HUMAN GROWTH AND DEVELOPMENT DUR DUR UDRUAUDR

Question 1

Erikson (Early Childhood)

Answer 1

3 to 6 years
Initiative versus guilt
Involves skill testing

Question 2

Erikson (Middle childhood)

Answer 2

7 to 12 years
Industry versus inferiority
Following adult reality and working toward desired
wants

Question 3

Age 2

Answer 3

-Picks up small objects with thumb and forefinger, feeds self with spoon
-walks unassisted, usually at 12 months
-rolls a ball or flings it awkwardly

Question 4

Age 4

Answer 4

-Cuts paper, approximates a circle
-walks down stairs, alternating feet
-catches and controls a large bounced ball across the body

Question 5

Age 5

Answer 5

-Prints name
-Walks without holding onto the railing
-Tosses ball overhand with bent elbows

Question 6

Age 6

Answer 6

-Copies two short words
-Hops on each foot for 1 meter but still holds the railing
-catches and controls a 10-inch ball in both hands with arms in front of the body.

Question 7

Threats to preschool physical skills

Answer 7

 Lack of outdoor play
Internet access
High-tech educational toys
Dangerous neighborhoods
 Lack of food; undernutrition
Stunting
Impairment of fine and gross motor skills
Fatigue that limits engagement with world

Question 8

Preoperational thinking

Answer 8

 3 to 7 years
 Captured by immediate appearances, believe that inanimate objects are alive and false appearances are true

Question 9

Concrete operational
thinking

Answer 9

 8 to 11 years
 Reason conceptually about concrete objects, cannot think abstractly

Question 10

Conservation tasks

Answer 10

Changing the shape of substances to see whether
children can go beyond the way that substance
visually appears to understand that the amount
remains the same

Question 11

Number (conversation task)

Answer 11

Ex:
BEFORE- (pennies) Are these two rows the same?
AFTER- Context: (one row is longer than the other, but equal amount of pennies) Now is the amount of money the same?

Question 12

Mass (conversation task)

Answer 12

Ex:
BEFORE- (balls of clay) Do these balls have the same amount of clay?
AFTER- Context: (One ball of clay is altered to look like a pancake, but still has the same amount as the one shaped like a ball) Now is the amount of clay the same?

Question 13

Volume or liquid (conversation task)

Answer 13

Ex:
BEFORE- (two glasses of the same size with liquid) Do these glasses have the same amount of juice?
AFTER- Context (One glass is more narrower and taller than the normal one, but both hold an equal amount of liquid) Now do these glasses hold the same amount of juice?

Question 14

Matter (conversation task)

Answer 14

Ex:
BEFORE- (two identical cubes of sugar) Do these cubes have the same amount of sugar?
AFTER- Context (One of the cube is dissolved in a cup of liquid) Now is there the same amount of sugar?

Question 15

Gross motor skills

Answer 15

Physical abilities that involve large muscle movements, such as running and jumping.

Question 16

Fine motor skills

Answer 16

Physical abilities that involve small, coordinated movements, such as drawing and writing one’s name.

Question 17

animism

Answer 17

refers to the difficulty young children have in sorting out what is really alive. Specifically, preschoolers see inanimate objects—such
as dolls or costumed figures—as having consciousness, too.

Question 18

egocentrism

Answer 18

young children believe that they are the literal center of the
universe, the pivot around which everything else revolves. Their worldview is characterized by egocentrism—the inability to understand that other people have different
points of view.

Question 19

Centering

Answer 19

Young children interpret things according to what first hits their eye, rather than taking in the
entire visual array

Question 20

Phonemes

Answer 20

Has trouble forming sounds
Ex: Baba, psghetti

Question 21

Morphemes

Answer 21

Uses few meaning units per
sentence
Ex: Me go home

Question 22

Syntax (Grammar)

Answer 22

Makes mistakes in applying
rules for forming sentences
Ex: Me come out

Question 23

Semantics

Answer 23

Has problems understanding
word meanings
Ex: Calls the family dog a horsey

Question 24

Overregularization

Answer 24

Puts irregular pasts and
plurals into regular forms
Ex: Foots; runned

Question 25

over/under extension

Answer 25

Applies verbal labels too broadly/ narrowly Ex: Calls every older man “grandpa”; tells another child he can’t have a grandpa because “grandpa” is the name for his grandfather alone

Question 26

Vygotsky’s zone of proximal development

Answer 26

 Child learning occurs best when adult creates instruction that matches child’s capacities.

Question 27

Scaffolding

Answer 27

-When the child becomes more competent, adults will usually back off slowly, allowing the child to make their own decisions based on their knowledge.  Adult uses scaffolding to promote independent performance.

Question 28

Theory of mind

Answer 28

 Understanding that other people have different beliefs and perspectives from their own  Typically achieved around age 4 or 5 years (universally)  Measured by false- belief task

Question 29

Prosocial behavior

Answer 29

Sharing, helping, and caring actions

Question 30

Empathy

Answer 30

-the ability to understand and share the feelings of another, due to having similar experiences.

Question 31

Sympathy

Answer 31

-is the more muted feeling that we experience for another human being. You feel terrible for your co-worker, but don’t feel her intense distress.

Question 32

Brain Development

Answer 32

Slow-growing frontal lobes spearhead growth of middle-childhood achievements.

Question 33

Synaptogenesis

Answer 33

- the formation of synapses, the points of contact where information is transmitted between neurons. - the process of making numerous connections, programs every skill—from Elissa’s vigorous push-ups to composing symphonies or solving problems in math

Question 33

Cerebral cortex

Answer 33

the outer, furrowed mantle of the brain, is the site of every conscious perception, action, and thought.

Question 34

Myelin Sheath

Answer 34

The axons form a fatty layer around their core. Just as a stream of water prevents us from painfully bumping down a water park slide, the myelin sheath is the lubricant that permits the neural impulses to speedily flow. This insulating layer may also determine which cells thrive

Question 35

Frontal Lobe pruning

Answer 35

-Extra neurons that are not needed are loss but are necessary for development. -voluntary movement, expressive language and for managing higher level executive functions

Question 36

self efficacy

Answer 36

-Promoting realistic self-esteem -Emphasizing effort - refers to our belief in our competence, our sense that we can be successful at a given task

Question 37

Harter's 5 areas

Answer 37

 Scholastic competence  Behavioral conduct  Athletic skills  Peer likeability  Physical appearance

Question 37

Children with internalizing problems (low self esteem risk)

Answer 37

-Can read failure into everything and have overly low self-esteem. -Continue to fail because they decide that they cannot succeed, and stop working.

Question 38

Children with externalizing problems (High self esteem risk)

Answer 38

-May ignore real problems and have unrealistically high self-esteem. -Continue to fail because they don’t see the need to improve.

Question 39

initiative vs guilt

Answer 39

Initiative leads to a sense of purpose and can help develop leadership skills; failure results in guilt. Essentially, kids who don't develop initiative at this stage may become fearful of trying new things. When they do direct efforts toward something, they may feel that they are doing something wrong.

Question 40

industry vs inferiority

Answer 40

Erik Erikson’s term for the psychosocial task of middle childhood involving managing our emotions and realizing that real-world success involves hard work

Question 41

Proactive aggression

Answer 41

refers to hurtful behavior that is initiated to achieve a goal. Johnny kicks Manuel to gain possession of the block pile. Sally spreads a rumor about Moriah replacing her as Sara’s best friend.

Question 42

Reactive aggression

Answer 42

occurs in response to being hurt, threatened, or deprived. Manuel, infuriated at Johnny, kicks him back.

Question 43

Relational aggression

Answer 43

acts designed to hurt our relationships. Not inviting Sara toa birthday party, spreading rumors, or tattling on a disliked classmate allqualify as relationally aggressive acts

Question 44

Bullying

Answer 44

Occurs when one or more children (or adults) harass or target a specific child for systematic abuse

Question 45

Bully-victims

Answer 45

Includes exceptionally aggressive children (with externalizing disorders) who repeatedly bully and get victimized

Question 46

Bully-victims

Answer 46

Includes exceptionally aggressive children (with externalizing disorders) who repeatedly bully and get victimized

Question 47

Cyberbullying

Answer 47

Involves systematic harassment conducted through electronic media

Question 48

Bystander behavior

Answer 48

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

Question 49

microsystem

Answer 49

This includes the child’s immediate environment and includes parents, siblings, friends, classmates, teachers, and other people that children directly interact with in their community.

Question 50

exosystem

Answer 50

This includes social structures that indirectly affect a child through their influences on different microsystems. For example, this might include parental work, neighborhoods, popular media, and the microsystems of peers.

Question 51

authoritative parents

Answer 51

In the parenting-styles framework, the best possible childrearing style, in which parents rank high on both nurturance and discipline, providing both love and clear family rules.

Question 52

authoritarian parents

Answer 52

In the parenting-styles framework, a type of child-rearing in which parents provide plenty of rules but rank low on child-centeredness, stressing unquestioning obedience.

Question 53

permissive parents

Answer 53

In the parenting-styles framework, a type of child-rearing in which parents provide few rules but rank high on child-centeredness, being extremely loving but providing little discipline.

Question 54

rejecting-neglecting parents

Answer 54

In the parenting-styles framework, the worst child-rearing approach, is in which parents provide little discipline and little nurturing or love.

Question 55

Resilient Children

Answer 55

confront terrible conditions such as parental abuse, poverty, and war and go on to construct successful, loving lives.

Question 56

Secular Trend

Answer 56

-Declining age of puberty -Menarche (first menstruation) -Today about 1 in 5 European American girls begin breast development as young as age 8.

Question 57

onset

Answer 57

 Exploring sexual desire  Onset is tied to output of adrenal androgens and testosterone production (around age 10).  Teenagers  Threshold androgen level primes initial feelings.  Environmental feedback heightens interest in sex.

Question 58

Primary sexual characteristics

Answer 58

refer to the body changes directly involved in reproduction. The growth of the penis and menstruation are examples of primary sexual characteristics

Question 59

Secondary sexual characteristics

Answer 59

is the label for the hundreds of other changes that accompany puberty, such as breast development, the growth of pubic hair, voice changes, and alterations in the texture of the skin.

Question 60

HPG

Answer 60

-Hypothalamus, Pituitary gland, gonads -increase production of hormones to create primary/secondary characteristics -The three-phase hormonal sequence that triggers puberty

Question 61

Anorexia nervosa

Answer 61

the most serious eating disorder, is defined by self-starvation—specifically to the point of being 85 percent of one’s ideal body weight or less.

Question 62

Bulimia nervosa

Answer 62

is typically not life-threatening because the person’s weight often stays within a normal range. However, because this disorder involves frequent binging (at least once weekly eating sprees in which thousands of calories may be consumed in a matter of hours) and either purging (getting rid of the food by vomiting or misusing laxatives and diuretics) or fasting, bulimia can seriously compromise health. In addition to producing deficiencies of basic nutrients, the purging episodes can cause mouth sores, ulcers in the esophagus, and the loss of tooth enamel due to being exposed to stomach acid.

Question 63

Binge eating disorder

Answer 63

involves recurrent out-of-control eating. The person wolfs down huge quantities of food and then is wracked by disgust, guilt, and shame

Question 64

Piaget (Classic theory of teenage thinking)

Answer 64

 Formal operational thinking  Ability to think logically about concepts and hypothetical possibilities  Ability to think scientifically  Application to real life  Considering and debating controversial issues  Planning for future life  Behaving like adults  Criticism  Formal operational reasoning not universal; societal influences

Question 65

Kohlberg (Classic theory of teenage thinking)

Answer 65

-during adolescence we become capable of developing a moral code that guides our lives.  Preconventional thought : A person operates according to a “Will I be punished or rewarded?” mentality.  Conventional thought: : Person’s morality centers on the need to obey society’s rules  Postconventional thought: : Person has a personal moral code that transcends society’s rules.

Question 66

Elkind (Classic theory of teenage thinking)

Answer 66

-Elkind  Awareness of difference between what adults say and do emerges  Sensitivity to what others think  Adolescent egocentrism  Linked to ability to evaluate adult world and society  Includes imaginary audience and personal fable

Question 67

Peer influence

Answer 67

 ... adolescents make riskier decisions when they are with their peers?  Research suggests that being with peers has enormous effect on young teens.  Reckless driving  Binge drinking

Question 68

Mental health

Answer 68

 Illegal acts accelerate when people reach their 20s.  Few suicides, but 1 in 6 U.S. teens considered it.  Self-mutilation is more prevalent.  Non-suicidal self-injury: Cutting, mutilating one’s body  Bullying; depression

Question 69

Adolescent-limited turmoil

Answer 69

antisocial behavior that is specific to adolescence and does not persist later in adult life

Question 70

Life-course difficulties

Answer 70

antisocial behavior that persists into adult life

Question 71

intrinsic motivation

Answer 71

The drive to act based on the pleasure of taking that action in itself, not for an external reinforcer or reward.

Question 72

extrinsic motivation

Answer 72

The drive to take an action because that activity offers external reinforcers such as praise, money, or a good grade.

Question 73

Physical abuse

Answer 73

refers to bodily injury that leaves bruises. It encompasses everything from overzealous spanking to battering that may lead to a child’s death.

Question 74

Neglectful abuse

Answer 74

refers to caregivers’ failure to provide adequate supervision and care. It might mean abandoning the child, not providing sufficient food, or failing to enroll a son or daughter in school.

Question 75

Emotional abuse

Answer 75

refers to continual shaming or terrorizing or exploiting a child

Question 76

Sexual abuse

Answer 76

covers the spectrum from rape and incest to fondling and exhibitionistic acts.

Question 77

Effects of child abuse

Answer 77

-Suffers from externalizing and internalizing problems -most get rejected by their peers -may compromise frontal lobe impairment. -those who were sexually abused can have changes to their DNA from epigenetic causes. -depression, substance abuse -may develop heart diseases -most will grow up to abuse their own children