Development Through Life Chapter 8 (Middle Childhood)

Front 1

social competence

Back 1

all the skills involved in child's ability to form and maintain positive relationships w/others

Front 2

3 contributions of friendship to social development

Back 2

1) appreciation of many points of view;
2) sensitivity to social norms & pressures of peer group;
3) value of emotional closeness to a peer

Front 3

perspective taking

Back 3

an understanding of the limits of one's own point of view, developed as children interact w/peers who see the world differently

Front 4

conformity

Back 4

children learn to dress, talk, and joke in ways acceptable to their peers; they also limit certain emotional reactions in order to present a cool, competent public image to their peers.

Front 5

close friendships

Back 5

characterized by high levels of shared activity, companionship, ease of conflict resolution, etc

Front 6

cognitive restructuring techniques

Back 6

identify thoughts that increase strong emotions like anger, anxiety or sadness, challenge their accuracy, and replace them w/ interpretations more suitable to adaptive behavior.

Front 7

aggressive-rejected children

Back 7

Bullies;are more likely than non-aggressive children to attribute hostile intentions to others (see p 297).

Front 8

concrete operational thought

Back 8

new form of thinking that develops around age 6 or 7 which guides thought by imposing logical rules on one's own judgements, leading to acceptance of certain inferences that adhere to the logic as more compelling or convincing than others.

Front 9

withdrawn

Back 9

inhibited, anxious, and interpersonally reserved. Have a negative self-concept & tend to interpret negative peer reactions as resulting from their own personal failings

Front 10

aggressive withdrawn

Back 10

exhibit anxiety, poor self-control, & social withdrawal in addition to aggressive behavior

Front 11

operation

Back 11

an action performed on an object

Front 12

mental operation

Back 12

action carried out in thought rather than behavior

Front 13

concrete thinking

Back 13

thinking characterized by difficulty entertaining hypotheses or propositions. Focused on real objects that exist in the world.

Front 14

reciprocity

Back 14

when child can simultaneously manipulate 2 dimensions, such as circumference & thickness

Front 15

conservation

Back 15

physical matter does not magically appear or disappear despite changes in form, shape or container.

Front 16

classification

Back 16

ability to identify properties of categories, to relate categories or classes to one another, & to use categorical info to solve problems

Front 17

conservation of number

Back 17

understanding that certain physical transformations will not alter the number of units in a set. (acquired around age 6 or 7.)

Front 18

metacognition

Back 18

refers to a range of processes and strategies used to assess and monitor knowledge. Includes the feeling of knowing that accomplished problem solving..

Front 19

components of concrete operational thought

Back 19

Conservation; Classification; Computational Skills

Front 20

Computational Skills

Back 20

ability to understand that numbers represent quantities; ability to manipulate quantities using the operations of addition, subtraction, multiplication and division

Front 21

Piaget's 4 types of intelligence

Back 21

sensorimotor; representational; concrete operational; formal operational

Front 22

sensorimotor intelligence

Back 22

ability to know thru direct observation & manipulation of objects

Front 23

representational intelligence

Back 23

ability to distinguish b/w real & pretend; to think abou & represent objects and events that are not present

Front 24

concrete operational intelligence

Back 24

ability to detect logical relationships among objects, to place objects in sequences, & to comprehend & manipulate numbers

Front 25

formal operational intelligence

Back 25

ability to use experimental techniques & hypothetical reasoning to solve problems

Front 26

phonemic awareness

Back 26

knowing the sound of a letter

Front 27

reading fluency

Back 27

accuracy & speed w/which children read words in a text

Front 28

self evaluation

Back 28

process whereby children strive to match their achievements to internalized goals & self standards

Front 29

pride

Back 29

happiness felt at success in a task

Front 30

enactive attainments

Back 30

prior experiences of mastery in kind of tasks that are being confronted

Front 31

vicarious experience

Back 31

seeing another person similar to oneself perform a task successfully

Front 32

physical state

Back 32

people monitor their body states in making judgements about whether they can do well or not. If anxious or frightened, more likely to anticipate failure.

Front 33

verbal persuasion

Back 33

encouragement

Front 34

false prophecy

Back 34

false or inaccurate beliefs can produce a reality that corresponds to them

Front 35

illusions of incompetence

Back 35

when some children who perform well on academic tests perceive themselves as below average in academic ability

Front 36

illusions of competence

Back 36

substantial overestimate of abilities by children who perform in bottom % on academic tests

Front 37

inferiority

Back 37

feelings of worthlessness & inadequacy that come from the self & the social environment

Front 38

organ inferiority

Back 38

any physical or mental limitation that prevents acquisition of certain skills

Front 39

learned helplessness

Back 39

belief that success or failure have little to do with one's efforts & are largely outside of one's control

Front 40

competence

Back 40

ability to make sense of and master demands of a situation

Front 41

inertia

Back 41

antipathic counterpart to industry characterized by withdrawal & passivity & disbelief that one can master challenges

Front 42

posttraumatic stress disorder

Back 42

disorder that can result from grave threat to personal safety or injury, witnessing threat or injury to another person, or learning about threat or injury to loved one. Response of intense fear, helplessness or horror, vivid recollections or dreams of event with accompanying strong emotional reactions.

Front 43

hypervigilance

Back 43

increased arousal, directing attention to threat-related stimuli

Front 44

hyperarousal

Back 44

includes startle response, increases in heart rate, sleep disturbances, anxiety, motor hyperactivity or dissociation, gI upset, & pain.