6: Middle Childhood

Question 1

a state developed when we feel incapable of affecting the outcome of events, and so give up without trying

Answer 1

learned helplessness

Question 2

tendency of unusually aggressive children to misread other people’s actions as threatening when they are actually benign

Answer 2

hostile attributional bias

Question 3

personality style that involves acting on immediate impulses and behaving disruptively, aggressively

Answer 3

externalizing tendencies

Question 4

learning strategy in which people repeat information to embed it in memory

Answer 4

rehearsal

Question 5

hostile or destructive acts carried out in response to being frustrated or hurt

Answer 5

reactive aggression

Question 6

most common childhood learning disorder in the U.S., especially in boys - defined by inattentiveness and distractibility

Answer 6

attention-deficit/hyperactivity disorder (ADHD)

Question 7

capacity to observe our abilities and actions from an outside frame of reference, reflect on our inner state

Answer 7

self-awareness

Question 8

personal acts in support of others (helping, sharing, caring)

Answer 8

prosocial behavior

Question 9

applauding or passively watching as someone is being victimized, and so encouraging a bully’s behavior

Answer 9

bystander behavior

Question 10

learning strategy in which we manage our awareness so as to focus only on what is relevant and filter out unneeded information

Answer 10

selective attention

Question 11

abilities that allow us to plan and direct our thinking and control our immediate impulses

Answer 11

executive functions

Question 12

second phase of childhood, from roughly age 7-12, when children first grasp “adult world”

Answer 12

middle childhood

Question 13

hostile or destructive acts carried out to achieve a goal

Answer 13

proactive aggression

Question 14

area at the front uppermost part of the brain, responsible for reasoning and planning actions

Answer 14

frontal lobes

Question 15

systematic harassment conducted online, via text, etc.

Answer 15

cyberbullying

Question 16

ideal discipline style for encouraging prosocial behavior, involving getting children who behaved hurtfully to empathize with the pain they caused other people

Answer 16

induction

Question 17

discounting immoral behavior by invoking justifications (“they deserved it”, “people like them don’t deserve respect”)

Answer 17

moral disengagement

Question 18

capacity to manage our emotional state so it does not interfere with life

Answer 18

emotion regulation

Question 19

limited-capacity gateway system containing all material we can keep in awareness at a single time - either processed for more permanent storage or lost

Answer 19

working memory

Question 20

ratio of a person’s weight to height - main indicator of being overweight or underweight

Answer 20

body-mass index (BMI)

Question 21

feeling upset about harming others or violating internal standards of behavior

Answer 21

guilt

Question 22

any hostile or destructive act designed to cause harm

Answer 22

aggression

Question 23

state necessary for acting prosocially, involving feeling upset for a person who needs help

Answer 23

sympathy

Question 24

evaluating ourselves as either “good” or “bad” based on comparisons to other people

Answer 24

self-esteem

Question 25

personality style that involves fear, social inhibition, and often depression

Answer 25

internalizing tendencies

Question 26

directly feeling the emotions another person is experiencing

Answer 26

empathy

Question 27

exceptionally aggressive children who repeatedly victimize others and get victimized themselves as a result

Answer 27

bully-victims

Question 28

hostile or destructive acts designed to harm others’ relationships

Answer 28

relational aggression

Question 29

when children (or adults) harass or target a specific person for systematic abuse

Answer 29

bullying

Question 30

BMI at or above the 95th percentile compared to U.S. norms established for children in 1970s

Answer 30

child obesity