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68 Cards in this Set
- Front
- Back
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frontal lobes control what
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reasoning and thinking
physical actions |
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two special social learning tasks that separate humans
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ability to build on the knowledge that has been passed down before
mind reading ability |
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mass to specific principle of development
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progress from clumsy to swift movements
3 year old's have trouble drawing circles while 3rd graders can draw detailed pictures |
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two types of motor talents
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fine motor skills
gross motor skills |
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gross motor skills
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large muscle movements
running jumping |
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fine motor skills
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small, coordinated movements
drawing circles and writing letters |
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main environmental force impairing growth and motor skills
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lack of adequate food
compromises development of bones, muscles and the brain |
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factors that promote childhood obesity
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lack of physical activity
eating out expanding portion sizes high calorie foods watching television |
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Pre-operational thinking
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ages 2-7
defined by what children are missing cannot step back from their immediate perceptions "what they see is what is real" no conservation animism and artification |
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conservation tasks
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knowledge that the amount of a given substance remains identical despite changes it its shape/ form
juice from tall glass to short/wide glass |
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concrete operations
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ages 8-12
have realistic understanding of the world very similar to adults but cannot think abstractly in a scientific way. |
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reversability
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one reason why children cannot grasp conservation
preoccupations stage knowledge that a process can be repeated in the opposite direction |
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centering
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PreO
children get fixated on the most striking feature of what they immediately see. |
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class inclusion
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trouble during PreO
knowledge that a general category can encompass sub elements |
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seriation
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child's capacity to put objects in order according to some principle.
arrange sticks from longest to shortest "bigger always equals more" |
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identity constancy
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preO children lack this
realization that people are still their essential selves despite changes in visual appearance (masks and costumes) |
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animism
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sorting out what is really alive
PreOp see toys such as dolls as alive |
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artificialism
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young children believe that everything in nature was made by human beings
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egocentrism
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unable to understand that other people have different points of view from their own.
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zone of proximal development
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the difference of waht the child can do himself and his potential development (= what can be achieved with the assistance of an adult)
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scaffolding
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the process in which an instructor slowly backs off allowing the child more responsibility
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information-processing theorists
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view mental growth as continuous rather than in stages
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working memory
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where the cognitive action takes place
limited capacity though capacity expands with age (dramatically between 2-7) |
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executive functions
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any skill related to
managing our memory, controlling our thoughts, planning our behavior inhibiting our responses |
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types of executive functions
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rehearsal
selective attention inhibiting impulses |
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rehearsal
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repeat material again and again in order to embed it into memory
a concrete method |
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selective attention
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the ability to manage our awareness so that we focus on what we need to know and filter out extra information
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inner speech
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talk directed at the self
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phonemes
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the individual word sounds of language
bottle = "ba" |
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morphemes
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the basic meaning units of language
me, juice, go... |
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syntax
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the system of grammar rules in a particular language
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semantics
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understanding word meanings
10,000 words by age 6 |
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over-regularization
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misapplication of general grammar rules
runned feets |
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overextensions
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extend a verbal label too broadly
every 4-legged animal = horsey |
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underextensions
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naming categories too narrowly
only dog in the world is their dog |
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autobiographical memory
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remembering contents of our personal life histories
past-talk-conversations around age 4-5 |
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theory of mind
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the understanding that we all live in different heads
tell lies once they begin to grasp this |
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the false-belief task
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1. hide a toy while an adult and a child watch you
2. adult leaves the room. you hide the toy in spot #2 while child is still watching 3. ask the child where the adult will look for the toy children under age 4 will answer spot 2 |
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emotion regulation
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the ability to manage emotions so that they don't interrupt a productive life
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externalizing tendencies
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a personality style that involves acting on immediate impulses
behaves disruptively and aggressively |
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internalizing tendencies
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peresonality style that involves intense fear, anxiety and often depression
typically hang-back in social situations seem timid and self-conscious |
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children in the concrete operational stage are able to...
(2 things) |
1- look beyond immediate appearances and think abstractly
2- give up their egocentric outlook |
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self-awareness
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the way children reflect on who they are as people.
how they view themselves |
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typical 3 years old self awareness
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describes themselves in terms of external facts (big house, i have a dog etc)
unrealistic and positive self views |
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typical elementary school child self-awareness description
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involves comparing themselves to other classmates
lists strengths and weaknesses |
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self-esteem
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develops during concrete operations stage
the tendency to feel good or bad about ourselves becomes a major issue during elementary school and tends to decline at this time |
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industry vs inferiority
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the realization that we need to work in order to achieve our goals
industry= the passion to work to improve ourselves |
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5 areas children draw on to determine their overall self-esteem
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academic talents
behavioral conduct athletic skills peer-likability physical appearance |
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2 kinds of self-esteem distortions
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1- unrealistically high self-esteem (externalizing tenancies)
2- overly low self-esteem (internalizing) |
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learned helplessness
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feeling that they are powerless to affect their fate so they give-up
highly self-critical |
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2 ways to promote realistic self-esteem
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enhance self-efficacy
promote accurate perceptions about the self |
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prosocial behavior
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sharing
helping and caring actions begin in preschool more frequent in elementary school |
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altruism
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prosocial behaviors that we carry out for non-selfish reasons
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empathy
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feeling the exact emotion that another person is experiencing
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sympathy
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feeling upset FOR a person who needs help
important factor of prosocial behaviors more likely to promote a person to reach out to someone elsse |
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induction
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the ideal discipline style for teaching prosocial behaviors
getting a child who has behaved hurtfully to empathize with the pain he has caused the other person |
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shame
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a feeling of being personally humiliated
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guilt
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feeling upset about causing harm to someone else
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aggression
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any hostile or destructive act
peaks at around age 21/2 |
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instrumental aggression
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hurtful behavior that is initiated to achieve a goal
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reactive aggression
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carried out in response to being hurt or frustrated
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relational aggression
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designed to cause harm to a person's social relationships
spreading rumors etc |
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hostile attributional bias
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the tendency of highly aggressive children to see motives and emotions as threatening when they are actually harmles
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collaborative pretend play
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fantasizing together
work together to develop and act out a scene shows that they have theory of mind age 3 teaches vital skills |
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pretending teaches children...
(3 things) |
allows children to practice adult roles
gives them a sense of control furthers their understanding of norms |
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gender schema theory
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explanation for gender stereotyped play
once children know their own gender label they begin to watch and model their own sex |
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friendships are important to child development for 2 reasons
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1- friends protect and enhance the developing self ( offer a safe zone of comfort)
2- teach us to manage our emotions and handle conflicts. how to act as adults |
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popular children
average rejected children |
pop- liked by everyone
average- mixed status. middle range rejected- disliked |
