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Exam 2 Flashcards

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1
Q

an enduring aspect of the self that includes a sense of membership in an ethnic group, along with attitudes and feelings related to that membership

A

Ethnic Identity

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2
Q

refers to the stories people construct and tell about themselves to define who they are for themselves and others

A

Narrative Identity

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3
Q

the status of individuals who have undergone a crisis and made a commitment

A

Identity Achievement

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4
Q

the status of individuals who are in the midst of a crisis but whose commitments are either absent or are only vaguely defined; exploration

A

Identity Moratorium

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5
Q

the status of individuals who group traditional roles/values together and either fully reject or accept them

A

Identity Foreclosure

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6
Q

the status of individuals who have not yet experienced a crisis or made any commitments

A

Identity Diffusion

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7
Q

personal investment in identity

A

Commitment

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8
Q

Erikson’s term for the gap between childhood security and adult autonomy

A

Psychosocial Moratorium

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9
Q

adolescents are faced with deciding who they are, what they are all about and where they are going in life

A

Identity vs Identity Confusion

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10
Q

involves inhibiting impulses and not engaging in destructive behavior, focusing and maintaining attention despite distractions, and initiating and completing tasks that have long-term value, even if they may seem unpleasant

A

Effortful Control

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11
Q

moving from being the oldest, biggest students in elementary to being least powerful in middle school

A

Top-Dog Phenomenon

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12
Q

states that decision making is influenced by two cognitive systems - “verbatim” analytical and gist-based intuitional - which operate in parallel

A

Fuzzy Trace Theory Dual-Process Model

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13
Q

psychological process driven by emotion, with emotion regulation an especially important process

A

Hot Executive Function

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14
Q

psychological processes involving conscious control driven by logical thinking and critical analysis

A

Cool Executive Function

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15
Q

believe that their thoughts, feelings, and experiences are unique, more wonderful, or more awful than anyone else’s

A

Personal Fable

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16
Q

belief that others are as interested in them as they themselves are, as well as attention-getting behavior

A

Imaginary Audience

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17
Q

the seat of emotions and where rewards are experienced

A

Limbic System

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18
Q

a type of estrogen that in girls is associated with breast, uterine, and skeletal development

A

Estradiol

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19
Q

a girl’s first menstruation

A

Menarche

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20
Q

you believe that your qualities can change and improve through your own effort

A

Growth Mindset

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21
Q

you believe that your qualities cannot change

A

Fixed Mindset

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22
Q

the cognitive view individuals develop for themselves

A

Mindset

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23
Q

a structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum

A

Direct Instruction Approach

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24
Q

a learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher

A

Constructivist Approach

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25
thoughts about social matters
Social Cognition
26
frequently nominated both as someone's best friend and as being disliked
Controversial Children
27
infrequently nominated as someone's best friend and are actively disliked by their peers
Rejected Children
28
infrequently nominated as a best friend but are not disliked by their peers
Neglected Children
29
receive an average number of both positive and negative nominations from their peers
Average Children
30
frequently nominated as a best friend and rarely disliked by their peers
Popular Children
31
term that describes the extent to which children are liked or disliked by their peer group
Sociometric Status
32
harming someone by manipulating a relationship
Relational Aggression
33
people who have lived exemplary moral lives
Moral Exemplars
34
the willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally
Moral Character
35
when moral notions and moral commitments are central to their lives
Moral Identity
36
a pattern of moral characteristics that is distinctively their own
Moral Personality
37
focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system
Social Conventional Reasoning
38
states that there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains
Domain Theory of Moral Development
39
a moral perspective that focuses on the rights of the individual and in which individuals independently make moral decisions
Justice Perspective
40
a moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationships with others, and concern for others
Care Perspective
41
at this level morality involves flexible thinking and is more internalized
Postconventional Reasoning
42
individuals abide by certain standards (internal), but they are the standards of others, such as parents or the laws of society
Conventional Reasoning
43
children interpret good and bad in terms of external rewards or punishments
Preconventional Reasoning
44
controlling one's own thoughts to consider the perspective of others
Cognitive Inhibition
45
the social cognitive process involved in assuming the perspective of others and understanding their thoughts and feelings
Perspective Taking
46
emphasizes that reading instruction should teach basic rules for translating written symbols into sounds
Phonics Approach
47
stresses that reading instruction should parallel children's natural language learning
Whole-Language Appraoch
48
above-average intelligence (an IQ of 130 or higher) and/or superior talent for something
Gifted
49
psychologists suspect that this type of disability often results form growing up in a below-average intellectual environment
Cultural-Familial Intellectual Disability
50
a genetic disorder or a lower level of intellectual functioning caused by brain damage
Organic Intellectual Disability
51
a condition of limited mental ability in which the individual (1) has a low IQ, usually below 70; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these characteristics by age 18
Intellectual Disability
52
states that intelligence comes in three forms: (1) analytical intelligence; (2) creative intelligence; and (3) practical intelligence
Triarchic Theory of Intelligence
53
the ability to solve problems and to adapt and learn from experiences
Intelligence
54
a cross-disciplinary term that involves the study of how various types of mental and physical training might enhance children's development
Contemplative Science
55
refers to the central idea of the information
Gist
56
consists of the precise details of the information
Verbatim Memory Trace
57
states that memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist
Fuzzy Trace Theory
58
they give more emphasis on how children use attention, memory, and strategies to process information
Neo-Piagetians
59
the ability to logically combine relations to understand certain conclusions
Transitivity
60
the ability to order stimuli along a quantitative dimension (such as length)
Seriation
61
children can perform concrete operations, and they can reason logically as long as reasoning can be applied to specific or concrete examples
Concrete Operational Stage
62
serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional characteristics
Emotional and Behavioral Disorders
63
also known as developmental arithmetic disorder, is a learning disability that involves difficulty in math computation
Dyscalculia
64
learning disability that involves difficulty in handwriting
Dysgraphia
65
difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling
Learning Disability
66
activities that children engage in for pleasure and that have rules
Games
67
combines sensorimotor/practice play with symbolic representation
Constructive Play
68
involves interaction with peers
Social Play
69
when the child transforms the physical environment into a symbol
Pretense/Symbolic Play
70
the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports
Practice Play
71
behavior by infants that lets them derive pleasure from exercising their sensorimotor schemes
Sensorimotor Play
72
states that children appraise marital conflict in terms of their sense of security and safety in the family
Emotion Security Theory
73
a style in which parents are highly involved with their children but place few demands or controls on them
Indulgent Parenting
74
a style in which the parent is uninvolved in the child's life
Neglectful parenting
75
encourages children to be independent but still places limits and controls on their actions
Authoritative Parenting
76
a restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort
Authoritarian Parenting
77
states that gender typing emerges as children gradually develop gender schemas of what is gender-inappropriate and gender-appropriate in their culture
Gender Schema Theory
78
children's gender development occurs through observing and imitating what other people say and do, and through being rewarded and punished for gender-appropriate and gender-inappropriate behavior
Social Cognitive Theory of Gender
79
states that gender differences result from the contrasting roles of women and men
Social Role Theory
80
an internal regulation of standards of right and wrong that involves an integration of moral though, feeling, and behavior
Conscience
81
the concept that if a rule is broken, punishment will be meted out immediately
Immanent Justice
82
they become aware that rules and laws are created by people, and in judging an action they consider the actor's intentions as well as the consequences
Autonomous Morality
83
children think of justice and rules as unchangeable properties of the world, removed from the control of people
Heteronomous Morality
84
involves thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people
Moral Development
85
view their role as to deny, ignore, or change negative emotions
Emotion-Dismissing Parents
86
monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions
Emotion-Coaching Parents
87
emphasizes the importance of creating settings that encourage active learning and reflect children's interests and capabilities
Developmentally Appropriate Practice (DAP)
88
a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities
Montessori Appraoch
89
emphasizes the education of the whole child and concern for their cognitive, physical, and socioemotional development
Child-Centered Kindergarten
90
understanding that others have mental states, desires, thoughts, beliefs, knowledge, and feelings that affect their behaviors
Theory of Mind
91
emphasizes the social contexts of learning and the construction of knowledge through social interaction
Social Constructivist Approach
92
use of language for self-regulation
Private Speech
93
the range of tasks that are too difficult for the child to master alone but can be learned with guidance and assistance from adults or more-skilled children
Zone of Proximal Development
94
the awareness that altering an object's or a substance's appearance doesn't change its basic properties
Conservation
95
a centering of attention on one characteristic to the exclusion of all others
Centration
96
in this substage children begin to use primitive reasoning and want to know the answers to all sorts of questions
Intuitive Thought Substage
97
the inability to distinguish between one's own perspective and someone else's perspective
Egocentrism
98
during this substage the young child gains the ability to mentally represent an object that isn't present
Symbolic Function Substage
99
the beginning of the ability to reconstruct in thought what has been established in behavior
Preoperational Thought
100
reversible mental actions that allow children to do mentally what they could do only physically
Operations
101
in this stage children begin to represent the world in words, images, and drawings; they form stable concepts and begin to reason
Preoperational Stage
102
test whether children can represent another person's beliefs when that belief is no longer correct
False Belief Task
103
children act out various roles and themes in plots or roles that they create
Pretend Play
104
pretend play with peers
Sociodramatic Play
105
ability to identify the properties of categories, to relate categories or classes to one another, and to use categorical info to solve problems
Classification
106
temporary support tailored to a learner's needs and abilities; helps master the next task in a given process
Scaffolding
107
rules can be constructed by a group
Transition Period of Morality

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