Human Development Test 3

Front 1

a. Semantics-

Back 1

component of language concerned with understanding the meaning of words and word combinations

Front 2

b. Grammar-

Back 2

language concerned with syntax, rules by which words are arranged into sentences, morphology use of grammatical markers that indicate number, tense, case

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2. Chomsky’s Language acquisition device

Back 3

a. biologically based, innate module for picking up language that permits children, as soon as they have acquired sufficient vocabulary, to combine words into grammatically consistent, novel utterances and to understand the meaning of sentences they hear

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3. Behaviorist perspective on language

Back 4

a. Operant conditioning-teaching over time
b. Imitation- tell child "say I want a cookie", they say "wanna cookie"

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a. Joint attention:

Back 5

A state in which two conversational partners attend to the same object or event
i. One person alerts other of a stimulus through nonverbal means-pointing, gazing

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importance of linguistic interaction during the first months of life

Back 6

b. Sensitive period for language development
c. For babbling to develop further, infants must hear human speech
d. If don’t receive auditory help, will be behind in language development, can be severe and persistent

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5. Effects learning a second language has on children

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a. better analytical reasoning
b. improved concept formation
c. greater cognitive flexibility
d. enhanced reading achievement

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a. Overextension-

Back 8

An early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate

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b. Under extension-

Back 9

An early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate

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c. Over regularization-

Back 10

Application of regular grammatical rules to words that are exceptions

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a. Coining-

Back 11

making up new words based on words they already know
i. Plant man for gardener

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b. Telegraphic speech-

Back 12

Children’s two-word utterances that, like a telegram, leave out smaller and less important words

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c. Syntactic bootstrapping—

Back 13

children’s discovery of word meanings by observing how words are used in syntax or the structure of sentences

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d. Metaphors-

Back 14

use metaphors to describe things they don’t have words for
i. Fire in stomach for stomachache

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e. Fast mapping-

Back 15

Connecting a new word with an underlying concept after only a brief encounter

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8. Relationship between a child’s language comprehension and production
a. Early phase

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i. Toddlers can more easily produce sounds starting with consonants, ending with vowels, have repeated syllables
ii. More words in vocabulary, can pronounce more sounds, structures

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8. Relationship between a child’s language comprehension and production
b. Second year

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i. Try to pronounce each individual sound within a word
ii. Strategies to challenging words so that these words fit with their pronunciation capacities, resemble adult words
iii. Focusing on stressed syllable, consonant vowel combination

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8. Relationship between a child’s language comprehension and production
c. Later development

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i. Largely complete by age 5
ii. Sometimes don’t master abstract changing in endings of words

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a. Adult repetition:

Back 19

parents repeat what child says but with correct grammar

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b. Recasts:

Back 20

Adult responses that restructure a child’s grammatically incorrect speech into correct form

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c. Expansions:

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Adult responses that elaborate on a child’s utterance, increasing its complexity

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10. Effects of shared reading with parents

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a. More words caregivers use, more kids learn
b. Quality of children’s home literacy experiences strongly predicts vocabulary size
c. Low SES children have lower vocabulary levels

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a. Referential style

Back 23

-toddlers use language mainly to label objects

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b. Expressive style-

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toddlers use language to talk about their own and others’ feelings and needs, with an initial vocabulary emphasizing social formulas and pronouns

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a. Emotion -

Back 25

Expression of readiness to establish, maintain or change one’s relation to the environment on a matter of personal importance.

Front 26

a. Basic Emotions –

Back 26

Emotions that can be directly inferred from facial expressions, such as happiness, interest, surprise, fear, anger, sadness, and disgust

Front 27

2. Infants and emotions

Back 27

b. Attraction to pleasant stimulation, withdrawal from unpleasant stimulation
c. Smile and laugh more when interacting with familiar people
d. Stranger anxiety-fear to unfamiliar adults

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a. Emotional Self-Regulation -

Back 28

The strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals

Front 29

b. Emotional display rules-

Back 29

society’s rules specifying when, where and how it is appropriate to express emotions

Front 30

c. Social referencing-

Back 30

relying on another person’s emotional reaction to appraise an uncertain situation

Front 31

a. Temperament –

Back 31

Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation

Front 32

b. Easy-

Back 32

A child whose temperament is such that he quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences

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c. Difficult-

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A child whose temperament is such that she is irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely

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d. Slow-to-warm-up

Back 34

-A child whose temperament is such that she reacts negatively to and withdraws from novel stimuli

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e. Inhibited-

Back 35

A child whose temperament is such that he reacts negatively to and withdraws from novel stimuli

Front 36

f. Uninhibited-

Back 36

A child whose temperament is such that he displays positive emotion to and approaches novel stimuli

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6. Goodness-of-fit model

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a. Thomas and Chess’s model, which states that an effective match, or “good fit,” between child-rearing practices and a child’s temperament leads to favorable development and psychological adjustment. When a “poor fit” exists, the outcome is distorted development and maladjustment

Front 38

attachment

Back 38

a. The strong affectional tie that humans feel toward special people in their lives

Front 39

8. Bowlby’s ethological theory

Back 39

a. A theory formulated by Bowlby, which views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival

Front 40

b. Pre-attachment-

Back 40

lasts 6 weeks, child preprogrammed to bring parent close

Front 41

c. Attachment-in-the-making-

Back 41

6weeks-6 to 8 months
i. Consistency, start to realize caregiver starts coming back
ii. Greater affection, preference for caregiver

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d. clear cut attachment-

Back 42

6 to 8 months-18 months to 2 years
i. Separation anxiety-infant's distressed reaction to the departure of the familiar caregiver
ii. Use caregiver as a secure base

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e. Formation of a reciprocal relationship-

Back 43

after 18 months to 2 years

Front 44

a. Strange situation-

Back 44

A procedure involving short separations from and reunions with the parent that assesses the quality of attachment bond

Front 45

b. Secure base-

Back 45

baby’s use of the familiar caregiver as the point from which to explore the environment and to return to for emotional support

Front 46

c. Separation anxiety-

Back 46

An infant’s distressed reaction to the departure of the familiar caregiver

Front 47

d. Secure-

Back 47

The quality of attachment characterizing infants who are distressed by parental separation and easily comforted by the parent when she returns

Front 48

e. Avoidant-

Back 48

The quality of insecure attachment characterizing infants who are usually not distressed by parental separation and who avoid the parent when she returns

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f. Resistant-

Back 49

The quality of insecure attachment characterizing infants who remain close to the parent before departure and display angry, resistive behavior when she returns

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g. Disorganized/disoriented attachment-

Back 50

he quality of insecure attachment characterizing infants who respond in a confused, contradictory fashion when reunited with the parent

Front 51

10. Relationship between child care and the emotional security of young children

Back 51

a. Quality of attachment secure for middle SES babies
b. Securely attached babies more often maintain attachment status than insecure babies
c. No attachment-emotional difficulties, did not form a bond
d. Sensitive care-giving related to attachment security

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11. Role that family plays in helping children learn to judge the emotions of others
a.

Back 52

Parents bring history of attachment experiences, way we view our childhoods is more influential in how we rear kids than the actual history of care
b. Environment children raised in affects whether they are more happy people, can control emotions, family can guide emotions to good areas

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a. “I” (existential self) –

Back 53

Sense of self as knower and actor. The part that initiates, organizes, and interprets experience. Includes the following realizations:
i. Self-awareness,ii. Self-continuity, iii. Self-coherence, Self-agency, iv. Self-recognition

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i. Self-awareness -

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The self is separate from the surrounding world and has a private, inner life not accessible to others.

Front 55

ii. Self-continuity –

Back 55

The self remains the same person over time.

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iii. Self-coherence –

Back 56

The self is a single, consistent, bounded entity.

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iv. Self-agency

Back 57

– The self controls its own thoughts and actions.

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v. Self-recognition –

Back 58

Perception of the self as a separate being, distinct from people and objects in the surrounding world

Front 59

b. “Me” (reflective observer) –

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The part that treats the self as an object of knowledge and evaluation by sizing up its diverse attributes. It consists of all qualities that make the self unique – material characteristics, such as physical appearance and possessions; mental characteristics, Including desires, attitudes, beliefs, and thought processes; and social characteristics, such as personality traits, roles, and relationships with others.

Front 60

a. Self-concept –

Back 60

The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is.

Front 61

3. Types of descriptions preschoolers give about themselves

Back 61

a. Observable characteristics, physical appearance, possessions, behaviors
b. Typical emotions, attitudes

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c. Remembered self-

Back 62

child’s life story narrative, or autobiographical memory constructed from conversations with adults about their past

Front 63

d. Inner self-

Back 63

awareness of the self’s private thoughts and imaginings

Front 64

a. Self-esteem –

Back 64

The aspect of self-concept that involves judgments about one’s own worth and the feelings associated with those judgments
i. Overall value that one places on the self as a person.

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b. Influences on self-esteem

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i. Culture
1. Social comparison
ii. Child-Rearing Practices
1. - warmth
2. - reasonable expectations
3. - support for achievement
4. - not over-controlling (in words or action)
5. - unconditional love

Front 66

a. Achievement motivation-

Back 66

tendency to persist at challenging tasks

Front 67

b. Learned helplessness –

Back 67

Attributes that credit success to luck and failure to low ability. Leads to low expectancies of success and anxious loss of control in the face of challenging tasks

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c. Incremental view of ability-

Back 68

view that ability can be improved through effort; associated with mastery oriented attributions

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d. Entity view of ability-

Back 69

ability is a fixed characteristic that can’t be improved through effort, associated with learned helplessness

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e. Mastery-oriented attributes –

Back 70

Attributes that credit success to high ability and failure to insufficient effort. Leads to high self-esteem and a willingness to approach challenging tasks

Front 71

1. Freud’s view on morality

Back 71

a. Morality as the adoption of societal norms

Front 72

a. Construction

Back 72

-in moral development, the process of actively attending to and interrelating multiple perspectives on situations in which social conflicts arise and thereby attaining new moral understanding

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b. Reciprocity-

Back 73

do unto others as you would have them do unto you

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c. Heteronomous Morality –

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Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience.

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d. Realism -

Back 75

A view of rules as external features of reality rather than as cooperative principles that can be modified at will. Characterizes Piaget’s heteronomous stage

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e. Autonomous Morality –

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Piaget’s second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority

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a. Heinz dilemma-

Back 77

pitting value of obeying the law against the value of human life

Front 78

b. Pre-conventional level –

Back 78

Kohlberg’s first level of moral development, in which moral understanding is based on rewards, punishment, and the power of authority figures

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c. Conventional level –

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Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order

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d. Post-conventional level –

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Kohlberg’s highest level of moral development, in which morality is defined in terms of abstract principles and values that apply to all situations and societies

Front 81

4. Distributive justice

Back 81

a. Beliefs about how to divide material goods fairly

Front 82

a. Moral Imperatives (Moral Domain) –

Back 82

Standards that protect people’s rights and welfare (e.g., hitting, stealing, etc.).

Front 83

b. Social Conventions (Social Conventional Domain) –

Back 83

Customs determined solely by consensus, such as table manners, dress styles, and rituals, of social interaction.

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c. Matters of personal choice (Personal Domain) –

Back 84

Concerns that do not violate rights or harm others, are not socially regulated, and therefore are up to the individual (e.g., choosing friends, clothing, etc.).

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a. Gender Identity –

Back 85

Perception of oneself as relatively masculine or feminine in characteristics, abilities, and behaviors

Front 86

b. Gender Roles –

Back 86

The reflection of gender stereotypes in everyday behavior

Front 87

c. Gender Stereotypes –

Back 87

Widely held beliefs about characteristics deemed appropriate for males and females

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d. Gender Typing – T

Back 88

he association of objects, activities, roles, or traits with biological sex in ways that conform to cultural stereotypes of gender and, therefore, encompasses all the gender-linked responses

Front 89

e. Gender-Stereotype Flexibility –

Back 89

Belief that both genders can display a gender-stereotyped personality trait or activity

Front 90

2. Parents and gender discrimination

Back 90

a. Parents observe children based on the gender they perceive
b. Hold different expectations for different genders
c. Younger children get more direct training in gender roles than older children

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a. Androgyny

Back 91

– A type of gender identity in which the person scores high on both masculine and feminine personality characteristics

Front 92

b. Gender Labeling:

Back 92

Kohlberg’s first stage of gender understanding, in which preschoolers can label the gender of themselves and others correctly

Front 93

c. Gender Constancy –

Back 93

The understanding that gender remains the same even if clothing, hairstyles, and play activities change

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d. Gender Stability:

Back 94

Kohlberg’s second stage of gender understanding, in which preschoolers have a partial understanding of the permanence of gender; they grasp its stability over time

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e. Gender Consistency:

Back 95

Kohlberg’s final stage of gender understanding, in which children master gender constancy

Front 96

f. Gender intensification –

Back 96

Increased stereotyping of attitudes and behavior and movement toward a more traditional gender identity. Often occurs in early adolescence. Occurs in both sexes, but is stronger for girls, who were more androgynous during middle childhood. Although overall, young teenage girls continue to be less gender typed than boys, they feel less free to experiment with “other gender” activities and behavior than they did earlier

Front 97

4. Gender schema theory

Back 97

a. Information processing approach that explains how environmental pressures and children’s cognitions work together to shape gender typing
i. Depends on whether child cares about gender schemes
ii. If cares will decide whether it fits with his gender scheme
iii. If he doesn’t care will just decide whether he wants to play with girl toy