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29 Cards in this Set
- Front
- Back
piaget's third stage, extending from about 7-11 years, in which thoughts become logical, flexible, and organized in its application to concrete information
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conrete operational stage
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the ability to focus on several aspects of a problem at once and relate them
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decentration
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the ability to go through a series of steps in a problem and then metally reverse direction, returning to the starting point
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reversibility
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the ability to order items along a quantitative dimension, such as length or wieght
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seriation
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the ability to seriate- or order items along a quantitative dimesnion- mentally
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transitive inference
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mental representations of familiar, large-scale spaces, such as school or neighborhood
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cognitive maps
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the failureto produce a mental strategy when it could be helpful
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production deficiency
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the inhability to control, or execute, a mental strategy consistently
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control deficiency
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the inhability to improve performance despite consisten use of mental strategy
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utilization defiency
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consisten use of a mental strategy, leading to improvement in performance
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effective strategy use
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a memory strategy that involves creating a relationship, or shared meaning, between two or more pieces of information thatg are not members of the same category
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elaboration
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the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts
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cognitive self-regulation
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children's assesments of thier own appearance, abilities, and behavior in relation to those of others
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social comparisons
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in erikson's theory, the psychological conflict of middle childhood, chich is resolved positively when experiences lead children to develop a sense of competence at useful skills and tasks
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industry vs. inferiority
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attributions that credit success to ability, chich can be improved by trying hard, and failure to insufficient effort
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mastery-orientated attributions
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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
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learned helplessness
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an intervention that uses adult feedback to encourage learned-helpless children to believe tha they can overcome failure through effort
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attribution retraining
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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
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problem-centered coping
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an approach to coping with stress that is internal, private, and aimed at controlling ditress when little can be done to change an outcome
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emotion-centered coping
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the capacity to imagine what other people are thinking and feeling
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perspective taking
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beliefs about how to divide material goods fairly
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distributive justice
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social units of peers who generate unique values and standards for behavior and a social structure of leaders and followers
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peer groups
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the extent to which a child is viewed by a group of agemates as a worthy social partner
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peer acceptance
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a subtype of popular children who combine academic and social competence
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popular-prosocial children
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a subtype of popular children consisting of "tough," athletically skilled but defiant, trouble-causing boys and of relationally aggressive boys and girls who are admired for their sophisticared but devious social skills
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popular-antisocial children
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a subtype od rejected children who show high rates of conflict, physical and relational aggression, and hyperactive, inattentive, and impulsive behavior
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rejected-aggressive children
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a subtype of rejected children who are passive, socially awkward, and overwhelmed by social anxiety
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rejected-withdrawn children
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a destructive form of peer interaction in which certain children become frequent targets of verbal and physical attacks or other forms of abuse
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peer victimization
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a form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making.
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coregulation
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