Human Development 270 Exam 2

Front 1

Phonology

Back 1

When a child knows how a word sounds or the sound of the letters that make up the word

Front 2

Semantics

Back 2

The meanings of a large number of words

Front 3

Syntax

Back 3

Rules on how words are combined to make sense in a sentence

Front 4

Pragmatics

Back 4

Social use of the language (Thank You, Please)

Front 5

Modeling

Back 5

Children imitate the speech of others

Front 6

Reinforcement

Back 6

Parents give rewards or reinforcement when children use higher language

Front 7

Nativism

Back 7

Children have a built-in device that allows them to learn language - language acquisition device

Front 8

Cognitive Process Theory

Back 8

Children are born with thinking skills that allow them to see the patterns in language

Front 9

Sociocultural Theories

Back 9

Social interactions foster language development

Front 10

Functionalism

Back 10

Language serves as a useful function in life

Front 11

Semantic Development

Back 11

categorize objects at 3 or 4 months, understand the meaning of a few words at 8 months, say their first word at 12 months, at 2 or 3 years there is a vocabulary explosion

Front 12

Fast Mapping

Back 12

Children can infer the meaning of the word with only one exposure to it

Front 13

Receptive Language

Back 13

The ability to comprehend what people say or write

Front 14

Expressive Language

Back 14

The ability to produce language; explain things to others

Front 15

Underextension

Back 15

When children attach overly restrictive meanings to words

Front 16

Overextension

Back 16

When words are given a broad meaning

Front 17

Emergent Literacy

Back 17

Knowing the basics of reading and writing (Ex: Different types of writing come on different formats like letters and postcards)

Front 18

Phonological Awareness

Back 18

Having the ability to hear the distinct sounds that make up words

Front 19

Word Recognition

Back 19

Children can correctly identify words in familiar contexts

Front 20

Attachment Theory

Back 20

Secure, Insecure/avoidant, Insecure/resistant

Front 21

Sense of Self

Back 21

Children grow knowledge, beliefs, judgments, and feelings about themselves

Front 22

Self-Handicapping

Back 22

Children will sabotage themselves when it comes to success

Front 23

Identity Diffusion

Back 23

The child has not explored themselves enough, they have a lack of niches. They have experimented with too much but never picked one thing.

Front 24

Foreclosure

Back 24

The child is set on one definition without exploration of themselves; usually takes cue from parents.

Front 25

Moratorium

Back 25

This child has no strong beliefs or career paths but is actively exploring different tracks

Front 26

Identity Achievement

Back 26

This child has gone through a phase of moratorium and has found what fits them best

Front 27

Kohlberg's Theory on Morality

Back 27

Preconventional, conventional, postconventional

Front 28

Preconvntional

Back 28

The child has not yet conformed to society's morals because this is the earliest stage of morality

Front 29

Conventional

Back 29

The individual accepts society's morality because it is all that they know; they never question it or think it could be shades of gray

Front 30

Postconventional

Back 30

They see the rules as useful but also something they can change to help protect human rights

Front 31

Elliott Turiel

Back 31

Social Domain Theory

Front 32

Moral Transgressions

Back 32

These are transgressions that cause physical harm or threaten basic human rights

Front 33

Conventional Transgressions

Back 33

These are transgressions that are not socially acceptable (burping, talking back to authority)

Front 34

Personal Matter

Back 34

Determining right and wrong is up to the individual

Front 35

Distributive Justice

Back 35

Understanding the importance of fairness and sharing

Front 36

Prosocial Behavior

Back 36

Acts of kindness, understanding, and comforting

Front 37

Aggression

Back 37

An action intentionally trying to hurt someone else (physically or mentally)

Front 38

Gardner's Multiple Intelligences

Back 38

Thinks the definition of intelligence is too narrow; thinks there are 8 domains. Three of which are tested (reading comprehension, writing ability, and math). The other five intelligences account for things not tested (musical ability, physical ability)

Front 39

Sternberg's Triarchic Theory

Back 39

Believes that intelligence is used to reach successful ends by realizing strengths and weaknesses. Three forms: Analytical, Creative, and Practical

Front 40

Distributed Intelligence

Back 40

The idea that one can succeed if given the correct resources and climate (a pencil and paper to write an essay, a support system of family and teacher)