieve these goals through collective and cooperative action. |
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_______ was a significant positive predictor of students' academic performance in high school |
collective efficacy |
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research shows that students suffer if a school has more than ____ students |
600 |
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much of a school's benefit comes through |
extracurricular activities such as clubs and sports, car washes, and bake sales |
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how much do large and small schools differ in the range of extracurrircular activities offered? |
they do not differ much, but research shows that student participation may be higher in smaller schools than larger |
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Positive Outcomes Linked With Extracurricular Activities |
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age groupings in school -- outcomes for students who go to middle school and then enter a new school for 7th grade |
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what effects how well minority youth manage the transition from middle school to high school? |
the ethnic balance of the high school. LA and AA are more negatively affected when the high school has fewer students from their ethnic group than when the school offers the same ethinic balance as their middle school |
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advantages of small class sizes |
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why do teachers use open classrooms |
when they believe children learn best by being involved (active learning) instead of passive learning |
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the Pygmalion Effect is an example of a |
self-fulfilling prophecy |
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teachers hold the highest expectations for which ethnic group? |
asian americans |
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teachers hold the lowest expectation for which ethnic group |
latino americans |
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children whose relationship with the teacher is full of conflict are |
unhappy with school and not very cooperative in the classroom |
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children who have an overly dependent relationship with the teacher |
are less engaged in school activities and more aggressive or socially withdrawn with their peers |
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children whose relationship with the teacher is close and warm |
have higher levels of school adjustment, higher self esteem, more likely to be accepted by their peers |
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school as a buffer for children |
when children are exposed to deficiencies at home, the school environment can buffer them against failure. Buffering occurs even in preschool when children with an insecure attachment to their mother are better adjusted if they develop a secure attachment to a preschool caregiver a supportive classroom can buffer against an unsupportive home |
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pros of self-care latchkey children |
places demands on children for responsibility and maturity |
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cons of latchkey children |
higher risk for antisocial behavior, poor grades, higher stress, more substance abuse |
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distal monitoring |
checking in by phone and by establishing clear rules and expectations about permitted activities, friends, and places to go |
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checking in by phone and by establishing clear rules and expectations about permitted activities, friends, and places to go
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distal monitoring
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positive outcomes for afterschool programs |
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risks of children using internet |
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who uses the internet more, boys or girls |
about the same, but boys play more videogames, so this likely contributes to the idea that boys use the internet more often |
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who looks up more sexually explicit images on the internet, boys or girls |
boys |
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who chats online more, boys or girls? |
girls |
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physical risks of internet use |
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authoritative parents have ____ children |
energetic-friendly children |
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authoritarian parents have ____ children |
conflicted irritable |
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permissive parents have ____ children |
impulsive-aggressive children |
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uninvolved parents have ______ |
impulsive-aggressive-noncompliant-moody children |
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3 types of coparenting |
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cooperative, cohesive, and child-centered coparenting outcomes |
high degree of familiy harmony |
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hostile coparenting |
parents actively compete against one another for children's attention and loyalty |
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imbalanced coparenting |
spouses invest different amounts of time in child rearing |
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parents actively compete against one another for children's attention and loyalty
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hostile coparenting
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imbalanced copareting often stems from |
parental gatekeeping |
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spouses invest different amounts of time in child rearing
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imbalanced coparenting
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gatekeeping |
when one parent limits or controls the other parent's level of participation |
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children exposed to hostile-competitive copareting in their first year |
are likely to exhibit high levels of aggressive behavior in early childhood |
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children exposed to imbalanced coparenting are |
likely to develop anxiety |
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coparenting has been found to MEDIATE between the marital and parenting subsystems which suggests |
that parents can learn strategies of cooperation or conflict in the context of shared parenting |
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is the link between socioeconomic status and parenting style cross cultural |
yes |
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a mother's caregiving in developing countries was related to the ____________ of that country |
GDP |
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parental responsiveness in traditional cultures |
parents in traditional cultures are less responsive and affectionate than parents in modern, technologically advanced cultures |
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outcomes for children who are physically disciplined in countries where it is common and culturally accepted |
are not as anxious or aggressive as children who are physically disciplined in countries where it is rare |
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more harsh and frequent use of physical punishment is related to these worldwide issues |
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benefits of parenting after 30 |
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the increase in parenting competence as women age only extends to age |
30 |
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older fathers have more
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flexibility and freedom to balance the demands of work and family than younger fathers |
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older fathers are 3 times more likely to to have |
regular responsibility for some part of their children's daily care |
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negative outcomes for children in single parent households |
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children whose mothers had never married showed |
less sociability and fewer positive behaviors with their mothers than children whose mothers were single due to separation or divorce |
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boys whose mothers were unmarried until age 14 were 8 times more likely |
to be violent offenders than boys who grew up in two parent households |
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Simple Breakdown of Children's Self-Descriptions |
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on-looker play |
children watch or converse with other children engaged in play activities. (About half of 2 year olds engage in this type of play) |
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Parallel Play |
children play in similar activities, often side by side, but do not engage one another. (Common in 2 yo, but diminishes by 3 - 4) |
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children watch or converse with other children engaged in play activities. (About half of 2 year olds engage in this type of play)
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on-looker play
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children play in similar activities, often side by side, but do not engage one another. (Common in 2 yo, but diminishes by 3 - 4)
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Parallel Play
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age for on-looker play |
about half of 2 year olds engage in this type of play |
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age for parallel play |
common at 2 yo, but diminishes by 3 - 4 |
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associative play |
play with other children but do not necessarily share the same goals. They share toyus and materials and might even react or comment on another child's ongoing activity. However, they are still not fully engaged with another in a joint project (common in 3 - 4 yo, less common in 2 yo) |
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play with other children but do not necessarily share the same goals. They share toyus and materials and might even react or comment on another child's ongoing activity. However, they are still not fully engaged with another in a joint project (common in 3 - 4 yo, less common in 2 yo)
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associative play
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age for associative play |
common in 3 - 4 yo, less common in 2 yo
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cooperative play |
engage in play in which they cooperate, reciprocate, and share common goals. Some examples of cooperative play building a sandcastle, drawing a picture together, playing pretend with interacting characters. |
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engage in play in which they cooperate, reciprocate, and share common goals.
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cooperative play
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age for cooperative play |
3 -4 yo |
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does parenting style directly relate to outcome? |
no, it changes the relationship between practices and outcome (moderates) |
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who were more likely to have mutual antipathies with same sex peers; boys or girls? |
boys |
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children with same sex antipathies are more likely to |
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boys who had same gender mutual antipathies at age 10 were more likely to have _______ at adolescence |
problems with addiction and delinquency |
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girls who had same gender mutual antipathies tended to have _____ at adolescence |
lower achievement |
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age at which children's primary friendship concern is to maximize excitement, entertainment, and enjoyment through play |
3- 7 yo |
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main concen of friendship at 3 - 7 yo |
age at which children's primary friendship concern is to maximize excitement, entertainment, and enjoyment through play |
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main concern of friendship during middle childhood (8 - 12 yo) |
to be included by peers, avoid rejection, and present oneself to others in a positive way. |
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age at which the primary concern of friendship is to be included by peers, avoid rejection, and present oneself to others in a positive way. |
middle childhood (8 - 12 yo)
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age at which the main concern of friendship is to explore, know, and define oneself |
adolescence (13 - 17) |
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main concern of friendship during middle childhood (13 - 17 yo)
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to explore, know, and define oneself
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when dating, younger teens focus on |
superficial features, status, clothes, appearance |
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when dating, older teens focus on |
characteristics that underlie compatibility and intimacy like, personality, values, and interestes |
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