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Flashcards in Exam 3 Deck (35)
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1
Q

Film* What is Forest Kindergarten?

A

2 yr public school program where children ages 4-7 are out in the forest every day, rain or shine

2
Q

What were some initial comments by parents regarding Forest Kindergarten?

A

They think its great for them to team about nature, that Its great, scary cause they use knives, take responsibilities, know how to use knives, saws, they have to learn & make mistakes, scary to let kids to walk to school/home

3
Q

Dr. Krauthammer – what were his comments on outcomes for children who attend forest kindergarten in comparison to those who did not?

A

Forest Kinder: Stronger motor skills, no hyperactivity disorders
Indoor kinder: weaker motor skills, higher % of hyperactivity disorders

4
Q

Dr. Guddemi – what were her comments on children and recess?

A

Children learn more skills outdoors than inside. Bullying increased when recess was
eliminated. They learn how to negotiate

5
Q

What are some of the other benefits of attending Forest Kindergarten?

A

learning how to socialize, deal w/ conflict, can play w/ anything, Imagination Is strong, teaches essential life skills

6
Q

Film* What metaphor does Dr. Steinberg use for the two systems?

A

“Accelerator” is activated before a good braking system

7
Q

What were the findings involving adolescents and driving?

A

with friends, increase in accidents/crashing in room or w/ them in the other room
Done to impress peers

8
Q

What were the findings regarding alcohol consumption between adolescent and adult mice?

A

Adolescent mice drink more when in presence of peers, while adult mice drink same amount either way.

9
Q

What was the example provided in the Q & A regarding changing the context and not
the teenager?

A

Graduated drivers licenses

10
Q

Gross and fine motor skills

A

Gross
• Age 6 or 7, children can
– hop, jump, climb, pedal, and
balance bicycle
• Age 8 to 10, children
– develop balance, coordination, and strength
-engage in gymnastics and team sports
• Reaction time
– Improves (decreases) from early childhood to about age 18, but there are individual differences
Fine
• At 6 to 7 years, children can
- tie shoelaces
– hold pencils like adults do
– zip zippers
– brush teeth
– wash themselves
– use chopsticks

11
Q

Piaget’s concrete-operational stage (decentration, transitivity, seriation)

A

COS: 7-12, reversible & flexible, less egocentric, and engage in
Decentration: ability to focus on more than one aspect of a problem at a time (organizing leaves)
Age7: understand law of conservation
Understanding of relational concepts increases
Transitivity: ability to recognize relationships among various things in a serial order (If A > B and B > C, then A > C)
Seriation: ability to sort objects according to any characteristic (“line these up from tallest to shortest”)

12
Q

Strutt et al. (1975)

A

examined selective attention
– Children sorted cards based on a figure on the card
• Condition 1 – only relevant figure is on card (shape)
• Condition 2 – relevant figure + additional dimension (shape & line)
• Condition 3 – relevant figure + 2 additional dimensions (shape, line & star)

13
Q

Sensory, working- and long-term memory

A

Sensory: lasts fraction of a second, presents for all senses
Working (short term) can last up to 30 seconds if there is focus on the stimulus in sensory memory, very limited to about 7 items (grouping)
Long term: lasts days, years, or lifetime, storehouse containing names, dates, places in categories
-elaborative strategy: relate new material to material they already know

14
Q

Language development – vocabulary and grammar

A

6: vocabulary at 10,000 words
7-9: realize words can have different meanings
Can understand passive language(“The truck was hit by the car”)
Use connectives: (“I’ll go to school, but I don’t want to”)

15
Q

Bilingualism

A

bilingual children do not encounter more academic problems than monolingual children
advantageous for children to be bilingual
– contributes to the complexity of the child’s cognitive processes.

16
Q

Self-concept in middle childhood – changes in how children describe themselves

A

Self-concept gradually evolves
– 9-year-olds list several physical characteristics
• Focus on preferences - rudimentary psychological traits – but tied to the concrete
– 11-year-olds will include relationships
• descriptions now include dispositional qualities, or traits – truthful, helpful
• Less positive in their descriptions and increasingly compare themselves to others

17
Q

Self-esteem

A

– Young preschoolers: see themselves as generally “good at doing stuff” or not
– By 5 – 7: judge their performance in several areas

18
Q

Learned helplessness

A

Low self-esteem in academics can lead to an acquired belief that one cannot obtain rewards
– believe that success is due more to ability than to effort
• (Carol Dweck) Attribution retraining!
– intervention where helpless children persuaded to attribute failures to lack of effort rather than lack of ability.

19
Q

Peer relationships (acceptance and rejection)

A

• Children more likely to be rejected by peers -
– display behavioral/learning problems
– are aggressive
– disrupt group activities
Acceptance & rejection very important, affect later adjustment
– Reinforcement and Modeling Therapies(positive feedback for good behaviors)
– Cognitive Approaches to Social Skills Training
• Coaching
• Role-taking skills(focus on child’s perspective for others)

20
Q

Characteristics of effective schools

A

– Active, energetic principal
– Atmosphere that is orderly - not oppressive
– Empowered teachers involved in decision-making
– Teachers who have high expectations that children will learn
– Curriculum that emphasizes academics
– Frequent assessment of student performance
– Empowered students who participate in goal setting, making decisions, and engaging in cooperative learning activities

21
Q

Teacher expectations (pygmalion effect, self-fulfilling prophesy)

A

• Teachers with high expectations influence achievement.
self-fulfilling prophesy
– Teachers expect high performance - child performs accordingly
– Teacher expects low performance - child performs accordingly

22
Q

Rosenthal and Jacobson (1968)

A

told teachers one set of children were about to “blossom” intellectually during the current school year.
– Children made significant IQ gains

23
Q

Puberty and the feedback loop

A

– Hypothalamus ——>pituitary gland—->hormones that control physical growth and the gonads
– Gonads respond to pituitary hormones by increasing production of sex hormones
– Sex hormones further stimulate the hypothalamus, perpetrating the feedback loop

24
Q

Primary and secondary sex characteristics

A

• Primary sex characteristics – Involved in reproduction
– Females: ovaries, vagina, uterus, and fallopian tubes
– Males: penis, testes, prostate gland, and seminal vesicles
• Secondary sex characteristics
– Not directly involved in reproduction
– Breast development, deepening of the male voice, and the appearance of facial, pubic, and underarm hair

25
Q

Changes that occur in boys during puberty

A

Boys:
11 1/2: first signs of puberty accelerated growth of testes – accelerates testosterone production/other pubertal changes.
14-15: Underarm/facial hair, voice deepens
– growth of the “voice box” or larynx, lengthening of vocal cords.
• Male erections infrequent until age 13 or 14
– Begin to have nocturnal emissions about a year later
– At about 15: ejaculatory emissions contain mature sperm

26
Q

Changes that occur in girls during puberty

A

8-9: estrogen stimulates growth of breast tissue (breast buds).
– Breasts reach full size in about 3 years.
11: adrenal glands produce small amounts of androgens: underarm and pubic hair.
Estrogen causes the labia, vagina, and uterus to develop
11-14: 1st menarche

27
Q

Regulation of menstrual cycle

A

• Ovulation typically begins 12 to 18 months after menarche.
– Most menstrual cycles in first two years after menarche occurs without ovulation.
– If ovulating, a ripe ovum is released by the ovary when estrogen reaches peak blood levels.
• Average menstrual cycle is 28 days

28
Q

Nutrition during adolescence

A

• At peak of growth spurt, use twice as much
– Calcium (prevents osteoporosis)
– Iron
– Zinc
– Magnesium

29
Q

Eating Disorders

A

As young as 3 – prefer thin body ideal
— Early grade school – body image declines
— Preteens – dieting common
— Adolescence - very concerned with weight/appearance
50 years ago – BMI 10% less than average woman — Today – 31% less
• Anorexia nervosa
• Bulimia nervosa

30
Q

Piaget’s formal operations stage (cognitive abilities in hypothetical thinking, use of symbols)

A

FOS: begin as early as 11-12 Thinks flexibly & hypothetically, reached cognitive maturity
Hypothetical thinking: develop concept of “what might be”, try things out, become more realistic with their abilities, likes, etc
Use of symbols: Solving mental activities with “x”, manipulate symbols, analyze metaphors, limited thinking( crystal clear solutions)

31
Q

Imaginary audience, personal fable

A

Adolescent egocentrism:
• Imaginary audience: they they are on stage and everyone is watching/judging them
• Personal fable: “no one understands me”

32
Q

Marcia’s identity statuses (diffusion, foreclosure, moratorium, achievement)

A

Diffusion: cruising, not exploring or committing
Foreclosure: no exploring but committed
Moratorium: exploring but haven’t committed
Achievement: have explored and committed

33
Q

Ethnic identity (unexamined, identity search, achieved)

A

Phinney & Baldelomar (2011):
1) Unexamined ethnic identity (CRUISING)
• Similar to diffusion or foreclosure
2) Ethnic identity search(EXPLORING)
• Similar to moratorium
3) Achieved ethnic identity(COMMITTED)
• Involves a clear self-acceptance as a member of
one’s ethnic group
• Similar to identity achievement

34
Q

Relationships with parents and peers

A

Parents:
• Conflict occurs between what parent thinks they should control versus what teenager thinks they should control
-less conflict as teen gets older
-NOT in constant state of rebellion
Peers:
• Tend to have one or two “best friends” and several good friends
-High screen time

35
Q

Teenage pregnancy

A

• A great majority of adolescents in the United States who become pregnant do so accidentally
-U.S.: highest rates of teen pregnancy
• Causes for teen pregnancy
– Some get pregnant to rebel
– Some do to force partner to make commitment
– Most occur due to lack of knowledge of reproduction and/or contraception