Lifespan Development Exam 2

Front 1

Physical changes during early childhood

Back 1

2.5 inches in height and 5-7 pounds a year

Front 2

Brain changes

Back 2

density, not size, prefrontal cortex

Front 3

myelination

Back 3

axons covered and insulated with fat cells

Front 4

corpus callosum

Back 4

connects hemispheres, myelination in it

Front 5

Which hemisphere has more growth?

Back 5

left hemisphere because of language development

Front 6

Gross Motor Skills

Back 6

hopping, jumping, running (age 3).

Same movements but more adventurous (age 4).

Very adventurous (age 5).

Front 7

Fine Motor Skills

Back 7

unprecise movements (age 3).

more precise (age 4).

hand eye coordination developing (age 5).

Front 8

Leading cause of children's death in U.S.

Back 8

accidents, cancer, cardiovascular disease

Front 9

Piaget's Preoperational Stage

Back 9

2-7 yrs, children begin to represent the world with words, images, and drawings.

1. Egocentrism

2. Magical Beliefs

3. Animism

4. Centration

5. Conservation

6. Do not perform operations (reversible)

Front 10

Vygotsky's Sociocultural Theory

Back 10

social constructivist approach, emphasizes social constructs of learning, scaffolding, inner speech develops, zone of proximal development

Front 11

Zone of Proximal Development

Back 11

tasks that are too difficult for the child to master alone but can be learned with assistance

Front 12

Scaffolding

Back 12

changing the level of support

Front 13

When does inner speech develop?

Back 13

Age 3-7

Front 14

Executive Attention

Back 14

planning actions, allocating attention on goals, detecting and correcting errors

Front 15

Sustained Attention

Back 15

focused and extended engagement with an object, task, event, etc.

Front 16

Salient

Back 16

stimuli that stand out

Front 17

Planfulness

Back 17

systematically compare details across pictures

Front 18

Berko and Language Development Study

Back 18

study to test children's understanding of morphological rules, made nonsense words plural

Front 19

Morphological Rules

Back 19

units of measuring involved in word formation, plural and possessive forms

Front 20

Phonological Awareness

Back 20

sounds system of language, how sounds are used and combined, vowel and consonant sounds

Front 21

Pragmatics

Back 21

Appropriate use of language in different contexts, rules of conversation and politeness, talk about things that aren't here.

Front 22

Semantics

Back 22

Meaning of words and sentences, vocal development

Front 23

Montessori Approach

Back 23

children are given considerable freedom and spontaneity

Front 24

Child-Centered Kindergarden

Back 24

emphasizes education of the whole child, organized around child's needs, interests, process of learning, hands on

Front 25

Gender Identity

Back 25

Sense of being male or female, by age 3

Front 26

Gender Roles

Back 26

Sets of expectations for Males and Females, during preschool years children increasingly act in ways that match their culture's gender roles

Front 27

Gender Constancy

Back 27

Understanding males or females are biological and cannot be changed (6 or 7 years)

Front 28

Gender Typing

Back 28

process by which a child becomes aware of their gender

Front 29

Social Cognitive Theory of Gender

Back 29

child's gender development occurs through observation and imitation of what others say or do, and through being rewarded and punished for gender-appropriate behavior

Front 30

Psychoanalytic Theory of Gender

Back 30

stems from Freud, preschool child develops a sexual attraction to opposite-sex parent

Front 31

Gender Schema Theory

Back 31

children learn about what if means to be M or F from the culture they live in. Children adjust their behavior to fit in with gender norms and expectations of their culture.

Front 32

Sandra Bem

Back 32

encourage kids to be androgens to avoid viewing the world in terms of gender schemas. Let children choose their own toyes

Front 33

Transgender Children

Back 33

gender identity, expression, or behavior does not typically follow their sex. As young as age 3

Front 34

Emotional Development Changes

Back 34

Develop self-conscious emotions, number of terms to describe emotions increases, ability to regulate emotions

Front 35

Self-understanding

Back 35

the representation of self, early childhood uses materialistic characteristics to describe self, age 4 or five start to use psychological terms, usually unrealistically positive

Front 36

Paiget's Approach to Moral Development

Back 36

1. Pre-moral: birth-4, no concern for rules

2. heteronomous morality: 4-7, view rules as unstable, ignore intension, consider consequences

3. Immanent justice: break a rule leads directly to punishment

Front 37

Baumrind's Styles of Parenting

Back 37

Authoritative: high warmth, some control, high on autonomy granting

Authoritarian: low on warmth, high on control, low on autonomy granting

Indulgent: high on warmth, low on control, not many rules, low on autonomy because there is no punishment

-democratic

-rejecting (neglecting)

Front 38

Physical Changes During Middle and Late Childhood

Back 38

Slow consistent growth before adolescence, proportional changes, baby fat decreases, children double their strength

Front 39

Total Brain Volume Changes-Mid to late childhood

Back 39

Total brain volume stabilizes by the end of it but significant changes in various structures and regions of the brain continue to occur. Prefrontal Cortex

Front 40

Males or Females overall growth-Mid to Late

Back 40

Females grow faster at this age

Front 41

Gross Motor Skills in Mid-Late Child.

Back 41

hopping, jumping, running, throwing, kicking

Front 42

Fine Motor Skills in Mid-Late Child.

Back 42

drawing, writing

Front 43

Contributes to Obesity During Mid-Late

Back 43

large portion sizes, less recess and gym, school food, more "on-the-go" foods, advertising, low cost and convenience of fast foods, parents diet and genetics, lack of health education

Front 44

ADHD and treatments

Back 44

inattention, hyperactivity, impulsivity

Medication, behavior techniques

Front 45

Autism Spectrum Disorder

Back 45

lack of interest in social relations, difficulties with communication, sensory overloads, repetitive behavior

Front 46

Piaget's Concrete Operational Stage

Back 46

7-11 yrs, children can perform concrete operations and reason logically as long as reasoning can be applied to specific or concrete examples, capable of seriation and transitivity

Front 47

Seriation

Back 47

concrete operation that involves ordering stimuli along a quantitative dimension (such as length)

Front 48

Transitivity

Back 48

ability to logically combine relations to understand certain conclusions

Front 49

Classification

Back 49

ability to divide items or concepts into subsets or to consider interrelationships

Front 50

Short and Long Term Memory in Mid-Late

Back 50

Short term memory doesn't increase much after age 7. Long term memory increases

Front 51

Metalinguistic Awareness

Back 51

Knowledge about language

Front 52

Self Understanding Changes in Mid-Late

Back 52

Increasingly describe themselves with psychological characteristics, more likely to recognize social aspects of the self, increasing reference to social comparison

Front 53

Difference between self-esteem and self-concept

Back 53

Self concept is a person's knowledge about oneself while self esteem is a persons attitude about oneself.

Front 54

Positive and Negative Effects of High Self Esteem

Back 54

Have greater initiative, but that can produce positive or negative outcomes. Also prone to prosocial and antisocial actions. Also may have difficulty handling competition and criticism.

Front 55

Self Efficiency

Back 55

belief that one can master a situation and produce favorable outcomes

Front 56

Low and High Self Efficiency and Learning

Back 56

low may avoid many learning tasks, especially those that are challenging. High are more likely to expend effort and persist longer.

Front 57

Self Regulation During Mid-Late

Back 57

Increased capacity for it, deliberate efforts to manage one's behavior, emotions, and thoughts. Due to developmental changes in prefrontal cortex

Front 58

Emotional Development Mid-Late

Back 58

developmental changes and better coping with stress

Front 59

Kohlberg's Stages of Preconventional Learning (6)

Back 59

1. Heternonomous morality

2. Individualism, instrumental purpose, and exchange

3. Mutual Interpersonal expectations, relationships, and interpersonal conformity

4. Social systems morality

5. Social contract or utility and individual rights

6. Universal ethical principles