Human Development Ch. 5

Front 1

What takes place in the frontal lobes?

Back 1

Matures throughout childhood and adolescence improving our ability to think through, inhibit, and plan our actions

Front 2

What changes during maturation in the frontal lobes?

Back 2

The neurons are being pruned and the lobe is maturing helping to improve our cognition

Front 3

Gross Motor Skills

Back 3

Physical abilities that involve large muscle movements like running and jumping

Front 4

Fine Motor Skills

Back 4

Physical abilities that involve small coordinated movements such as drawing and writing

Front 5

How does poverty and/or stress affect growth and motor skill development?

Back 5

Lack of adequte nutrition can cause stunting and lack of development of bone and muscles.

Front 6

Childhood Obesity

Back 6

BMI at or above the 95 percentile

Front 7

Is Obesity Global?

Back 7

Yes

Front 8

How does SES affect Obesity?

Back 8

Developed World- The poor are more likely to be obese
Developing World-Obesity is a disease of the Well off

Front 9

Primary Culprit of Obesity

Back 9

Lack of Physical Activity

Front 10

Preoperational thinking v. Concrete Operational Thinking

Back 10

Preoperational- before the child is mentally capable of manipulating information age 3-7
Concrete- realistic understanding of the world age 8-12

Front 11

Conservation

Back 11

Knowing that the amount of substance remains the same despite changes in its shape or apperance

Front 12

Why dont children understand conservation?

Back 12

They dont understand reversibility and they center on what they see

Front 13

Reversibility

Back 13

A change in a way that a substance looks can be reversed

Front 14

Centering/Centration

Back 14

Fix on the most visually striking feature of a substance

Front 15

Class inclusion

Back 15

Knowing that a general catagory can include subcatagories
Flowers->roses

Front 16

Identity Constancy

Back 16

Someones core self stays the same despite changes in external apperances

Front 17

Animism

Back 17

Inanimate objects have thoughts or feelings

Front 18

Artificialism

Back 18

Everything is man made

Front 19

Egocentrism

Back 19

Believeing that everyone sees and thinks the same they do. He does not mean that they are self centered

Front 20

Why does "real school" start around age 7?

Back 20

Prior to this age children are in the preoperational stage and do not have the intellectual tools to grasp school concepts

Front 21

Cognitive Milestones accociated with Concrete Operations

Back 21

Reversibility, Abandon Animism and Artificialism. Understand conservation tasks.

Front 22

Problems with Piaget

Back 22

He underestimated the power of teaching, and didn't think that growing out of the stages happened gradually rather than all at once

Front 23

What did Piaget leave out

Back 23

The power of teaching children

Front 24

Zone of Proximal Development

Back 24

The gap between where the child is, and where they could be with assistance from a teacher

Front 25

Scaffolding

Back 25

Structured support from the teacher as child moves up the teacher provides less and less support

Front 26

Learning is ______.

Back 26

Bi-directional

Front 27

How can one become an effective Scaffolder?

Back 27

Have a secure attachment, break tasks into smaller pieces, provide clear feedback, continue helping of child needs it

Front 28

Working Memory

Back 28

7 bits of information, keeps info in awareness then we either process info or discard it. Expands between ages 2-7. stays in working memory for 30 seconds.

Front 29

Selective Attention

Back 29

learning strategy in which people manage their awareness so as to attend only to what is relevent and to filter out unneeded information

Front 30

inhibition

Back 30

having the ability to control impulses of things we want to do

Front 31

rehersal

Back 31

learning strategy in which people repeat information to embed it in memory. As children get older it becomes more strategic.

Front 32

ADHD and its symptoms

Back 32

Attention Deficit Hyperactive Disorder. symptoms-> inattention, impulsiveness, low intolerance for frustration, and inapporpriate activity.

Front 33

Influencing factors of ADHD

Back 33

Sex (more common in males), higher in identocal twins, lack of dopamine in the brain

Front 34

Why the rise in diagnosis of ADHD in the US?

Back 34

overdiagnosis, more acurate diagnosis, increse of time spent with children engaging in nonphysical activity

Front 35

What is inner speech and does it relate to Vygotsky?

Back 35

repeating information in order to regulate behavior or to master cognitive challanges. Vygotsky emphasized language as being front and center of everything we learn.

Front 36

Phonemes

Back 36

Individual word sounds

Front 37

morphemes

Back 37

basic meaning units of language

Front 38

syntax

Back 38

system of grammatical rules in a particular language

Front 39

semantics

Back 39

understanding work meanings

Front 40

over-regularization

Back 40

puts irregular pasts and plurals into regular forms *runned swimmed

Front 41

overextensions

Back 41

applies verbal labels to broadly

Front 42

underextensions

Back 42

applies verbal labels to narrowly

Front 43

Autobiographical Memories

Back 43

Ones personal memories that make up their life history

Front 44

Theory of the mind

Back 44

People have their own minds, and think differently than you do