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Developmental Psychology > exam 2 > Flashcards

exam 2 Flashcards

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1
Q

Pre-opperational learning

A

from 2 to 6 years; includes language and imagination(in addition to the senses and motor skills of infancy), but logical, operational thinking is not yet possible

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2
Q

Conservation

A

Young Kids have a hard time understanding conservation. They don’t see how the same amount of liquid fits in different containers

(the notion that the amount of something remains the same (is conserved) despite changes in its appearance )

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3
Q

5 Obstacles to logical operation

A 
Centration 
egocentrism 
focus on appearance
static reasoning 
irreversibility
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4
Q

Centration

A

focusing (centering) on one idea, excluding all others

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5
Q

Egocentrism

A

thinking about things entirely from one’s own perspective

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6
Q

Focus on appearance

A

ignoring all attributes that are not apparent

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7
Q

Static reasoning

A

whatever is now has always been and always will be

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8
Q

Irreversibility

A

the idea that nothing can be undone

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9
Q

guilt

A

blaming oneself for doing something wrong

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10
Q

Shame

A

people feel that others are blaming them

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11
Q

Externalizing difficulties

A

difficulty with emotional regulation that involves outwardly expressing emotions in uncontrolled ways, such as by lashing out in impulsive anger or attacking other people or things -> related to/predict aggression in early childhood

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12
Q

internalizing difficulties

A

difficulty with emotional regulation that involves turning one’s emotional distress inward, as by feeling excessively guilty, ashamed, or worthless
-> related to social withdrawal and depression

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13
Q

predictors of Self-esteem

A

parenting (security, emotional adjustment)
attachment
accomplishments (sense of agency)

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14
Q

outcomes of self-esteem

A

enhanced social and academic

adjustment over time

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15
Q

Do children tend to have low or high self esteem?

A

They tend to have high self-esteem until school

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16
Q

Authoritative parenting

A

the parents set limits but listen to the child and are flexible

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17
Q

Authoritarian parenting

A

high behavioral standards, punishment of misconduct, and low communication

- > further divided into 
    1) coercion and 2) psychological control
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18
Q

Permissive parenting

A

high nurturance and communication but rarely punishment, guidance, or control

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19
Q

What are the 3 main parenting styles according to Baumrind?

A

Authoritative, authoritarian, and permissive parenting

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20
Q

Instrumental aggression:

A

hurtful behavior that is intended to get or keep something that another person has

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21
Q

Reactive aggression:

A

an impulsive retaliation for another person’s intentional or accidental actions, verbal or physical

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22
Q

Bullying aggression:

A

unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves

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23
Q

Stranger Wariness

A

fear of unfamiliar people, esp when they move too close, too quickly

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24
Q

separation anxiety

A

clinging and crying when a familiar caregiver is about to leave
-normal at age 1, intensifies at age 2

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25
When does fear emerge in infants?
9 months
26
core (primary ) emotions
already present in infants, universal and require NO or little social learning, thought to have deep biological roots (evolutionary theory)
27
9 temperament traits by Thomas and chess include
activity level, distractibility, intensity, regularity, sensory threshold, and approach/ withdrawal
28
Synchrony
coordinated interaction between the infant and the caregiver
29
Attachment=
an affectional tie that an infant forms with a caregiver—a tie that binds them together in space and endures over time
30
Secure attachment
Infant obtains both comfort and confidence from the presence of the caregiver
31
insecure-resistent/ambivalent attachment
Infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver’s presence, departure, or return
32
insecure-avoidant attachment
anxiety and uncertainty are evident (internalizing aka internal difficulties , as when an infant is very upset at separation from the caregiver and both resists and seeks contact on reunion
33
How do infants show attachment?
proximity-seeking and contact-maintaining
34
Strange situation
a laboratory procedure for measuring attachment by evoking infants' reactions to the stress of various adults' comings and goings in an unfamiliar playroom
35
Secure attachment is more likely if:
- the parent is usually sensitive and responsive to the infants needs - the infant-parent relationship is high in synchrony - the infants temperament is "easy" - the parents aren't stressed about income, other kids, or their marriage - the parents have a working model of secure attachment to their own parents
36
Insecure attachment is more likely if:
- the parent mistreats the child - =the mother is mentally ill - the parents are highly stressed about income, other kids, or their marriage - the parents are intrusive and controlling - the parents are active alcoholics - the children's temperament is "difficult" - the child's temperament is "slow to warm up"
37
Myelination
axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron
38
Corpus Callosum
a long, thick band of nerve fibers that connects the left and right hemispheres of the brain and allows communication between them (a long band of nerve fibers that connect the left and right hemispheres of the brain)
39
Lateralization
Literally, sidedness, referring to the specialization in certain functions by each side of the brain, with one side dominant for each activity. The left side of the brain controls the right side of the body and vice versa. (the specialization of certain functions by each side of the brain; one side is dominant for each activity)
40
perseveration
is the tendency to persevere in, or stick to, one thought or action for a long time
41
Amygdala
registers emotions, particularly fear and anxiety
42
Hippocampus:
central processor of memory, especially the memory of location
43
Hypothalamus:
responds to the amygdala and the hippocampus to produce hormones that activate other parts of the brain and body
44
3 things that determine whether stress is good or bad-
1. Extent 2. Duration 3. Whether you have social support of not
45
Primary prevention
actions that change overall background conditions to prevent an unwanted event
46
Secondary Prevention
averting harm in a high-risk situation | (e.g., stopping a car before it hits a pedestrian)
47
Tertiary Prevention
aimed at reducing the harm or preventing | disability after an accident has occurred
48
Child Maltreatment
intentional harm to, or avoidable endangerment of, | anyone under 18 years of age
49
Child Abuse
deliberate action that is harmful to a child’s physical, | emotional, or sexual well-being
50
Child Neglect
failure to meet a child’s basic physical or emotional (or educational) needs
51
PTSD
a delayed reaction to a trauma or shock, which may include hyperactivity and hyper-vigilance, displaced anger, sleeplessness, sudden terror or anxiety, and confusion between fantasy and reality
52
Pre-operational Intelligence
from 2 to 6 years; includes language and imagination(in addition to the senses and motor skills of infancy), but logical, operational thinking is not yet possible
53
Scaffolding
temporary support tailored to a learner’s needs and abilities and aimed at helping the learner master the next task in a given learning process
54
Zone of Proximal Development (ZPD)
the skills that a person can exercise only with assistance, not yet independently (applies to ideas or cognitive skills, and to more apparent skills)
55
Private speech
talking to oneself out loud or in one's mind
56
Social mediation
a function of speech by which a person’s cognitive skills are refined and extended via both instruction and casual conversation
57
Theory-Theory
children naturally construct theories to explain whatever they see or hear --they develop theories to help them understand and remember
58
Theory or Mind
a person’s theory of what others might be thinking children must realize that other people are not necessarily thinking the same thoughts as they are - this is seldom possible before age 4
59
Sensitive period of language development
a time when a certain development is the most likely to happen
60
Effortful control-
the ability to regulate one’s emotions and actions through effort, not simply through natural inclination
61
Emotional regulation-
the ability to control when and how emotions are expressed
62
These parents raise children who become conscientious, obedient, and quiet but not especially happy. Such children tend to feel guilty or depressed, internalizing their frustrations and blaming themselves when things don't go well. as adolescents, they sometimes rebel, leaving home before age 20.
Authoritarian parents
63
These parents raise unhappy children who lack self-control, especially in the give-and-take of peer relationships. Inadequate emotional regulation makes them immature and impedes friendships, which is the main reason for their unhappiness. They tend to continue to live at home, still dependent on their parents in early adulthood.
Permissive parents
64
These parents raise children who are successful, articulate, happy with themselves, and generous with others. These children are usually liked by teachers, peers, especially in cultures that value individual initiative.
Authoritative parents
65
These parents raise children who are immature, sad, lonely, and at risk of injury and abuse, not only in early childhood by also lifelong
Neglectful/uninvolved parents
66
Instrumental aggression:
hurtful behavior that is intended to get or keep something that another person has
67
Reactive aggression:
an impulsive retaliation for another person’s intentional or accidental actions, verbal or physical
68
Bullying aggression:
unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves
69
ADHD
A condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overactive.
70
middle childhood
the period between early childhood and early adolescence, approximately from age7 to 11
71
Aptitude tests
the potential to master a particular skill or to learn a particular body of knowledge
72
Achievement test
measures of mastery or proficiency in reading, math, writing, science, or any other subject
73
IQ test
measure intellectual aptitude, or ability to learn in school intelligence was defined as mental age divided by chronological age, times 100—hence the term intelligence quotient, or IQ
74
Flynn Effect
the rise in average IQ scores that has occurred over the decades in many nations
75
Mental retardation
Literally, slow, or late, thinking. In practice, people are considered mentally retarded if they score below 70 on an IQ test and if they are markedly behind their peers in adaptation to daily life.
76
Individual education plan (IEP)
a document that specifies educational goals and plans for a child with special needs
77
Least restrictive environment (LRE)
legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn
78
Autistic spectrum disorder
any of several disorders characterized by inadequate social skills, usually communication, and abnormal play, especially: 1) Problems in social interaction and social use of language 2) Restricted, repetitive patterns of behavior, interest and activities
79
Specific learning disorders
A marked delay in a particular area of leaning that is not caused by an apparent physical disability, by mental retardation, or by an unusually stressful home environment (genetic & environmental effects?; brain development?)
80
Temperament
inborn (biologically based) differences in emotions, activity, and self-control Or: …”in style of approach and response to the environment that is stable across time and situations” originates from genes, but implications for adjustment depend on nurture (i.e., temperament is epigenetic)
81
goodness of fit
= similarity of temperament and values that produces a smooth interaction between an individual and his or her social context

Developmental Psychology (7 decks)

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