Human Development Midterm

Front 1

Normative, age-graded, history graded, and non-normative life events

Back 1

biological processes such as puberty and menopause. Also include sociocultural, environmental processes like beginning formal education (about 6 yrs old) and retirement from workforce (about 50s/60s).

Front 2

Normative history-graded influences-

Back 2

common to people of a particular generation bc of historical circumstances. eg- baby boomers and cuban missle crisis.

Front 3

non-normative life events

Back 3

unusual occurrences that have a major impact on the lives of individual people- these events do not happen to everyone and when they do occur they can influence people differently. eg death of a parent as a child.

Front 4

Erikson’s psychosocial stages of development

Back 4

says primary motivation for human behavior is social and reflects a desire to affiliate with other people- emphasized the importance of early and later experiences on life. believed 8 stages of development unflod as we go through life.

Front 5

Erikson’s psychosocial stages of development
integrity vs despair

Back 5

late adulthood- 60s onward.- a person reflects on the past, life review reveals a life well spent, integrity will be achieved, if not, the retrospective will likely yield doubt or gloom, despair.

Front 6

Erikson’s psychosocial stages of development
generativity vs stagnation

Back 6

middle adulthood- 40s-50s- helping younger generation develop and lead useful lives. feeling of having done nothing to help next generation is stagnation.

Front 7

Erikson’s psychosocial stages of development
intimacy vs isolation-

Back 7

early adulthood- 20s-30s- faced with task of forming intimate relationships- forming healthy relationships and friendships achieve intimacy, if not isolation will result.

Front 8

Erikson’s psychosocial stages of development
identity vs identity confusion-

Back 8

adolescence- 10s-20s- in adolescent years, individuals need to find out who they are, what they are all about, and where they are going in life. if roles explored in a healthy manner they achieve a positive identity, if not, identity confusion reigns.

Front 9

Erikson’s psychosocial stages of development
industry vs inferiority-

Back 9

middle and late childhood- elementary school yrs 6yrs-puberty- children now direct their energy toward mastering knowledge and intellectual skills, negative outcome is that the child may develop a sense of inferiority- feeling incompetent and unproductive.

Front 10

Erikson’s psychosocial stages of development
initiative vs guilt-

Back 10

early childhood-preschool yrs-3-5- as children encounter a widening social world, they face new challenges, require responsible behavior, feelings of guilt can arise if child is irresponsible and made to feel too anxious.

Front 11

Erikson’s psychosocial stages of development
autonomy vs shame and doubt-

Back 11

infancy- 1-3yrs- after gaining trust, infants discover that their behavior is their own. start to assert a sense of independence, if restrained too much or punished too harshly, likely to develop a sense of shame and doubt.

Front 12

Erikson’s psychosocial stages of development
trust vs mistrust-

Back 12

infancy 1st year- developing trust sets stage for lifelong expectations.

Front 13

Experimental design
independent variable-

Back 13

a manipulated, influential, experimental factor. "Independent" because can be manipulated independently by other factors to determine its effect. an experiment can include one or several independent variables.

Front 14

Experimental design
dependent variable-

Back 14

a factor that can change in an experiment in response to changes in independent variables. As researchers manipulate the independent variable, they reasure the dependent variable for any resulting effect.

Front 15

phenotype-

Back 15

physical characteristics - height, weight, hair color.

Front 16

Genotype-

Back 16

all of a person's genetic make up,

Front 17

Probability for giving birth to Down Syndrome infant-

Back 17

once in every 700 live births. Women between the ages of 16 and 34 less likely to give birth to DS child than women younger or older, African American children rarely born with DS. 1 in 1,900 births at age 20, 1 in 300 births at age 35, 1 in 30 births at age 45.

Front 18

Genetic disorders Fragile X,

Back 18

an abnormality in the x chromoroms, causes mental retardation, learning disabilities, or short attention span. more common in males.

Front 19

Genetic disorders Sickle cell anemia

Back 19

blood disorder that limits the body's oxygen supply, can cause joint swelling, as well as heart and kidney failure. higher in African American children- treated with antibiotics. caused by gene linked abnormalities.

Front 20

Genetic disorders Tay-Sachs

Back 20

deceleration of mental and physical development caused by an accumulation of lipids in the nervous system, 1 in 30 American jews, Medication and special diet used to treat but death is likely by age 5.

Front 21

Infertility treatments-

Back 21

IVF, most common- In vitro fertilization. Eggs and sperm combined in a laboratory dish. If any eggs are successfully fertilized, they are implanted into woman's uterus. Success rate depends on the mother's age. 30% result in multiple births, twins conceived by IVF have increased risk of low birth weight. Adoption. 30% US adoptions are made by relatives.and more than 50% of US adoptions occur through the foster care system; more than 100,000 children in the US foster care system.

Front 22

Genotype-environment correlations- passive genotype-environment correlations

Back 22

- occur bc biological parents, genetically linked to child- provide a rearing environment for the child. for example parents might have high intelligence and pass that to child. parent and child might both enjoy books and be skilled readers.

Front 23

Evocative genotype- environment correlations-

Back 23

genetically influenced characteristics elicit certain types of environments. active smiling children probably receive more social stimulation at home. than passive quiet children. cooperative, attentive children probably evoke more pleasant and instructional responses from adults around them than uncooperative, distractable children do.

Front 24

Active (niche-picking) genotype- environmental correlations

Back 24

when children seek an environment that is compatible and stimulating. Niche-picking refers to finding a setting that is suited to one's genetically influenced abilities. Children select from their surrounding environment certain aspects that they respond to, learn about, and ignore. for example, outgoing children are more likely to seek social settings whereas shy children do not.

Front 25

Periods of pregnancy
fetal period-

Back 25

lasts about 7 months, prenatal period between 2 mos and birth in typical pregnancies. growth and development continue their dramatic course during this time.

Front 26

Periods of pregnancy
embryonic period

Back 26

from two to eight weeks after conception, rate of cell differentiation intensifies support system for cells form and organs appear.

Front 27

Periods of pregnancy
germinal period-

Back 27

takes place in first two weeks after conception. includes creation of fertilized egg, zygote, cell division, and attachment of zygote to uterine wall.

Front 28

APGAR and Brazelton Neonatal Assessment Scale

Back 28

APGAR scale has been used to assess the newborn's health. The Brazelton Neonatal Behavioral Assessment Scale examines the newborn's neurological development, reflexes, and reactions to people.

Front 29

Effects of teratogens and other parental factors on fetal development
teratogen

Back 29

any agent that can potentially cause a birth defect or negatively alter cognitive and behavioral outcomes. practically every fetus is exposed to at least some ts- for this reason it is difficult to determine which causes which problem. only about half potential affects appear at birth. several factors involved dose- the greater the dose of an agent the greater the effect. genetic susceptibility- type and severity of teratogens linked to the genotype of pregnant woman and genotype of embryo/fetus. how a mother metabolizes a drug can influence the degree to which the drug effects are transmitted to embryo- male fetuses are far more likely to be affected by teratogens than female fetuses. time of exposure- exposure to teratogens does more damage when it occurs at some points in development than at others. damage during the germinal period may prevent implantation, embryonic period is more vulnerable.

Front 30

Effects of teratogens and other parental factors on fetal development
prescription and non prescription drugs-

Back 30

include antibiotics, streptomycin, tetraclyne, some antidepressants, hormones, accutane.

Front 31

Effects of teratogens and other parental factors on fetal development
nonprescription-

Back 31

diet pills, high doses of aspirin.

Front 32

Effects of teratogens and other parental factors on fetal development
psychoactive drugs-

Back 32

drugs that act on the nervous system to alter states of conciousness, modifiy perceptions, and change moods- include caffeine, alcohol, nicotine, as well as illicit drugs like cocaine, methamphetamine, marijuana, and heroin.

Front 33

Effects of teratogens and other parental factors on fetal development
caffeine-

Back 33

recent research found that high amounts of caffeine consumption by pregnant women can increase the risk of miscarriage, congenital malformations or growth retardation. FDA recommends not to consume or to consume sparingly.

Front 34

Effects of teratogens and other parental factors on fetal development
alcohol-

Back 34

heavy drinking while pregnant can be devestating to offspring. fetal alcohol spectrum disorders (FASD) are a cluster of abnormalities and problems that appear in offspring of mothers who drink alcohol heavy during pregnancy. abnormalities include facial deformities, defective limbs, face, and heart. most kids with FASD have learning problems and are of below average intelligencw, some are mentally retarded, have deficiencies in brain pathways involved in working memory, many mothers who are heavy drinkers do not have children with FASD or have one child with FASD and other children without it.

Front 35

Effects of teratogens and other parental factors on fetal development
nicotine-

Back 35

preterm birth, low birth weights, fetal and neonatal deaths, respiratory problems, SIDS, risk facter in ADHD, modest increase in risk for childhood non-Hodgkin lymphoma.

Front 36

Effects of teratogens and other parental factors on fetal development
cocaine-

Back 36

likely to have nneurological, medical and cognitive deficits.

Front 37

Effects of teratogens and other parental factors on fetal development
methamphetamine-

Back 37

at a risk for high infant mortality, low birth weight, developmental and behavioral problems.

Front 38

Effects of teratogens and other parental factors on fetal development
marijuana-

Back 38

related to low inteligence, and higher use starting at 14 yoa.

Front 39

Effects of teratogens and other parental factors on fetal development
heroin-

Back 39

w/d symptoms such as tremors, irritability, abnormal crying, disturbed sleep, and impaired motor control.

Front 40

Effects of teratogens and other parental factors on fetal development
environmental hazards-

Back 40

radiation, toxic waste, chemical pollutants, carbon monoxide, mercury, lead, fertalizers, pestacides.

Front 41

Effects of teratogens and other parental factors on fetal development
maternal diseases and incompatible blood types

Back 41

syphilis, stillbirth, eye lesions (including blindness), skin lesions, and congenital syphilis, Rubella- german measles, genital herpes, HIV/AIDS- all can be transferred to fetus/baby, diabetes- can also transfer to child- likely that child will have lower expressive language scores.

Front 42

Effects of teratogens and other parental factors on fetal development
maternal diet and nutrition-

Back 42

increased rates of hypertension, diabetes, respiratory complications, and infections, neural tube defects, preterm deliveries, late fetal deaths.

Front 43

Effects of teratogens and other parental factors on fetal development
maternal age-

Back 43

adolescence and 35 or older. mortality rate of infants born to adolescent mothers is double of infants born to mothers in 20s. 35 years or older, more likely for down syndrome, low birth weight, preterm delivery, and fetal death.

Front 44

Effects of teratogens and other parental factors on fetal development
emotional states and stress-

Back 44

women who experiences intense fears, anxieties, other emotions or negative mood states, physiological changes occur that may affect her fetus such as child having emotional or cognitive problems, ADHD, language delay, being born preterm durring 5th & 6th months of pregnancy.

Front 45

Effects of teratogens and other parental factors on fetal development
paternal factors-

Back 45

men's exposure to lead, radiation, certain pesticides, and petrochemicals may cause abnormalities in sperm that leas to miscarriage or diseases such as childhood cancer. Paternal smoking can cause early pregnancy loss and increased risk of child developing leukemia. also if father is 40 or older there is an increased risk of spontaneous abortion, autism, and schizophrenic disorders.

Front 46

Preterm and low birthweight

Back 46

low birth weight infants weigh less than 5.5 pounds, and may be preterm (less than 37 weeks of gestation) or small for date aka small for gestational age. can have more health and developmental problems than normal birth weight infants.

Front 47

Patterns of growth cephalocaudal

Back 47

occurs in prenatal development and infancy- the sequence in which the earliest growth always occurs at the top- the head- with physical growth and differentiation of features gradually working from top to bottom.

Front 48

Patterns of growth proximodistal

Back 48

infants control the muscles of their trunk and arms before they control their hands and fingers, they'll use their whole hands before they can control several fingers. Developmental sequence in which growth starts at the center of the body and moves toward the extremities.

Front 49

Height and weight gains in infancy

Back 49

average north American newborn is 20" long and weighs 7 pounds, 95% of full term newborns are 18-22" long and weigh between 5 & 10 pounds. in the first several days of life most newborns lose 5-7% body weight before they adjust to feeding by sucking, swallowing, and digesting. Then they grow rapidly, gaining an average of 5-6 oz a week during the first month, they double their birth weight by the age of 4 months and have nearly tripled it by their

Front 50

Height and weight gains in infancy
1st bday

Back 50

infants grow about one inch per month in their first year- approx double their birth length. Growth slows considerably in the second year of life.

Front 51

Height and weight gains in infancy
2 years

Back 51

infants weigh approx 26-32 pounds having gained 1/4-1/2 a pound per month during the second year to reach about 1/5 of their adult weight. at 2 years infants average 32-35 inches in height which is neary half of their adult height.

Front 52

Brain development/synaptic development -

Back 52

by birth a baby's brain contains approximately 100 billion nerve cells or neurons. At birth the brain is about 25% of it's adult weight, by 2 yrs it is about 75% of adult weight but brains do not mature uniformly.

Front 53

brain

Back 53

has two halves or hemispheres. based on ridges and valleys in the cortex, scientists distinguish four main areas called lobes in each hemisphere. lobes usually work together but each has a different primary function.

Front 54

- frontal lobes

Back 54

are involved in voluntary movement, thinking, personality, and intentionality or purpose.

Front 55

- occipital lobes-

Back 55

function in vision

Front 56

temporal lobes-

Back 56

have an active role in hearing, language processing, and memory.

Front 57

parietal lobes

Back 57

play an important role in registering spatial location, intention, and motor control. info handled by neurons depends on whether they are in the left or right hemisphere of cortex. speech and grammar depend on activity in the left hemisphere. humor and the use of metaphors depends on activity in the right hemisphere. - specialization of function in one hemishere of the cerebral cortex is called lateralization. most complex functions like reading and performing music involve both hemispheres. labeling someone as "left brained" they are logical thinkers, "right brained" vcreative thinkers- does not correspond to how the brain hemispheres work. new borns show greater electrical brain activity in the left hemisphere than the right when they are listening to speech and sounds. within the brain, nerve cells called neurons

Front 58

neurons

Back 58

send electrical and chemical signals, communicating with eachother. A neuron is a nerve cell that handles info. processing.axons and dendrites are two types of fibers that extend from the cell body of neurons. Myelin sheath is a layer of fat cells that encases many axons.

Front 59

Neurons change in 2 important ways in first years of life-

Back 59

myelination which is the process of encasing axons with fat cells- starts prenatally and continues after birth- second, increases in connectivity among neurons creates several new neural pathways. new dendrites grow, connections increase, connections between axons and dendrites proliferarte, mylenation speeds up neural transmissions and expansions of dendritic connections facilitate the spreading of neural pathways in infant development. only about half of the connections made will ever be used. the connections used strengthen and survive and others become "pruned" . ex- a baby who does a lot of physical activity will strengthen those pathways. Peak of synaptic over production occurs about 4 months, gradual retraction until mmiddle middle to end of preschool years, later course is somewhat detected, middle to late adolescence adult density is achieved.

Front 60

neuroconstructivist view-

Back 60

- (a) biological processes (like genes) and environmental conditions (enriched or impoverished) influence the brains development; (b) the brain has plasticity and is context dependent; and (c) development of the brain and the child's cognitive development are closely linked. These factors constrain or advance the construction of cognitive skills.

Front 61

Sleep- in newborns & infants

Back 61

about 10-21 hours a day. by about one month most American infants begin to sleep through the night. 20-30% of infants have trouble going to sleep at night and sleeping until the morning.

Front 62

SIDS (Sudden Infant Death Syndrome)

Back 62

some experts believe that shared sleeping leads to SIDS, condition that occurs when a sleeping infant suddenly stops breathing and dies without an apparent cause.

Front 63

Reflexes and fine and gross motor skills in infancy
fine motor skills

Back 63

involve finely tuned movements, onset of reaching and grasping and becomes more refined during first two years of life.

Front 64

Reflexes and fine and gross motor skills in infancy
gross motor skills-

Back 64

large muscle activities, include posture and walking neural pathways form before 1 year of age and help infants to reach milestones in the development of gross motor skills.

Front 65

Reflexes and fine and gross motor skills in infancy
reflexes-

Back 65

automatic movements, govern newborn's behavior. include sucking, rooting, and moro reflexes. The rooting and moro reflexes disappear after three to four months, permanent reflexes include coughing & blinking.

Front 66

Depth perception and the Visual Cliff experiment

Back 66

believed that infants at 6-12 months have depth perception- in experiment when coaxed by their mothers, they would not crawl accross a piece of glass to get to their mothers. When 2-4 month old infants were placed on their side next to a visual cliff, they had a quickened heart rate. we know that infants at 3-4 months can use binocular cues to depth but not sure whether or not they have full depth perception.

Front 67

Piaget’s sensorimotor stage

Back 67

- the infant progresses in the ability to organize and coordinate sensations and perceptions with physical movementsand actions.

Front 68

Implicit/explicit memories, habituation, deferred imitation

Back 68

imitation that occurs after a delay of hours.

Front 69

Implicit/explicit memories, habituation, deferred imitation
explicit memories-

Back 69

memory of facts and experiences that individuals consciously know and can state.

Front 70

Implicit/explicit memories, habituation, deferred imitation
implicit memory-

Back 70

memory without concious recollection. involves skills and routine procedures that are automatically performed.

Front 71

Bayley Scale of Infant Development -

Back 71

widely used in the assessment of infant development. The current version has 3 components- a mental scale, motorscale, and an infant behavior profile.

Front 72

Sequence of infant vocalization

Back 72

Among the milestones in infant language development are crying (birth), cooing (1 to 2 months), babbling (6 months), making the transition from universal linguist to language-specific listener (6 to 12 months), using gestures (8 to 12 months), comprehending words (8 to 12 months), speaking one's first word (13 months), undergoing a vocabulary spurt (19 months), rapidly expanding one's understanding of words (18 to 24 months), and producing two-word utterances (18 to 24 months).

Front 73

Thomas and Chess’ temperament styles - identified three different styles.

Back 73

- an easy child- generally in a positive mood, quickly establishes regular routines in infancy and adapts easily to new experiences.
- a difficult child- reacts negatively and cries frequently, engages in irregular daily routines and is slow to accept change.
- a slow-to-warm-up child- has a low activity level, is somewhat negative, and displays a low intensity of mood.

Front 74

Ainsworth’s Strange Situation and Attachment
Strange Situation-

Back 74

an observational measure of infant attachment that takes about 20 minutes in which the infant experiences a series on introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order. Researchers hope that this will provide info about the infant's motivation to be near the caregiver and the degree to which the caregiver's presence provides the infant with security and confidence. Based on response infants are described as being securely or insecurely attached in one of three ways.

Front 75

Ainsworth’s Strange Situation and Attachment
- Securely attached babies

Back 75

use the caregiver as a secure base from which to explore the environment. When in cg's presence infants explore the room and examine toys that have been placed in it. When cg departs, securely attached infants might protest mildly, and when cg returns the infant reestablishes positive interaction with cg, perhaps climbing on cg lap then begin playing with toys in room.

Front 76

Ainsworth’s Strange Situation and Attachment
- Insecure avoidant babies

Back 76

show insecurity by avoiding the cg. In the Strange Situation, babies engage in little interaction with the cg, are not distressed when cg leaves room, usually don't reestablish contact when cg returns and may even turn back on cg- if contact is established, infant usually leans or looks away.

Front 77

Ainsworth’s Strange Situation and Attachment
- insecure resistant babies-

Back 77

often cling to the cg and then resist cg by pushing away and fighting against the closeness. in SS babies often cling anxiously to the cg & don't explore the playroom. When cg leaves they don't often cry loud and push away if cg tries to comfort them on return.

Front 78

Ainsworth’s Strange Situation and Attachment
- insecure disorganized babies-

Back 78

appear disoriented. in SS they seem dazed, confused and fearful. to be classified as disorganized babies must show strong patterns of avoidance and resistance or display certain specified behaviors such as extreme fearfulness around cg.

Front 79

Neurotransmitters involved-

Back 79

Increased interest has been directed toward the role of the brain in the development of attachment. The hormone oxytocin is a key candidate for influencing the development of maternal-infant attachment.

Front 80

Vygotksy’s Scaffolding

Back 80

changing level of support over the course of teaching a lesson. Adjusting the amount of guidance to fit child's current performance. in the zone of proxodismal development.

Front 81

Gender differences in parenting

Back 81

dads are more horseplay mom's more nurturing. The mother's primary role when interacting with the infant is caregiving; the father's is playful interaction.

Front 82

Piaget’s preoperational stage (egocentrism, conservation) -

Back 82

lasts from approx. 2 to 7 years of age, 2nd stage. Children begin to represent the world with words, images and drawings- they form stable concepts and begin to reason at the same time the childs cognitive world is dominated by egocentrism and magical beliefs.

Front 83

Piaget’s preoperational stage
centration

Back 83

a centering of attention on one characteristic to the exclusion of all others- most clearly evident in children's lack of conservation

Front 84

Piaget’s preoperational stage
Intuitive thought substage

Back 84

second substage of preoperational thought- occurs between approx 4 & 7 years of age. when children begin to use primitive reasoning and want to know the answers to all sorts of questions. one limitation of prop thought is centration

Front 85

Piaget’s preoperational stage
animism

Back 85

- belief that inanimate objects have lifelike qualities and are capable of action.

Front 86

Piaget’s preoperational stage
egocentrism-

Back 86

the inability to distinguish between one's own perspective and someone elses perspective.

Front 87

Piaget’s preoperational stage
symbolic function substage

Back 87

occurs between 2 & 4- young child gains the ability to mentally represent an object that is not present, vastly expands the child's mental world.

Front 88

Piaget’s preoperational stage
operations

Back 88

operations - reversible mental actions that allow children to do mentally what before they could only do physically. preop thought- ability to reconstruct in thought what has been established in behavior.

Front 89

Piaget’s preoperational stage
preoperational

Back 89

emphasizes that the child does not yet perform operations

Front 90

Piaget’s preoperational stage
conservation

Back 90

- the awareness that altering an objects or a substance's appearance does not change it's basic properties. (eg obvious to an adult that a certain amount of liquid stays the same- not obvious to a child.) stages- sensorimotor, preoperational, concrete operational, and formal operational.

Front 91

Development of autobiographic memory -

Back 91

a memory system consisting of episodes recollected from an individual's life, based on a combination of episodic and semantic memory

Front 92

Differences in preschool education
child centered kindergarten

Back 92

education that involves the whole child by considering both the child's cognitive, physical, and socioemotional development and the child's needs, interests, and learning styles.

Front 93

Differences in preschool education
montessori approach

Back 93

an educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from one activity to another as they desire.

Front 94

Differences in preschool education
developmentally appropriate practice

Back 94

education thet focuses on the typical developmental patterns of children and the uniqueness of each child.

Front 95

Differences in preschool education
project head start-

Back 95

A government- funded program that is designed to provide children from low income families with the opportunity tto acquire the skills and experiences important for school success.

Front 96

Social cognitive theory and moral development
Social cognitive theory of gender

Back 96

a theory that emphasizes that children's gender development occurs through the observation and imitation of gender behavior and through the rewards and punishments children experience for gender-appropriate and gender-innapropriate behavior.

Front 97

Social cognitive theory and moral development
Moral Development

Back 97

development that involves thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people.

Front 98

Gender and cultural effects

Back 98

gender schema theory- theory that gender-typing emerges as children develop gender schemas of their culture's gender-appropriate and gender-inappropriate behavior.

Front 99

Baumrind’s Parenting styles
Authoritarian parenting

Back 99

a restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort. The authoritarian parent places firm limits and controls on the child and allows little verbal exchange. For example, an authoritarian parent might say, “You do it my way or else.” Authoritarian parents also might spank the child frequently, enforce rules rigidly but not explain them, and show rage toward the child. Children of authoritarian parents are often unhappy, fearful, and anxious about comparing themselves with others, fail to initiate activity, and have weak communication skills.

Front 100

Baumrind’s Parenting styles
Authoritative parenting

Back 100

encourages children to be independent but still places limits and controls on their actions. Extensive verbal give-and-take is allowed, and parents are warm and nurturing toward the child. An authoritative parent might put his arm around the child in a comforting way and say, “You know you should not have done that. Let's talk about how you can handle the situation better next time.” Authoritative parents show pleasure and support in response to children's constructive behavior. They also expect mature, independent, and age-appropriate behavior from their children. Children whose parents are authoritative are often cheerful, self-controlled and self-reliant, and achievement-oriented; they tend to maintain friendly relations with peers, cooperate with adults, and cope well with stress.

Front 101

Steuer, Applefield, and Smith- experiment on TV and aggression

Back 101

experiment on preschool children who watched Saturday morning cartoons- shows had more than 35 violent acts per hour. Kids split into two groups- first group watche cartoons on 11 days w/violence, second group watched with violence removed. children then observed during play at preschool. the children who watched violence kicked, choked, and pushed their playmates more than the kids that watched non violent cartoons. exposure to TV violence caused increased aggression in the children in this investigation.

Front 102

Learning disabilities

Back 102

Describes a child who has difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling. A learning disability also may involve difficulty in doing mathematics. To be classified as a learning disability. the learning problem is not primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disorders; or due to environmental, cultural, or economic disadvantage.

Front 103

Mental Age (re: Intelligence testing) -

Back 103

Binet's measure of an individual's level of mental development, compared with that of others.

Front 104

Sternberg/Gardner’s theories of intelligence -

Back 104

consists of analytical intelligence, creative intelligence, and practical intelligence.
Gardner suggests that there are eight types of intelligence or "frames of mind"

Front 105

Sternberg/Gardner’s theories of intelligence -
naturalist-

Back 105

ability to observe patterns in nature and understand natural and human made systems (farmers, botanists, ecologists, landscapers)

Front 106

Sternberg/Gardner’s theories of intelligence -
intrapersonal

Back 106

ability to understand oneself (theologians, psychologists)

Front 107

Sternberg/Gardner’s theories of intelligence -
interpersonal-

Back 107

ability to understand and interact effectively with others (teachers, mental health professionals)

Front 108

Sternberg/Gardner’s theories of intelligence -
musical

Back 108

sensitivity to pitch, melody, rythm, and tone (composers and musicians)

Front 109

Sternberg/Gardner’s theories of intelligence -
Bodily-kinesthetic

Back 109

ability to manipulate objects and be physically adept (surgeons, crafts people, dancers, athletes)

Front 110

Sternberg/Gardner’s theories of intelligence -
Spatial-

Back 110

ability to think three-dimensionally (architects, artists, sailors)

Front 111

Sternberg/Gardner’s theories of intelligence -
mathematical

Back 111

The ability to carry out mathematical operations (scientists, engineers, accountants)

Front 112

Sternberg/Gardner’s theories of intelligence -
Verbal-

Back 112

ability to think in words and use language to express meaning (authors, journalists, speakers)

Front 113

Possible biases in intelligence tests

Back 113

-Tests may be biased against certain groups that are not familiar with a standard form of English, with the content tested, or with the testing situation. Tests are likely to reflect the values and experience of the dominant culture.

Front 114

Self-esteem-

Back 114

ways to improve- identify the causes of low self-esteem, provide emottional support and social approval, help children achieve, and help them cope. reflects perceptions that do not always match reality. Global evaluative dimension of self, also referred to as self-worth or self-image.

Front 115

self efficacy -

Back 115

belief that one can master a situation and produce favorable outcomes. critical factor in whether or not students achieve- belief that "I Can"

Front 116

Erikson’s psychosocial stage of Industry v Inferiority

Back 116

- fourth stage, industry versus inferiority, appears during middle and late childhood. The term industry expresses a dominant theme of this period: Children become interested in how things are made and how they work. When children are encouraged in their efforts to make, build, and work—whether building a model airplane, constructing a tree house, fixing a bicycle, solving an addition problem, or cooking—their sense of industry increases. However, parents who see their children's efforts at making things as “mischief” or “making a mess” encourage children's development of a sense of inferiority.

Front 117

Kohlberg’s theory of Moral Development-

Back 117

3 levels and 6 stages. K argued that people everywhere develop their moral reasoning by passing through these age- based stages.

Front 118

Preconventional Reasoning-
1st Heteronomous morality-
2nd Individualism,

Back 118

lowest level- no internalization. has 2 stages, the individual's moral reasoning is controlled by external rewards and punishment

- punishment & obedience orientation, moral thinking is often tied to punishment- children obey adults bc adults tell them to.

, instrumental purpose, and exchange- individualism, instrumental purpose, and exchange. individuals pursue their own interests but also let others do the same, what is right involves an equal exchange. people are nice to others so that others will be nice to them.

Front 119

Conventional Reasoning-
3rd- Mutual interpersonal expectations, relationships, and interpersonal conformity-
4th- social systems morality-

Back 119

second or intermediate level intermediate internalization. individuals abide by certain standards (internal), but they are the standards of others, such as
parents or the laws of society.

individuals value trust, caring, and loyalty to others as a basis for moral judgement. children often adopt parents' moral standards, seeking to be thought of as a good girl or boy.

moral judgements are based on understanding social order, law, justice, and duty. adolescents may reason that in order for a community to work effectively, it needs to be protected by laws that are afheref to by its members.

Front 120

Postconventional Reasoning-
5th- social contract or utility and individual rights
6th- universal ethical principles-

Back 120

3rd and the highest level in Kohlberg's Theory of Moral Development - full internalization where the individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code. Two stages.

individuals reason that values, rights, and principals undergrid or transcend the law. A person evaluates the validity of actual laws and examines social systems in terms of the degree to which they preserve and protect fundamental human rights and values.

highest stage- person has developed a moral standard based on universal human rights. when faced with a conflict between the law and sonscience, the person will follow conscience, even if the decision might involve personal risk.

Front 121

Sociometic status -

Back 121

Children in poverty face many barriers to learning at school as well as at home. The effects of SES and ethnicity on schools are intertwined, and many U.S. schools are segregated. Low expectations for ethnic minority children represent one of the barriers to their learning. American children are more achievement-oriented than children in many countries but are less achievement-oriented than many children in Asian countries such as China, Taiwan, and Japan. Mindset is the cognitive view, either fixed or growth, that individuals develop for themselves. Dweck argues that a key aspect of supporting children's development is to guide them in developing a growth mindset. Pomerantz emphasizes that parental involvment is a key aspect of children's achievement.