Child Development Test #3

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Psychometrician's

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Psychologists who specialize in measuring psychological characteristics such as intelligence and personality

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Fluid intelligence

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refers to the ability to perceive relations among stimuli

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Crystallized intelligence

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compromises a person's culturally influenced accumulated knowledge and skills, including understanding printed language, comprehending language, and knowing vocabulary

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Emotional intelligence

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the ability to use one's own and other's emotions effectively for solving problems ad living happily

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Analytic ability ( Theory of successful intelligence)

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involves analyzing problems and generating different solutions

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Creative Ability (Theory of successful intelligence)

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involves dealing with novel situations and problems

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Practical Ability (Theory of successful intelligence)

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involves knowing what solution or plan will actually work

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Mental age (MA)

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refers to the difficulty of the problems that a child could solve correctly

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IQ (Stanford-Binet)

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Terman described performance as an IQ which was simply the ratio of mental age to chronicle age, multiplied by 100.

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Dynamic Testing

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measures a child's learning potential by having the child learn something new in the presence of the examiner and with the examiner's help (measures new achievement rather than past achievement)

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Culture-fair intelligence tests

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include test items based on experiences common to many cultures

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Stereotype threat

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self-fulfilling prophecy in which knowledge of stereotypes leads to anxiety and reduced performance consistent with the original stereotype

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Gifted (children)

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traditionally has referred to individuals with scores of 130 or greater on intelligence tests

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convergent thinking

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using information that is provided to determine a standard, correct answer

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divergent thinking (creativity)

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the aim is not a single correct answer but novel and unusual lines of thought

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intellectual disability

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refers to substantial limitations in intellectual ability as well as problems in adapting to an environment, with both emerging before 18 years of age

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the 4 factors that place individuals at risk for intellectual disability

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biomedical factors, social factos, behavioral factos, educational factors

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children with LEARNING DISABILITIES

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1) have difficulty mastering an academic subject, 2) have normal intelligence and 3) are not suffering from other conditions that could explain poor performance, such as sensory impairment or inadequate instruction

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language

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is a system that relates sounds (or gestures) to meaning

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phonology

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refers to the sounds of a language

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Semantics

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denotes the study of words and their meaning

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Syntax

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refers to rules that specify how words are combined to form sentences

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pragmatics

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refers to the communicative functions of language and the rules that lead to effective communication

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phonemes

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unique sounds that can be joined to create words

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infant-directed speech

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when adults speak slowly and with exaggerated changes in pitch and loudness

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babbling

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(comes after cooing) speech-like sound that has no meaning

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Intonation

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the pattern of rising and falling pitch

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naming explosion

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when children, at around 18 months, learn new words-- particularly names of objects - much more rapidly than before

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fast mapping

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children's ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word

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underextension

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defining a word too narrowly

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overextension

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defining a word to broadly

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phonological memory

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the ability to remember speech sounds briefly

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Referential style

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when a child's vocal consists mainly of words that name objects, persons or actions

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expressive style

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when a child's vocal includes some names but also many social phrases that are used like a single word such as "go away"

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telegraphic speech

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like telegrams consists of only words directly relevant to meaning

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over regularization

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applying rules to words that are exceptions to the rules

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semantic bootstrapping theory

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children are born knowing that nouns usually refer to people or objects and that very are actions; they use this knowledge to infer grammatical rules

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Receptive vocabulary

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the words a child understands

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Expressive vocabulary

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the words a child understands and says

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Referential communication

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using language to convey a message that the listener will understand

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Conversational repair

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revising something that was said because it is believed that the listener did not understand the original statement

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pragmatics

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the study of the communicative functions of language

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Basic emotions

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are experienced by people worldwide and each consists of three elements; a subjective feeling, a physiological change and an overt behavior

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self-conscious emotions

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there involve feelings of success when ones standards or expectations are meant and feelings of failure when the are not

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social referencing

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infants in an unfamiliar or ambiguous environment often look at their mother or father as if searching for cues to help them interpret the situation

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display rules

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culturally specific standards for appropriate expressions of emotion in a particular setting or with a particular person or persons

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temperament

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behavioral styles which are fairly stable across situations and are biologically based

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Urgency/extraversion

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refers to the extent to which a child is generally happy, active, vocal, and regularly seeks interesting stimulation

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Negative affect

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refers to the extent to which a child is angry, fearful, frustrated, and shy, and not easily soothed

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effortful control

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refers to the extent to which child can focus attention, is not readily distracted and can inhibit responses

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attachment

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an enduring social-emotional relationship to a adult

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secure attachment

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the baby may or may notary when the mother leaves, but when she returns, the baby wants to be with her and if the baby is crying, it stops

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avoidant attachment (insecure attachment)

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the baby is not visibly upset when the mother leaves, and when she returns may igonore her by looking or turning away

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Resistant attachment (insecure)

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the baby is upset when the mother leaves and remains upset or even angry when she returns and is difficult to console.

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Disorganized attachment (insecure)

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the baby seems confused when the mother leaves and when she returns seems toot really understand whats happening

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internal working model

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a set of expectations about parents' availability and responsiveness, both generally and in times of stress

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secure adults

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describe childhood experiences objectively and value the impact of the parent-child relationship on their development

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dismissive adults

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sometimes they deny the value of childhood experiences and sometimes are unable to recall those experiences precisely, yet they often idolize their parents

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preoccupied adults

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describe childhood experiences emotionally and often express anger or confusion regarding relationships with parents