Dev Psych Test 2

Front 1

gender constancy

Back 1

age 6 - understanding that their gender will not change

Front 2

Piaget's Preoperational Stage

Back 2

age 2 to 7; achievements and limitations of this stage; "thought" is becoming more flexible; symbolic function substage (differentiation, planning, etc)

Front 3

symbolic function substage

Back 3

2-4 years; critical gains in mental representation; flexible thought; differentiation; planning; *requires temporal representation of non-actual states.... requires selecting from multiple options

Front 4

differentiation

Back 4

increasing complexity across time

Front 5

planning

Back 5

component of executive function and symbolic function substage and Piaget's preoperational stage

Front 6

executive function

Back 6

high order cognitive abilities/processes that regulate other cognitive processes

Front 7

working memory

Back 7

hold and manipulate transitory information; i.e. forward and backward digit span

Front 8

inhibitory control

Back 8

ability to stop a natural response in favor of an alternative

Front 9

critical gains in mental representation

Back 9

make believe play i.e. imaginary friend (25-45% of pre-schoolers have an I.F.); linked with improved sociability; complexity of play; better at perspective taking

Front 10

complexity of play

Back 10

element of creativity; kids using toys in a non-traditional way

Front 11

video deficit effect

Back 11

the idea that children have trouble learning from TV; starts decreasing around 2.5 years

Front 12

characteristics of high quality children's programming

Back 12

general knowledge i.e. basic literacy, numbers; emotion understanding/regulation; social skills (cooperation, perspective taking); limited (or no) advertisements (**obesity); rich in social cues; limit background TV

Front 13

limitations of pre-operational thought

Back 13

ego-centrism; animistic thinking; inability to conserve; lack of hierarchical classification

Front 14

ego-centrism

Back 14

inability to take symbolic viewpoint of someone else (Piaget's 3 mountain problem)

Front 15

animistic thinking

Back 15

belief that inanimate objects have lifelike qualities

Front 16

intuitive thought substage

Back 16

comes online around 4-7 years; child begins to develop reasoning by asking a lot of questions. This is when they want to understand everything that is going on in their world.

Front 17

conservation

Back 17

understanding that physical traits of an object remain the same despite superficial changes

Front 18

centration

Back 18

focus on ONE aspect of the situation; *ignores dynamic transformation

Front 19

irreversibility

Back 19

under the limitation of inability to conserve; cannot mentally reverse a series of steps

Front 20

hierarchical classification

Back 20

the ability to put objects into categories

Front 21

theory of mind

Back 21

"meta-thinking"; someone who has _______ ___ _____ is able to reflect on the process of thought

Front 22

initiative

Back 22

Erikson; eagerness to try new tasks and gain skills; play permits new skill development and social cooperation

Front 23

guilt

Back 23

Erikson; excessive threats, criticism, punishment from adults restricts play and results guilt

Front 24

differentiated

Back 24

in the "play years" or early childhood, emotional development has _______________

Front 25

self concept

Back 25

set of attitudes, abilities, attributes, and values that define who you are (Twenty Statement Test)

Front 26

conservation of self

Back 26

fail to understand situational specificity; they are the same person across situations

Front 27

foundations of self concept

Back 27

preschoolers describe self in concrete terms i.e. name, physical appearance. *by age 3.5 can also describe typical emotions and attitudes

Front 28

self-esteem

Back 28

judgment about own worth and feelings associated with those judgments

Front 29

preschoolers' sense of self esteem

Back 29

1. rate own ability high 2. underestimate difficulty of task

Front 30

high; self-esteem

Back 30

_____ sense of ____-_________ contributes to initiative

Front 31

emotional development

Back 31

_________ _______________ is supported by gains in: representation, language, self-concept

Front 32

emotional regulation

Back 32

when you can control the expression of emotion -- language contributes to growth in emotional self-regulation

Front 33

self-conscious emotions

Back 33

include injury to or enhancement of the self; intense shame, guilt, etcq

Front 34

empathy

Back 34

feeling WITH another person

Front 35

sympathy

Back 35

feelings of concern or sorry for another person's plight

Front 36

altruism

Back 36

actions that benefit others without expectation of a reward

Front 37

peer relations

Back 37

peers provide young children w/ learning experiences that they can get in no other way

Front 38

parallel play

Back 38

plays near other children w/ similar toys, but does not try to influence them

Front 39

associative play

Back 39

separate activities, but interact

Front 40

cooperative play

Back 40

action toward common goal (play style)

Front 41

functional play

Back 41

2 yrs; simple, repetitive movements; running round a room, rolling a car back and forth

Front 42

constructive play

Back 42

b/w 3-6 years; creating or constructing something; making a house out of toy blocks

Front 43

make-believe play

Back 43

acting out every day and imaginary roles, between 2 and 6 years; playing house, school, or police officer

Front 44

types of nonsocial activity (play)

Back 44

aimless wandering; hovering near peers; functional play involving immature, repetitive motor action...*causes for concern in the preschool years

Front 45

early childhood friendships

Back 45

change frequently; more reinforcing, emotionally expressive than non-friends

Front 46

direct parental influences on early peer relations

Back 46

(parenting) arrange informal peer activities; guidance on how to act towards others

Front 47

indirect parental influences on early peer relations

Back 47

(parenting) secure attachment; emotionally expressive, supportive communication

Front 48

child's morality

Back 48

externally controlled by adults; gradually regulated by inner standards

Front 49

psychoanalytic perspective on moral development

Back 49

largely complete by 5 to 6 years of age w/ formation of super ego; kids who feel little guilt after harming others usually have parents who use threats, commands & physical force; **most researchers now disagree with this theory of moral development

Front 50

induction

Back 50

effects of kid's misbehavior on others is communicated to the child; *teaches empathy; supports conscience development; makes kids more prosocial

Front 51

role of guilt

Back 51

important motivator of moral action; guilt reactions associated with.... stopping harmful actions; repairing damage caused by misdeeds; engaging in future prosocial behavior

Front 52

modeling

Back 52

(social learning theory) how children behave morally; observe & imitate models who act appropriately

Front 53

necessary

Back 53

reprimands/physical force is justified when immediate obedience is ____________

Front 54

harsh punishment

Back 54

provides adult models of aggression; teaches children to avoid the punishing adult; offer immediate relief to adults, who are then reinforced for using coercive discipline

Front 55

when punishment is effective

Back 55

when consistent, when warm parent-child relationship, when accompanied by explanation

Front 56

positive discipline

Back 56

encourages good conduct; using _____________ ________________ reduces opportunities for misbehavior

Front 57

cog-dev theory of moral dev

Back 57

regards kids as ACTIVE THINKERS about social rules; *as early as pre-K, kids make moral judgmenets

Front 58

moral imperatives

Back 58

protect people's rights and welfare

Front 59

social conventions

Back 59

customs i.e. table manners

Front 60

personal choice

Back 60

which do not violate rights and are up to the individual

Front 61

social experiences

Back 61

these are important for moral understanding; use these to understand justice and fairness

Front 62

sources of aggression

Back 62

individual differences and temperaments; family (harsh inconsistent discipline, cycles of discipline, whining/giving in); television

Front 63

gender typing

Back 63

process of developing gender roles, or gender-linked preferences and behaviors valued by the larger society

Front 64

gender identity

Back 64

image of oneself as relatively masculine or feminine in characteristics

Front 65

social learning theory of gender identity

Back 65

pre-Kers first acquire gender-typed responses through modeling and reinforcement

Front 66

cog-dev theory of gender identity

Back 66

children first acquire gender constancy before they develop gender-typed responses

Front 67

gender schema theory

Back 67

info-processing approach to gender typing - combines social learning and cog-dev - explains how enviro pressures and kids' cognitions shape gender role development

Front 68

gender schemas

Back 68

how kids organize their experiences - masc/fem categories

Front 69

directive

Back 69

(compliance) short, positive statement i.e. "Please pick up your toys."

Front 70

promoting compliance and internalization

Back 70

advance notice/rehearsal (parents must make expectations clear); prompts, reminders, and directives; obtain attention; giving child choices; providing times for compliance

Front 71

Baumrind's child-rearing styles

Back 71

Authoritative, authoritarian, permissive, uninvolved

Front 72

three features of Baumrind's classification system

Back 72

acceptance and involvement; control; autonomy-granting

Front 73

concrete operational stage

Back 73

Piaget; 6-11 years; thought becomes more logical, flexible, and organized; *attainment of this type of thought is the most important achievement of middle childhood

Front 74

decentration

Back 74

Piaget; ability to focus on several aspects of a situation at one time

Front 75

reversibility

Back 75

Piaget; ability to think through a series of steps and reverse them

Front 76

seriation

Back 76

Piaget; ability to classify objects along the quantitative dimension

Front 77

transitive inference

Back 77

Piaget; doing seriation in your head

Front 78

limitations of concrete operational thought

Back 78

works best with objects that are concrete; horizontal decalage

Front 79

horizontal decalage

Back 79

Piaget; gradual mastery of concrete operational tasks (conservation of number... then liquid... then mass...then weight)

Front 80

myelination

Back 80

neuron growth over time; increases efficiency/development

Front 81

synaptic pruning

Back 81

parts of the brain not used die.. *digit span increases *gains in cognitive inhibition

Front 82

attention

Back 82

__________ in middle childhood becomes more: selective, adaptable, planful

Front 83

neurobiological factors in ADHD

Back 83

overall smaller brain volume; brain grows more slowly; reduced activity in frontal cortex

Front 84

enviro factors in ADHD

Back 84

enviro toxins - pesticide exposure; maternal smoking during pregnancy; parenting behaviors... coercive parenting -> tend to be harsh, militant, inconsistent, chaos, lack of sleep

Front 85

Weschler Intelligence Scale for Children

Back 85

tests... verbal reasoning; perceptual reasoning; working memory; processing speed

Front 86

problems with IQ tests

Back 86

a single test cannot be deterministic; cultural bias; tend to measure a narrow set of abilities (*Multiple intelligences)

Front 87

second-order false beliefs

Back 87

having thoughts about other people's thoughts

Front 88

theory of mind in middle childhood

Back 88

meta-thinking; theory of mind becomes more refined and elaborate; increased understanding about sources of knowledge

Front 89

industry

Back 89

Erikson - middle childhood; developing a sense of competence at useful/relevant skills *narrow virtuosity

Front 90

inferiority

Back 90

Erikson; pessimism and lack of confidence in own ability to do things well

Front 91

self concept in middle childhood

Back 91

more refined "me-self"; development from external to INTERNAL attributes; social comparisons; emphasize competencies -> both positive and negative

Front 92

hierarchical structure of self esteem

Back 92

academic competence; social competence; physical competence; physical appearance

Front 93

co-regulation

Back 93

(parental influence on self esteem) general oversight; moment-to-moment decision making is shared

Front 94

mastery-oriented

Back 94

crediting success to ability - incremental view of ability aka practice makes perfect (*learning goals - seek to increase ability thru EFFORT)

Front 95

learned helplessness

Back 95

crediting failure to ability; fixed view of ability (*performance goals -> focused on geting a good evaluation... avoid opportunity to fail)

Front 96

emotion-focused coping

Back 96

changing your emotional response to an uncontrollable situation

Front 97

problem-focused coping

Back 97

regulatory efforts focused on changing the situation