Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
160 Cards in this Set
- Front
- Back
|
Cerebellum
|
A brain structure that aids in balance and control of body movement
|
|
|
Corpus callosum
|
The large bundle of fibres connecting the two hemispheres of the brain
|
|
|
dominant cerebral hemisphere
|
The hemisphere of the brain responsible for skilled motor action-in right-handed individuals, the left hemisphere
|
|
|
General growth curve
|
Curve representing overall changes in body size-rapid growth during infancy, slower gains in early and middle childhood, and rapid growth again during adolescence
|
|
|
growth hormone (GH)
|
A pituitary hormone that affects the development of all body tissues except the central nervous system and the genitals
|
|
|
Hippocampus
|
An inner-brain structure that plays a vital role in memory and in spatial images we use to help us find our way
|
|
|
Pituitary glad
|
A gland located near the base of the brain that releases hormones affecting physical growth
|
|
|
Psychosocial dwarfism
|
A growth disorder, observed between 2-15 years of age, characterized by very short stature, decreased GH secretion, immature skeletal age, and serious adjustment problems
|
|
|
reticular formation
|
A brain structure that mains alertness and consciousness
|
|
|
throid-stimulating hormone (TSH)
|
A pituitary hormone that stimulates the thyroid gland to release thyroxine, which is necessary for normal brain development and body growth.
|
|
|
Cerebellum
|
A brain structure that aids in balance and control of body movement
|
|
|
Corpus callosum
|
The large bundle of fibres connecting the two hemispheres of the brain
|
|
|
dominant cerebral hemisphere
|
The hemisphere of the brain responsible for skilled motor action-in right-handed individuals, the left hemisphere
|
|
|
General growth curve
|
Curve representing overall changes in body size-rapid growth during infancy, slower gains in early and middle childhood, and rapid growth again during adolescence
|
|
|
growth hormone (GH)
|
A pituitary hormone that affects the development of all body tissues except the central nervous system and the genitals
|
|
|
Hippocampus
|
An inner-brain structure that plays a vital role in memory and in spatial images we use to help us find our way
|
|
|
Pituitary glad
|
A gland located near the base of the brain that releases hormones affecting physical growth
|
|
|
Psychosocial dwarfism
|
A growth disorder, observed between 2-15 years of age, characterized by very short stature, decreased GH secretion, immature skeletal age, and serious adjustment problems
|
|
|
reticular formation
|
A brain structure that mains alertness and consciousness
|
|
|
throid-stimulating hormone (TSH)
|
A pituitary hormone that stimulates the thyroid gland to release thyroxine, which is necessary for normal brain development and body growth.
|
|
|
Aboriginal Head Start
|
A Canadian federally funded preschool intervention funded program providing First Nations, Inuit, and Metis children younger than age 6 educational, nutritional, and health services and encouraging parent involvement in children's learning and development.
|
|
|
Academic programs
|
Preschools and kindergartens in which teachers structure children's learning, teaching academic skills through formal lessons, often using repetition and drill.
|
|
|
animistic thinking
|
The belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions
|
|
|
Cardinality
|
The principle stating that the last number in a counting sequence indicates the quantity of items in the set
|
|
|
Centration
|
The tendency to focus on one aspect of a situation, neglecting other important features
|
|
|
Child-Centered Programs
|
Preschoolers and kindergartens in which teachers provide activities from which children select, and most of the day is devoted to play.
|
|
|
Conservation
|
The understanding that certain physical characteristics of objects remain the same, even when their outward appearance changes
|
|
|
Dual Representation
|
The ability to view a symbolic object as both an object in its own right and a symbol
|
|
|
Egocentrism
|
Failure to distinguish the symbolic viewpoints of others from one's own
|
|
|
Emergent literacy
|
Young children's active efforts to construct literacy knowledge through informal experiences
|
|
|
Episodic Memory
|
Memory for everyday experiences
|
|
|
Expansions
|
Adult responses that elaborate on children's speech, increasing its complexity
|
|
|
Fast mapping
|
Connecting a new word with an underlying concept after only a brief encounter.
|
|
|
Guided Participation
|
Shared endeavors btw more expert and less expert participants, regardless of the precise features of communication
|
|
|
Hierarchal Classification
|
The organization of objects into classes and subclasses on the basis of similarities and differences
|
|
|
Intersubjectivity
|
The process whereby two participants who begin a task with different understandings arrive at a shared understanding
|
|
|
Irreversibility
|
The inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point
|
|
|
Memory Strategies
|
Deliberate mental activities that improve the likelihood of remembering
|
|
|
Metacognition
|
Thinking about thought; awareness of mental activities
|
|
|
Mutual Exclusivity Bias
|
Children's assumption in early vocab growth that words refer to entirely separate categories
|
|
|
Ordinality
|
Relationships of order (more than and less than) between quantities
|
|
|
Overlapping-waves theory
|
The theory of problem solving that states that when given challenging problems , children try variou strategies and gradually select those that are fastest and most accurate
|
|
|
Overregularization
|
Overextension of regular grammatical rules to words that are exceptions
|
|
|
phonological awareness
|
The ability to reflect on and manipulate the sound structure of spoken language, as indicated by sensitivity to changes in sound within words, to rhyming, and to incorrect pronunciation
|
|
|
planning
|
Thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal
|
|
|
pragmatics
|
The practical, social side of lang, concerned with how to engage ineffective and appropriate communication
|
|
|
preoperational stage
|
Piaget's second stage, extending from 2-7 years, in which rapid growth in representation takes place but thought is not yet logical
|
|
|
private speech
|
Self-directed speech that children use to plan and guide their own behavior.
|
|
|
Project Head Start
|
The most extensive federally funded preschool intervention program in the US, providing low SES children with a year or two of preschool education, along with nutritional and medical services, and encouraging parent involvement in children's learning and development
|
|
|
Recasts
|
Adult responses that restructure children's grammatically inaccurate speech into correct form
|
|
|
scaffolding
|
Adjusting the assistance offered during teaching session to fit the child's current level of performance
|
|
|
scripts
|
General descriptions of what occurs and when it occurs in a particular situation, used to organize and interpret repeated events
|
|
|
semantic bootstrapping
|
Using word meanings to figure out grammatical rules
|
|
|
synactic bootstrapping
|
Discovering word meanings by observing how words are used in the structure of sentences
|
|
|
Initiative vs guilt
|
in Erikson's theory, the psychological conflict of EC, which is resolved positively through play that fosters a healthy sense of initiative and through the development of a superego, or conscience, that is not overly strict and/or guilt-ridden
|
|
|
I-self
|
The self has knower and actor, which is seperate from the surrounding world, remains the same person over time, has a private inner life not accessible to others, and can control its own thoughts and actions
|
|
|
me-self
|
teh self as an object of knowledge and evaluation, consisting of all physical, psychological, and social characteristics that make the self unique
|
|
|
self-concept
|
teh set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is
|
|
|
Self-esteem
|
The judgments individuals make about theri own worth and the feelings associated with those judments
|
|
|
Sympathy
|
Feelings of concern or sorrow for another's plight
|
|
|
Prosocial behavior
|
Actions that benefit another person without any expected reward for the self
|
|
|
Non social behavior
|
Unoccupied, onlooker behavior and solitary play
|
|
|
Parallel play
|
a limited form of social participation in which a child plays near other children with similar materials but does not try to influence behavior
|
|
|
Associative play
|
a form of true social interaction, in which children engage in separate acticities but interact by exchanging toys and commenting on one another’s behavior
|
|
|
Cooperative play
|
a type of social interactionin which children orient toward a common goal, such as acting out a make-believe theme or working together on a project
|
|
|
Social problem solving
|
generating and applying strategies that prevent or resolve disagreements, , leading to outcomes that are both acceptable to others and beneficial to the self
|
|
|
Induction
|
A type of discipline in which an adult helps make the child aware of feelings by pointing out the effects of the child's misbehavior on others
|
|
|
Time out
|
A form of mild punishment in which children are removed from the immediate setting until they are ready to act appropriately
|
|
|
Moral imperatives
|
Standards that protect people's rights and welfare
|
|
|
Social conventions
|
Customs such as table manners that are determined by consensus within a society
|
|
|
Matters of personal choice
|
Concerns that do not violate rights and are up to each individual, such as choice of friends or color of clothing
|
|
|
Gender typing
|
Any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes
|
|
|
Gender identity
|
An image of oneself as relatively masculine or feminine in characteristics
|
|
|
Androgyny
|
The gender identity held by individuals who score high on both traditionally masculine and traditionally feminine personality characteristics
|
|
|
Gender constancy
|
The understanding that sex is biologically based, remaining the same over time even if clothing, hairstyle, and play activities change
|
|
|
GEnder schema theory
|
An information-processing approach to gender typing that explains how environmental pressures and children's cognitions work together to shape gender-role-developement
|
|
|
Child-rearing styles
|
Combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate
|
|
|
Authoritative child-rearing
|
A child-rearing style that is high in acceptance and involvement, emphasizes firm control with explanations, and includes gradual, appropriate autonomy granting
|
|
|
Authoritarian child-rearing
|
A child-rearing style that is low in acceptance and involvement, is high incoercive control, and restricts rather than grants autonomy
|
|
|
Psychological control
|
Parental behaviors that intrude on and manipulate children's verbal expression, individuality, and attachments to parents.
|
|
|
permissive child-rearing style
|
high in acceptance but either overindulging or inattentive, low in control, and inappropriately lenient in autonomy granting
|
|
|
Uninvolved child-rearing
|
combines low acceptance and involvement with little control and indifference to autonomy granting
|
|
|
Myopia
|
nearsightedness - 25% kids, myopia (hearsightedness) –heredity (1 parent = twice risk, 2 parents = 2-5)- more Asian- progresses in school year when kids read and write lots – INCREASEs with wealth .
|
|
|
Obesity
|
A greater than 20% increase over healthy body weight, based on body mass index, a ratio of weight to height associated with body fat
|
|
|
Nocturnal enuresis
|
bedwetting-10%
|
|
|
Asthma
|
A chronic illness in which, in response to a variety of stimuli, highly sesntive bronchial tubes fill with mucus and contract, leading to episodes of coughing, wheezing, and serious breathing difficulties. - boys, blakcs, children born underweight, in smoking families, and who live in poverty area
|
|
|
Concrete operational stage
|
Piaget- 7-11 years, in which thought becomes logical, flexible, and organized in its application to concrete info
|
|
|
Decentration
|
Ability to focus on several aspect of a problem at once and relate them
|
|
|
Reversibility
|
ability to go through a series of steps in a problem and then reverse direction, returning to a starting point
|
|
|
Seriation
|
The ability to order items along a quantitative dimension, such as length or weight
|
|
|
Transitive inference
|
The ability to seriate- or order items along a quanttitative dimension-mentally
|
|
|
Cog maps
|
Mental, representations of familiar, large-scale spaces, such as school or neighborhood.
|
|
|
Production deficiency
|
Failure to produce mental strategy when it could be helpful
|
|
|
Control deficiency
|
The inabilty to control, or execute, mental strat consistently
|
|
|
Utilization def
|
used consistently, but doesnt improve performance
|
|
|
ADHD
|
A childhood disorder involving inattention, impulsivity, and excessive motor activity, often resulting in academic failure and social problems
|
|
|
Rehearsal
|
Memory strat that inolves repeating info to oneself
|
|
|
Organization
|
A memory strat that involves grouping related itmes, which dramtically improves recall
|
|
|
Elaboration
|
Creating a relationship or shared meaning btw two or more pieices of info that are not members of safe cat
|
|
|
Cognitive self-regulation
|
The process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts
|
|
|
Whole-language approach
|
An approach to beginning reading instruction that parallels children's natural lang learning through the use of reading materials that are whole and meaningful
|
|
|
Phonics approach
|
An approach to beginning reading instruction that emphasizes coaching children on phonics, the basic rules for translating written symbols into sounds
|
|
|
Triarchic theory of successful intelligence
|
Sternberg's theory, which identifies three broad interacting intelligences-analytical, creative, and practical.- that must be balanced to achieve success according to one's personal goals and the requirements of one's cultural community
|
|
|
Theory of multiple intelligence
|
Gardener's theory, which proposes at least 8 diff intelligences on the basis of distinct sets of processing operations that permit individuals to engage in a wide range of culturally valued activities
|
|
|
Emotional intelligence
|
a set of emotional abilities that enable indiduals to process and adapt to emotional information
|
|
|
Stereotype threat
|
The fear of being judged on the basis of a negative stereotype, which can trigger anxiety that interfers with performance
|
|
|
Dynamic assessment
|
An approach to testing in which an adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support
|
|
|
Metalinguistic awareness
|
The ability to think about lang as a system
|
|
|
Constructivist classroom
|
An elementary school classroom in which students are active learners who are encouraged to construct their own knowledge, the teacher guides and supports in response to children's needs, adn students are evaluated by considering their progress in relation to their own prior development.
|
|
|
Social-constructivist classroom
|
A classroom in which children participate in a wide range of challenging activites with teachers and peers, with whom they jointly construct understanding
|
|
|
Reciprocal teaching
|
A teaching method in which a teaher and two to four students form a cooperative group, within which dialogues occur that create a zone of proximal development
|
|
|
Communities of learners
|
Classrooms in which both teachers and students have the authority to define and resolve problems, drawing on the expertise of one another and of others as they work toward project goals, which often address complex, real-world issues
|
|
|
Educational self-fulfilling prophecies
|
Teachers' positive or negative views of individual children, who tend to adopt and start to start to live up to these views
|
|
|
Cooperative learning
|
collaberation on a task by a small group of students who resolve differences of opinion, share responsiblilty, consider one other's ideas, and work toward common goals.
|
|
|
Inclusive classrooms
|
Classrooms in which students with learning difficulties learn alongside typical students in a regular educational setting
|
|
|
the IQ of mild retardation
|
55-70
|
|
|
Learning dissabilities
|
5-10% of kids- specific learning disorders that lead children to achive poorly in school
|
|
|
Gifted
|
Displaying exceptional intellectual strngeths, includign high IQ, creativity, and talen
|
|
|
Creativity
|
The ability to produce work that is originial yet appropriate-something that others have not thought of but that is useful in some way
|
|
|
Divergent thinking
|
thinking that involves generating multiple possibliities when faced with a task or probleml assocaited with creativity
|
|
|
Convergent thinking
|
Thinking that involves arriving at a single correct answer to a probleml emphasized on intelligence tests
|
|
|
Talent
|
outstanding performance in a specific field
|
|
|
What is the danger of the school year ages?
|
Sense of inferiority
|
|
|
Industry vs inferiority
|
In Erikson's thory, the psycholgocical conflict of MC, which is resolved positivty when experiences lead children to develop a sense of competence at useful skills and tasks
|
|
|
Social comparisons
|
Children's assessments of their own appearance, abilities, and behavior in relation to those of others
|
|
|
Attributions
|
Common,everday explanations of the causes of behavior
|
|
|
Mastery-oriented attributions
|
Attributions that credit success to ability, which can be improved by trying hard, and failure to insufficient effort.
|
|
|
Learned helplessness
|
The view that success is due to external factors, such as luck, while failure is due to ability, which cannot be improved by trying hard = hold a fixed view of reality ....these children focus on performance goals-obtaining positive and avoiding negative evaluations of their fragile sense of ability
|
|
|
What kind of goals do mastery-orientated kids have?
|
learning goals-increasing ability through effort adn seeking information on how to do so
|
|
|
What do Asian parents say is most important in school?
|
success depends more more on effort than on ability and that trying hard is a moral responsibility
|
|
|
What are kibbutzim?
|
cooperative agricultural settlemtns in Israel, where kids are shielded from learned helplessness by classrooms that emphasize mastery and interperson harmony rather than ability and competition
|
|
|
Attribution retraining
|
An intervention that uses adult feedback to encourage learned-helplessness children to beleive that they can overcome failure through effort
|
|
|
Problem-centered coping
|
An approach to coping with stress in which the individual appraises the situation as changeable, identifies the difficulty, and decides what to do about it
|
|
|
Emotion-centered Coping
|
An approach to coping with stress that is internal, private, and aimed at controlled distress when little can be done to change the outcome
|
|
|
Perspective taking
|
The capacity to imagine what other people are thinking and feeling
|
|
|
What is emotional self-efficacy ?
|
When emotional self-regulation has developed well, school age children acquire a sense of this- a feeling of being in control of theri emotional experience
|
|
|
Distributive justice
|
Beliefs about how to divide material goods fairly
|
|
|
When do Chinese kids rate lying favorable?
|
When the intention is modesty- ie saying they didnt pick up trash from the playground
|
|
|
At age 6, children view freedom of speech and religion as what?
|
Individual rights, even if laws exist that deny those rights
|
|
|
Chinese parents views on how involved they should be in kids lives?
|
Say adults hvae no right to interfere in children's personal matters, such as how they spend free time
|
|
|
what do north american and korean kids agree on?
|
That a child with no position of authority should be obeyed when she gives a fair and caring directive, such as to share candy or to reutrn lost money to its owner
|
|
|
When does ingroup favortism arise?
|
5 ish..to 7-8
|
|
|
Peer groups
|
Social units of peers who generate unique values and standards for behavior and a social structure of leaders and followers
|
|
|
What do kids in MC come to learn about friendshipss?
|
They require emotional commitment
|
|
|
Peer acceptance
|
The extent to which a child is viewed by a group of agemates as a worth social partner
|
|
|
Popular children
|
Kids who get many positive votes on assessments of peer acceptance
|
|
|
Rejected children
|
Children who are activity disliked and get many neg votes on assessments of peer acceptance
|
|
|
controversial children
|
Children who get many votes, both positive and neg, on assessment sof peer acceptance
|
|
|
Are neglected kids well adjusted?
|
yes- this status is usually temorary
|
|
|
Neglected kids
|
Kids seldom mentioned, either pos or neg, or assessments of peer acceptance
|
|
|
Popular-prosocial kids
|
A subtype of popular kids who can combine academic and social competence
|
|
|
Popular-antisocial kids
|
A stubtype of pop kids concsisting of "tough," athletically skilled but defiant, troubt-causing boys and of relationally aggressive boys and girls who are admired for their sophisticated by devious social skills
|
|
|
Rejected-aggressive kids
|
Rejected kids who show high rates of conflict, physical and related aggression,and hyperactive, inattentive, and impulse behavior
|
|
|
rejected-withdrawn kids
|
Rejected kids who are passive, socially awkard, and overwhelmed by social anxiety
|
|
|
peer victimization
|
A destructive form of peer interaction in which certain kids become frequent, targets of verbal and physical attacks or other forms of abuse
|
|
|
Coregulation
|
A form of supervision in which parents exercise general oversight while letting kids take charge of moment-by-moment decision making - grows out of a warm, cooperative relationsihp btw kid and parent based on give and take and mutual respect
|
|
|
how often after divorece do kids show improved adjustment
|
2 years, however continue to show slightly lower scores in school, emotion adjustment, and social competence - kids with divroced parents have sex earlier
|
|
|
Self-care kids
|
Kids who regularily look after themselves during afterschool hours
|
|
|
Phobia
|
An itnense, unmanageable fear that leads to persistence avoidance of the feared situation
|
|
|
% of mothers who abuse?
|
25%-with boys
|
