Human Development Test #3

Front 1

Define semantics

Back 1

Vocabulary - understand the meaning of words and word combinations

Front 2

Define grammar

Back 2

rules for making sentences, made of syntax (how words are arranged in sentences) and morphology (use of grammatical markers such as tense, case, gender and active or passive voice)

Front 3

Define Phonology

Back 3

the rules governing the structure of speech sounds

Front 4

Chomsky's Language Acquisition Device

Back 4

innate system that allows a child to combine words into grammatically consistent ideas and to understand the meaning of sentences they hear others say…
biologically prepares infants to learn rules of language through universal grammar

Front 5

2 Language Areas of the Brain

Back 5

Broca's Area and Wernicke's Area

Front 6

Broca's Area

Back 6

located in the frontal lobe of the left hemisphere of the cerebral cortex that controls language production

Front 7

Wernicke's Area

Back 7

located in the temporal lobe of the left hemisphere of the cerebral cortex that helps with interpreting others’ language

Front 8

Behaviorist perspective on language

Back 8

language is learned through operant conditioning. Imitation and reinforcement

Front 9

Define Interactionist Theory

Back 9

inner capacities and environment work together (social context)

Front 10

Joint Attention

Back 10

2 conversational partners attend to the same object/event.
Ex. mother and child are at a park, child stares at dog while dog runs by, the mother notices the child is looking at the dog and engages by saying “look at that dog! are you looking at the dog?” The mother and child are looking at the same thing. Then as the child’s attention changes, mom engages in that object.

Front 11

Importance of Linguistic Interaction

Back 11

weighs heavily on parent because child can get overwhelmed if they are placed in joint attendee's position

Front 12

Effects of bilingualism on children

Back 12

- better analytical reasoning
- improved concept formation
- greater cognitive flexibility
- enhanced reading achievement

Front 13

What is the best time to learn a second language

Back 13

before puberty

Front 14

Define Overextension

Back 14

an early vocab error in which a word is applied too broadly
Ex. a car is anything with wheels

Front 15

Define Underextension

Back 15

an early vocab error in which a word is applied to narrowly
Ex. only her bear is "Teddy Bear"

Front 16

Overregularization

Back 16

Application of regular grammatical rules to words that are exceptions
Ex. moosen in the woodsen

Front 17

Telegraphic Speech

Back 17

Children's two-word utterances that leave out smaller and less important words
Ex. more cookie

Front 18

Syntactic bootstrapping

Back 18

use word meanings to figure out sentence structure.

Front 19

metaphor

Back 19

convey what the child is trying to say
Ex. 3 year old described a stomach as a "fire engine in my tummy"

Front 20

coining

Back 20

fill in for words they have not yet learned by coining new words based on ones they know
Ex. "plat-man" for a gardener

Front 21

fast-mapping

Back 21

children can connect a new word with an underlying concept after only a brief encounter
Ex. Strunfa

Front 22

The relationship between a child's language comprehension and production

Back 22

Comprehension is the language that they understand. This develops before their production, which is the language they use. They can understand simple directions but cannot express words back.

Front 23

Adult Repetition

Back 23

repeating what child says

Front 24

Adult Recasts

Back 24

restructuring inaccurate speech into correct form

Front 25

Adult Expansions

Back 25

Elaborating on children's speech, increasing its complexity. Most effective

Front 26

Referential style

Back 26

used to label objects (more in boys)

Front 27

Expressive style

Back 27

used to talk about feelings and needs of themselves and others (more in girls)

Front 28

Define emotion

Back 28

a rapid appraisal of the personal significance of a situation, which prepares the individual for action

Front 29

Function of emotion

Back 29

to energize behavior aimed at attaining personal goals
-emotions are physiological responses which prepares us to do 1 of 3 things fight (anger, flight (fear, stay/maintain (happiness)
-emotions are inborn and require a body
-some emotions are learned... how to react to certain situations, shame/embarrassment, campassion

Front 30

infant emotion

Back 30

measuring infant emotion and which emotions are present at birth.
-basic emotions can be seen in faces on newborns. happiness, anger/sadness, fear.

Front 31

self regulation

Back 31

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

Front 32

2 parts of the Autonomic Nervous System

Back 32

1. Sympathetic Nervous System: fight or flight, gets blood out of digestive tract to extremities for quick reaction

2. Parasympathetic Nervous System: rest and digest

everyone reacts differently, some more reactive than others

Front 33

emotional display rules

Back 33

rules that specify where, when and how it is appropriate to express emotion

Front 34

social referencing

Back 34

relying on other person's emotional reaction to understand an uncertain situation

Front 35

Define temperament

Back 35

stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulatoin

Front 36

Easy Child

Back 36

quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences. 40%

Front 37

Difficult Child

Back 37

irregular in daily routines, slot to accept new experiences, and tends to react negatively and intensely. 10%

Front 38

Slow-to-warm-up Child

Back 38

reacts negatively to and withdraws from new stimuli. 15%.

Front 39

Inhibited Children

Back 39

Shy - react negatively to and withdraw from novel stimuli

Front 40

Uninhibited Children

Back 40

sociable - display positive emotions to and approach novel stimuli

Front 41

Define Goodness-of-fit model

Back 41

creating child-rearing environments that recognize each child's temperament while encouraging more adaptive functioning

Front 42

Secure Attachment

Back 42

60%. Infants who are distressed by parental separation and easily comforted by the parent when they return.

Front 43

Avoidant Attachment

Back 43

15%. Infants who are usually not distressed by parental separation and who avoid the parent when they return.

Front 44

Resistant Attachment

Back 44

10%. Infants who remain close to the parent before departure and display angry, resistive behavior when they return.

Front 45

Disorganized/disoriented Attachment

Back 45

15%. Infants who respond in a confused, contradictory fashion when reunited with the parent. Generally children who are abused.

Front 46

Parenting that promotes secure attachment

Back 46

warm, responsive, nurturing, and physically there.

Front 47

Stages of attachment (Bowlby's Ethological Theory)

Back 47

1. preattachment
2. attachment-in-the-making
3. clear-cut attachment
4. formation of a reciprocal relationship

Front 48

Preattachment

Back 48

0-6 weeks. Brings an adult caregiver closer. No relationship yet.

Front 49

Attachment-in-the-making

Back 49

6 weeks to 6-8 months. start to show preference towards caregiver above stranger but still out of sight out of mind

Front 50

clear-cut attachment

Back 50

6-8 months to 18-24 months.
Separation anxiety, very clingy, strengthening of the secure base

Front 51

Formation of a reciprocal relationship

Back 51

you from a relationship with the child.

Front 52

Strange Situation

Back 52

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

Front 53

Secure Base

Back 53

The child trust that the caregiver (mom) will always be there.

Front 54

Separation Anxiety

Back 54

an infant's distressed reaction to the departure of the familiar caregiver

Front 55

Internal working model

Back 55

Develop a set of expectations of what a relationship is

Front 56

Relationship between child care and the emotional security and attachment of young children

Back 56

Children in daycare can form a secure attachment to a caregiver as long as the day care is of high quality

Front 57

I-self

Back 57

(existential self) Sense of self as knower and actor. The part that initiates, organizes, and interprets experience.
The I thinks.

Front 58

Me-self

Back 58

(reflective observer) 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.
The me is thought about

Front 59

Self-concept

Back 59

The set of attributes, abilities, attitudes, and values that an individual sees themselves as.
ME

Front 60

Self-Recognition

Back 60

Identification of the self as a physically unique being.
i.e. children pointing themselves out in photos and calling themselves by name.

Front 61

Inner-Self

Back 61

Private thoughts and imaginings

Front 62

Remembered Self

Back 62

Autobiographical memory. Basically a child's life narrative that paints a picture that they can understand for themselves.
occurs best when child participates in storytelling

Front 63

Types of descriptions preschoolers give about themselves

Back 63

Observational characteristics (name, physical appearance)
typical emotions and attitudes
very positive and can't engage in social comparison

Front 64

Self-esteem

Back 64

judgements we make about our own worth and how we feel about those judgements

Front 65

Childhood self-esteem

Back 65

they are best at everything. if they come in last from a classroom race, they will still answer they think they are the fastest in the class

Front 66

Adolescence self-esteem

Back 66

What they think other people think about them.
"audience" much thought on how peers view them

Front 67

Gender differences self-esteem

Back 67

Adolescent girls- fell less confident about their physical appearance and athletic abilities.
Overall sense that boys' self-esteem is higher than girls' .
Girls may think less of themselves because they internalize negative cultural messages.

Front 68

Achievement motivation

Back 68

tendency to persist at challenging tasks.

Front 69

Learned helpessness

Back 69

attribute their failures (not successes) to their ability. If something good happens they say it was luck, not their skill. Believe that they can't improve through effort.

Front 70

incremental

Back 70

belief that ability can be improved through effort. They attribute failure to factors that can be changed or controlled.

Front 71

Entity view

Back 71

ability can't be improved through hard work

Front 72

mastery-oriented attributions

Back 72

credit their success to ability

Front 73

Define and characterize High self-esteem

Back 73

-Having positive judgements about our own worth.
-Exert more effort and achieve more. Generally more liked by peers.
Well -adjusted, sociable, and conscientious.

Front 74

Freud's view on morality

Back 74

Emerges in the phallic stage (3-6 years) with the Oedipus Conflict. They develop same sex parents morals creating the superego which is fully refined around 5-6 years.

Front 75

Piaget's Construction

Back 75

actively attending to and interrelating multiple perspectives on situations in which social conflits arise, thereby attaining new moral understandings

Front 76

Piaget's Realism

Back 76

view of rules as external features rather than cooperative principles that can be modified

Front 77

Piaget's Reciprocity

Back 77

Idea that rules can be reinterpreted and revised to ensure just outcomes for all

Front 78

Heteronomous Morality

Back 78

(Piaget's first stage of moral development)
External view- children view rules as handed down by authorities, having a permanent existence, unchangeable, requiring strict obedience.

Front 79

Autonomous Morality

Back 79

(Piaget's second stage of moral development) - Children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.

Front 80

Kohlberg's stages of Moral Development

Back 80

Pre-conventional
conventional
psot-conventional

Front 81

Pre-conventional

Back 81

which moral understanding is based on rewards, punishments, and the power of authority figures.
Stages 1 & 2

Front 82

Stage 1

Back 82

The punishment and obedience orientation. (Fear of Authority)
Ex. I don't steal the drug because it is against the law

Front 83

Stage 2

Back 83

The instrumental purpose orientation (you have a need and need to fulfill it)
Ex. I steal the drug because i need my wife to be alive to cook me dinner

Front 84

Conventional Level

Back 84

moral understanding is based on conforming to social rules to ensure positive human relationships and societal order.
Stages 3 & 4

Front 85

Stage 3

Back 85

The "good boy-good girl" orientation (image)
Ex. I steal the drug so i am seen as a good person to safe my wife's life

Front 86

Stage 4

Back 86

The social-order-maintaining orientation (every person has a duty or responsibility)
Ex. I steal the drug because I have the responsibility as a husband to provide the drugs for my wife

Front 87

Postconventional level

Back 87

morality is defined in rems of abstract principles and values that apply to all situations and societies.
Stages 5 & 6

Front 88

Sage 5

Back 88

The social-contract orientation (principles behind the rules)
Ex. I steal the drug because the law was put into place to protect people and by no stealing the drug then my wife dies which is against what the law is for.

Front 89

Stage 6

Back 89

The universal ethical principle orientation (you own the principle and its internalized)
Ex. I steal the drug because life is precious and every person has the right to live.

Front 90

Distributive Justice

Back 90

beliefs about how to divide material goods fairly.

Front 91

Turiel's Domain Theory
Moral Domain

Back 91

standards that protect people's rights and welfare (hitting, stealing)

Front 92

Turiel's Domain Theory
Social Conventional Domain

Back 92

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

Front 93

Turiel's Domain Theory
Personal Domain

Back 93

concerns that do not violate rights or harm others, are not socially regulated, and therefor are up to the individual (choosing friends)

Front 94

Gender Assignment

Back 94

biological sex; includes gender roles, prescribed behavior and expectations for behavior

Front 95

Gender Identity

Back 95

Aperson's perception of the self as relatively masculine or feminine in characteristics.
Researchers can can determine a child's gender identity by asking them to score themselves on personality traits

Front 96

Gender Roles

Back 96

Reflection of the stereotypes in everyday behavior

Front 97

Gender Stereotyping

Back 97

widely held beliefs about characteristics deemed appropriate for males and females

Front 98

Gender Typing

Back 98

any 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 mentioned.

Front 99

Gender Stereotyping Flexibility

Back 99

overlap in the characteristics of males and females increases age 7 and on

Front 100

Androgyny

Back 100

scoring high on both masculine and feminine personality characteristics

Front 101

Gender Constancy

Back 101

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

Front 102

Gender labeling

Back 102

by the early preschool years, children can label their own sex and that of others correctly

Front 103

Gender stability

Back 103

slightly older preschoolers have a partial understanding of the permanence of sex.
They grasp its stability over time

Front 104

Gender Consistency

Back 104

during late preschool and early school years children understand that sex is biologically based and remains the same even if a person dresses in "cross-gender" clothes or engages in nontraditional activities