Eppp - Development & Intelligence

Front 1

Accommodation

Back 1

According to Piaget's theory of cognitive development, changes made to existing cognitive structures or schemes in order to understand new information and experiences.

Front 2

Anaclitic Depression (or Hospitalism)

Back 2

Profound depression displayed by an infant as a result of prolonged separation from his/her primary caretaker.

Front 3

Assimilation

Back 3

According to Piaget's theory of cognitive development, the process of incorporating new objects, information, or experiences into the existing cognitive structures or schemes.

Front 4

Centration

Back 4

The tendency to focus on one detail of a situation to the neglect of other important features.

Front 5

Concrete Operational Stage

Back 5

Piaget's third stage of cognitive development during which the child (7-12 years) displays an ability to think logically and achieves an understanding of conservation.

Front 6

Conservation

Back 6

According to Piaget, the understanding that certain physical properties (e.g., mass, number, and volume) do not change despite changes in physical appearance.

Front 7

Conventional Morality

Back 7

Kohlberg's stage of moral development in which judgment is governed by adherence to authority. Includes "good boy/good girl" and "law and order" substages. Defines the morality of most adolescents and adults.

Front 8

Crystallized Abilities

Back 8

Abilities that are a function of learning and experience (e.g., vocabulary, general knowledge, and math ability). Crystallized abilities, as compared to fluid abilities, show relatively little deterioration in old age.

Front 9

Deviation IQ

Back 9

IQ score reported in terms of a standard score with a fixed mean and standard deviation for all ages. For example, the Wechsler IQ scores, which have a mean of 100 and standard deviation of 15.

Front 10

Divorce, Effects Of

Back 10

Research into the effects of parental divorce on children has suggested that boys are initially more adversely affected than girls and that the most adverse effects occur when divorcing parents engage in open conflict.

Front 11

Ecological Model

Back 11

Bronfenbrenner's ecological model distinguishes between four interacting environmental levels that range from the most proximal to the most global: Microsystem, mesosystem, exosystem, and macrosystem. The microsystem is the individual's immediate environm

Front 12

Formal Operational Stage

Back 12

According to Piaget, the final stage of cognitive development. Characterized by the ability to think abstractly and to use logic. Begins at approximately age 12.

Front 13

Identity Foreclosure

Back 13

Premature commitment to an identity due to the suggestions of a parent or other person, rather than an identity crisis.

Front 14

Imaginary Audience

Back 14

The idea that one is always the center of other's attention. This is a common belief during adolescence.

Front 15

Internal Working Models

Back 15

Bowlby used the term to describe the cognitive representations that children develop of themselves and others. He believed that these models are formed during early childhood, but continue to develop over time.

Front 16

Malpractice Criteria

Back 16

For a successful malpractice suit, one must have the four "D s". One must show that there was a duty–-( a professional relationship), one must show that the duty was not carried out, and one mut show, that as a specific result of this, the person suffered

Front 17

Montessori Teaching Method

Back 17

In the Montessori classroom, children are encouraged to select their own activities; the teacher observes the children and assists them when they truly need help. There is very little didactic group teaching. The child is viewed as an active learner and e

Front 18

Object Permanence

Back 18

Term used by Piaget to describe a child's awareness that an object continues to exist even though it is not in view. Develops during the sensorimotor stage (ages 0-2).

Front 19

Phenotype

Back 19

The manifest external appearance and attributes of an organism which is affected and modified by the life situation.

Front 20

Postconventional Morality

Back 20

According to Kohlberg, the most advanced level of moral development, in which moral judgments are independent of personal consequences and social convention. Includes "social contract-legalistic" and "universal ethical principles" substages.

Front 21

Preconventional Morality

Back 21

According to Kohlberg, the first level of moral development in which moral decisions are based on whether their consequences are satisfying or unsatisfying. Includes "punishment-obedience" and "instrumental-relativistic" substages.

Front 22

Preoperational Stage

Back 22

Piaget's second stage of cognitive development (ages 2-7) during which the child develops the symbolic function but is incapable of mental operations such as reversibility and conservation.

Front 23

Quality Assurance Review

Back 23

In the health care business, quality assurance reviews are conducted by organizations such as HMOs or independent overseers to review the quality of services provided. Unlike Utilization Reviews, they are not primarily concerned with the cost of services.

Front 24

Scaffolding

Back 24

The support provided to a child by others which enables him or her to learn.

Front 25

Separation Anxiety

Back 25

Distress due to separation from a child's primary caregiver(s). Begins at about 8 months, rises dramatically until the age of 18 months, and then gradually falls off until it becomes negligible between the ages of 24-36 months. Babies between the ages of

Front 26

Stanford-Binet

Back 26

Intelligence test for individuals aged 2 through adult. Yields standard age scores (mean = 100, standard deviation = 16) for the test's 15 subtests and its composite scores.

Front 27

Television, Effects Of

Back 27

Studies of the effect of viewing violence on television indicate that there is a short-term negative effect on most children, but that only those who are already high in aggression are influenced significantly by viewing TV-modeled aggression.

Front 28

WAIS-III (Wechsler Adult Intelligence Scale-Revised)

Back 28

Individual intelligence test that yields Verbal, Performance, and Full Scale IQ scores (mean = 100, sd = 15) as well as scaled scores on each of the test's verbal and performance scales (mean = 10, sd = 3). Appropriate for individuals aged 16-89.

Front 29

WISC-III (Wechsler Intelligence Scale For Children-Third Edition)

Back 29

Wechsler intelligence scales for children between the ages of 6-16 years. Yields Verbal, Performance, and Full Scale IQ scores (mean = 100, sd = 15) as well as scaled scores on each of the test's verbal and performance scales (mean = 10, sd = 3).

Front 30

Zone of Proximal Development

Back 30

According to Vygotsky, it is the gap between what a child can currently do alone and what the child can do with assistance from an adult or more competent peer. Learning occurs most rapidly when teaching within this zone.