Developmental Pysch Exam 2

Front 1

zone of proximal development

Back 1

the difference between skills or tasks that children can accomplish alone and those they are capable of performing if guided by an adult or a more competent peer.

Front 2

scaffolding

Back 2

the degree of assistance provided to children in the zone of proximal development, the degree of assistance gradually decreases as children become more competent at a task

Front 3

mental representations

Back 3

Piaget's final stage of sensorimotor development in which toddlers first think about the range of possibilities and then select the action most likely to achieve the desired outcome (18-24 mo.), rather than just trying all of the possiblities

Front 4

preoperational period

Back 4

the stage of thinking between infancy and middle childhood, when children are unable to de-center their thinking or think through cause and effect(*language). Can mentally represent reality, but fail conservation tasks

Front 5

conservation

Back 5

mental ability to understand that the
quantity of a substance or material remains the same even if its appearance changes

Front 6

egocentrism

Back 6

cognitive inability to distinguish between one’s own perspective and another
person’s perspective; to consider the world entirely in terms of one’s own point of view

Front 7

centration

Back 7

thinking centered or focused on one noticeable aspect of a cognitive problem to the exclusion of other important aspects- ex. egocentrism, collective monologues, conservation problems

Front 8

collective monologues

Back 8

In the early childhood period, children are sometimes observed having “conversations” with each other where each child follows a separate topic. The exchanges take conversational turns, and the children may even appear to ask each other questions or make comments, but they generally persist on their topic

Front 9

passive rehearsal

Back 9

children rehearse one thing one time; ball ball, horse horse; not very effective

Front 10

active rehearsal

Back 10

used starting at age 7; multi-item rehearsal associated with words, not just pictures. If you teach small children to memorize multiple items, they will have better memory

Front 11

theory of mind

Back 11

The ability to think about other people’s mental states and form theories of how they think.

Front 12

animism

Back 12

tendency to attribute human thoughts and feelings to inanimate objects and forces

Front 13

What is the 3 mountain problem and what does it test?

Back 13

Tests egocentrism. Child walks around to see what the 3 mtns look like on all sides, then is sat down and shown a series of photos and asked to identify dolls perspective (doll moves to different pts in mtn diagram). Child tends to pick photo that matches their own perspective.

Front 14

Describe the conservation of liquid (or number) task and how a preoperational child would perform and why. How can we improve performance?

Back 14

In the conservation of liquid task, they notice the change in height as the water is poured into the taller glass but neglect to observe the change in width that
takes place simultaneously. Result of centration and the lack of reversibility. Can be improved by changes in context (the use of teddy bear) and through active involvement.

Front 15

Be able to give an example of an appearance/reality task (cat in dog mask, or rock/sponge) and how preoperational and operational children perform

Back 15

Rock looks like a sponge, children are asked
"what does this look like? what is it really?" Preoperational kids answer incorrectly, operational kids can begin thinking logically about abstract concepts and answer correctly.

Front 16

What helps children to perform better on false-belief or appearance reality tasks?

Back 16

Use tasks that aren't as complex, involve child as co-conspirator, change context of tasks.

Front 17

What develops, according to the information processing approach?

Back 17

The basic capacity of its stores, particularly working memory capacity. The extent and flexibility of strategy use: strategies for attending and remembering increase greatly with age and experience

Front 18

How do we test cognitive inhibition in early childhood?

Back 18

Selective attention requires cognitive inhibition. Measured by stroop task. (classic color/word test. Use a speaker word test for children who have not yet learned to read).

Front 19

What is theory of mind and how is it tested?

Back 19

The ability to think about other people’s mental states and form theories of how they think. "Sally Anne task"- "smarties task" In order to pass the task, the child must be able to understand that another’s mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding

Front 20

prosocial behavior

Back 20

positive behavior toward others, including kindness, friendliness, and sharing- begins in toddlerhood

Front 21

empathy

Back 21

ability to understand and respond helpfully to another person’s distress, occurring during at age 2 and 3. Sociomoral emotion; child must have self-concept

Front 22

socialization

Back 22

part of social development in which one learns the standards, values and knowledge of their society- begins at birth, includes learning social roles.

Front 23

internalizing problems

Back 23

problems that entail turning distress inward, toward the self, such as depression and anxiety- children who develop overcontrol, an excessive
degree of self-regulation of emotions, are prone to internalize

Front 24

externalizing problems

Back 24

problems that involve others, such as aggression- children who have problems of undercontrol in early childhood have inadequately developed emotional self-regulation, are at high risk

Front 25

demandingness

Back 25

degree to which parents set down rules and expectations for behavior and require their children to comply with them

Front 26

responsiveness

Back 26

degree to which parents are sensitive to their children’s needs and express love, warmth, and concern for them

Front 27

bidirectional effects

Back 27

in relations between two persons, the principle that each of them affects the other. The parenting style to the type of child raised is not a direct cause and effect relationship, child effects the parenting style as well.

Front 28

What is self-regulation and how is it tested? Describe how a younger and older individual might do on the task you describe.

Back 28

the ability to control ones emotions, behaviors and mental states- regulating thought and action, emotions, and emotion display. Broken toy gift test- younger child may cry and have difficulty harnessing their disappointment (seek comfort from secure base figure), older child may use distraction tactics- leaving the situation; talking to themselves; redirecting their attention to a
different activity

Front 29

What are the four categories of social play?

Back 29

Solitary play, Parallel play, Associative play, Cooperative play

Front 30

solitary play example

Back 30

playing with toys alone, even in a group setting

Front 31

parallel play example

Back 31

playing with the same materials side by side but not interacting. ex. legos

Front 32

associative play example

Back 32

playing with the same toys and interacting, but no common goals or plan. ex. getting ideas of how to play with an object from one another, talking about the play but not involving

Front 33

cooperative play

Back 33

planful, organized group play with roles and goals. ex. little girls playing house and switching roles back and forth

Front 34

four parenting styles

Back 34

authoritative, authoritarian, permissive, rejecting/neglecting or disengaged

Front 35

authoritative parenting

Back 35

high in demandingness and high in responsiveness. Child outcomes: high self esteem and academic competence, high in coping skills

Front 36

authoritarian parenting

Back 36

high in demandingness but low in responsiveness, more negative effect on boys. Child outcomes: unfriendly, unhappy, low self-confidence

Front 37

permissive parenting

Back 37

low in demandingness and high in responsiveness. Child outcomes: lack self-control/impulsive, low school achievement, misconduct

Front 38

rejecting/neglecting or disengaged parenting

Back 38

low in both demandingness and responsiveness. Child outcomes: antisocial behavior, internalizes problems, disturbed attachment

Front 39

phonology

Back 39

Rules about structure and sequence of speech sounds

Front 40

semantics

Back 40

Vocabulary – the way concepts are expressed though words and word combinations

Front 41

syntax

Back 41

Rules used to put words into sentences

Front 42

pragmatics

Back 42

Conventions & strategies used in effective and socially acceptable verbal interactions

Front 43

cooing

Back 43

preverbal and gurgling sounds

Front 44

babbling

Back 44

repetitive consonant–vowel combinations

Front 45

infant-directed speech

Back 45

special form of speech that adults in many cultures direct toward infants, in which the pitch of the voice becomes higher than in normal speech, the intonation is exaggerated, and words and phrases are repeated

Front 46

Broca’s area

Back 46

portion of the left frontal lobe of the human brain that is specialized for language production

Front 47

Wernicke’s area

Back 47

portion of the left temporal lobe of the human brain that is specialized for language comprehension

Front 48

holophrase

Back 48

single word that is used to represent
a whole sentence. ex. Juice?

Front 49

telegraphic speech

Back 49

two-word phrases that strip away connecting words, such as 'the' and 'and'. ex. mommy sad

Front 50

underextension

Back 50

applying a general word to a specific object
(car for bus)

Front 51

overextension

Back 51

use of a single word to represent a variety of related objects. ex. calling all dogs and all fuzzy things by the family pet's name 'nunu'

Front 52

fast mapping

Back 52

Forming a quick association between a novel word in a structured social interaction

Front 53

ovverregularization

Back 53

applying grammatical rules even to words that are the exception to the rule ex. I runned in the park

Front 54

morphemes

Back 54

the smallest unit of meaning in the words of a language. ex. "Unbreakable" comprises three morphemes: un- (a bound morpheme signifying "not"), -break- (the root, a free morpheme), and -able (a bound morpheme signifying "can be done").

Front 55

phonemes

Back 55

the smallest sound categories that distinguish meanings.

Front 56

language acquisition device

Back 56

Chomsky's theory: innate feature of the brain that that enables children to perceive and grasp quickly the grammatical rules in the language around them. LAD

Front 57

receptive language

Back 57

the concept of understanding the meaning of words that are spoken or written

Front 58

productive language

Back 58

the ability to produce words and sentences to convey thoughts and feelings

Front 59

What is the problem of reference?

Back 59

How to deal with the ambiguity of words – which referent is appropriate?
under/overextension

Front 60

Nativist position

Back 60

LAD pre-programs children to recognized the deep structures of language- If exposed to any normal language environment, language develops utilizing these deep structures to develop surface structures. Problem: no LAD has been discovered in the brain, difficulty finding common set of deep structures common to all human languages