Middle and Late Childhood

Question 1

wrestling, kicking, tumbling, grappling, and chasing, accompanied by laughing and screaming

Answer 1

 Rough-And-Tumble Play

Question 2

occasional, short-term conditions, such as infections and warts

Answer 2

o Acute Medical Conditions

Question 3

physical, developmental, behavioral, or emotional conditions that persists 3 months or more such as asthma and diabetes

Answer 3

o Chronic Medical Conditions

Question 4

chronic, allergy-based respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing

Answer 4

o Asthma
 Caused by genetics, smoke exposure, low levels of vitamin D

Question 5

one of the most common diseases in school-aged children

Answer 5

o Diabetes
 Characterized by high levels of glucose in the blood as a result of defective insulin production, ineffective insulin action, or both
 Type 1: result of an insulin deficiency that occurs when insulin-producing-cells in the pancreas are destroyed
 Type 2: characterized by insulin resistance and used to be found mainly in overweight and older adults

Question 6

– high blood pressure; children with hypertension are more likely to have learning disabilities and may have problems with executive functioning

Answer 6

o Hypertension

Question 7

o Children can now think logically because they can take multiple aspects of situations into account

Answer 7

Concrete Operational

Question 8

allows to interpret maps and navigate environment

Answer 8

 Spatial concepts

Question 9

makes judgement about cause and effects

Answer 9

 Causality

Question 10

– arranging objects in a series according to one or more dimensions

Answer 10

 Seriation

Question 11

– e.g. A < B < C

Answer 11

 Transitive Inferences/Transivity

Question 12

ability to see the relationship between a whole and its parts, and to understand categories within a whole

Answer 12

 Class Inclusion

Question 13

involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole

Answer 13

 Inductive Reasoning

Question 14

starts with a general statement about a class and applies it to particular members of the class

Answer 14

 Deductive Reasoning
 Piaget believed that children in the concrete operations stage only used inductive reasoning

Question 15

 Principle of Identity: still same object even tho it has different appearance
 Principle of Reversibility: can picture what would happen if he tried to roll back the clay of snake
 Decenter: ability to look at more than one aspect of the two objects at once

Answer 15

Conservation

Question 16

– the conscious control of thoughts, emotions, and actions to accomplish goals or solve problems

Answer 16

o Executive Function

Question 17

– the ability to deliberately direct one’s attention and shut out distractions

Answer 17

 Selective Attention

Question 18

the voluntary suppression of unwanted responses

Answer 18

 Inhibitory control

Question 19

o The efficiency of working memory increases greatly in middle childhood T or F?

Answer 19

True! ALANGAN?!

Question 20

strategy to aid memory

Answer 20

o Mnemonic Device

Question 21

– writing down things to remember

Answer 21

o External Memory Aids

Question 22

conscious repetition

Answer 22

o Rehearsal

Question 23

placing information into categories

Answer 23

o Organization

Question 24

children associate items with something else

Answer 24

o Elaboration

Question 25

– the knowledge of and reflection about memory processes

Answer 25

o Metamemory

Question 26

most widely used individual test  Another common test is Stanford-Binet Intelligence Scales

Answer 26

o Wechsler Intelligence Scale for Children (WISC-IV

Question 27

a popular group tests for kindergarten thru Grade 12 o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know o Cortical thickness is influenced by genes

Answer 27

o Otis-Lennon School Ability Test o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know o Cortical thickness is influenced by genes

Question 28

conventional intelligence tap only three types of intelligence: linguistic, logical-mathematical, and to some extent spatial

Answer 28

o Theory of Multiple Intelligence

Question 29

– intelligence consists of three elements: a. Componential: analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results b. Experiential: insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together c. Contextual: practical, helps people deal with their environment; the ability to size up situation and decide what to do

Answer 29

o Triarchic Theory of Intelligence

Question 30

an individual test for ages 3-18, designed to evaluate cognitive abilities in children with diverse needs and from varying cultural and linguistic backgrounds

Answer 30

o Kaufman Assessment Battery for Children (K-ABC-II)

Question 31

an individuals belief that they can execute behaviors necessary to attain specific performance

Answer 31

o Self-Efficacy o Doing well in school increases self-efficacy o Girls tend to do better in school than boys o Children who are disliked by their peers tend to do poorly in school o Many educators argue that smaller classes benefit students

Question 32

significantly subnormal cognitive functioning

Answer 32

o Intellectual Disability

Question 33

difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

Answer 33

o Learning Disabilities

Question 34

most commonly diagnosed LD; severe impairment in their ability to read and spell

Answer 34

a. Dyslexia

Question 35

difficulty in handwriting

Answer 35

b. Dysgraphia

Question 36

developmental arithmetic disorder

Answer 36

c. Dyscalculia

Question 37

most common mental disorder in childhood

Answer 37

o ADHD

Question 38

Pervasive Developmental Disorder

Answer 38

o Autism Spectrum Disorder

Question 39

severe developmental ASD that has onset during the first 3 yrs of life

Answer 39

 Autistic Disorder

Question 40

mild ASD

Answer 40

 Asperger Syndrome

Question 41

the ability to see things in a new light-to produce something never seen before or to discern problems others fail to recognize and find new and unusual solutions

Answer 41

o Creativity

Question 42

seeks single correct answer

Answer 42

o Convergent Thinking

Question 43

involves coming up with wide array of fresh possibilities

Answer 43

o Divergent Thinking

Question 44

: broad, inclusive self-concepts that integrate various aspects of the self

Answer 44

o Representational Systems

Question 45

children that aren’t allowed to “be children” and push into one area of competence

Answer 45

o Maladaptive Tendency: Narrow Virtuosity

Question 46

– suffer from inferiority complexes

Answer 46

o Malignant Tendency: Inertia

Question 47

– voluntary control of emotions, attention, and behavior

Answer 47

o Emotional Self-Regulation

Question 48

broad categories that reflect general impressions and beliefs about males and females

Answer 48

o Gender Stereotypes

Question 49

children and parents share power

Answer 49

o Coregulation

Question 50

anxiety, fear, depression-anger turned inward

Answer 50

 Internalizing behaviors

Question 51

aggression, fighting, disobedience, hostility

Answer 51

 Externalizing behaviors

Question 52

unfavorable attitudes towards outsiders

Answer 52

o Prejudice

Question 53

asking children who they like to play with, they like the most, or who they think other kids like the most

Answer 53

o Positive Nomination

Question 54

opposite of positive nomination

Answer 54

o Negative Nomination

Question 55

measures that is composed of positive nominations, negative nominations or no nominations

Answer 55

o Sociometric Popularity

Question 56

frequently nominated as bestie and rarely disliked by peers

Answer 56

o Popular Children

Question 57

receive an average no of both positive and negative nominations

Answer 57

o Average children

Question 58

infrequently nominated as bestie but not really disliked

Answer 58

o Neglected Children

Question 59

disliked by peers

Answer 59

o Rejected Children

Question 60

frequently nominated both bestie and most disliked

Answer 60

o Controversial Children o Unpopular children can make friends but they tend to have fewer friends and they prefer younger ones

Question 61

aimed at achieving an objective  Proactive  View force and coercion as effective ways to get what they want

Answer 61

o Instrumental Aggression

Question 62

– intended to hurt another person  Reactive

Answer 62

o Hostile Aggression

Question 63

quickly conclude, in ambiguous situations that others were acting with ill intent and are likely to strike out in retaliation or self-defense

Answer 63

o Hostile Attributional Bias

Question 64

– aggression that is deliberately, persistently directed against a particular target

Answer 64

o Bullying

Question 65

– pattern of defiant, disobedience, and hostility towards adult authority figures lasting at least 6 months

Answer 65

o Oppositional Defiant Disorder

Question 66

persistent, repetitive pattern, beginning at an early age of aggressive, antisocial acts, such as truancy, setting fires, habitual lying, etc.

Answer 66

Conduct Disorder

Question 67

unrealistic fear of going to school

Answer 67

o School Phobia

Question 68

excessive anxiety for at least 4 weeks concerning separation from home or from people to whom the child is attached

Answer 68

o Separation Anxiety Disorder

Question 69

children worry about everything, tends to be self-conscious, self-doubting, and excessively concerned with meeting the expectations of others

Answer 69

o Generalized Anxiety Disorder

Question 70

extreme fear and/or avoidance of social situations such as speaking in class

Answer 70

o Social Phobia or Social Anxiety

Question 71

obsessed by repetitive, intrusive thoughts, image, or impulses, or may show compulsive behaviors

Answer 71

o Obsessive-Compulsive Disorder

Question 72

disorder of mood that goes beyond normal, temporary sadness

Answer 72

o Childhood Depression

Question 73

are those who weather circumstances that might blight others, who maintain their composure and competence under challenge or threat

Answer 73

o Resilient Children

Question 74

o Two most important protective factors

Answer 74

Good family relationship and cognitive functioning

Question 75

lowest level  Children interpret good and bad in terms of rewards and punishments  Or they are nice to others so that others will be nice for them

Answer 75

Pre-conventional Reasoning

Question 76

individuals abide by certain standards, but they are the standards of the others, either by parents or the society

Answer 76

Conventional Reasoning

Question 77

highest level

Answer 77

Post-conventional Reasoning  Morality is more internal  Individuals engage deliberate checks on their reasoning to ensure that it meets high ethical standards

Question 78

moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationship with others, and concerns for others.

Answer 78

o Care Perspective

Question 79

there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains

Answer 79

o Domain Theory of Moral Development

Question 80

focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

Answer 80

Social Conventional Reasoning

Question 81

focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

Answer 81

o Social Conventional Reasoning

Question 82

pattern of moral characteristics that is distinctively their own

Answer 82

o Moral Personality

Question 83

when moral notions and moral commitments are central to their lives

Answer 83

a. Moral Identity

Question 84

has willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally

Answer 84

b. Moral Character

Question 85

still same object even though it has different appearance

Answer 85

 Principle of Identity:

Question 86

can picture what would happen if he tried to roll back the clay of snake

Answer 86

 Principle of Reversibility

Question 87

ability to look at more than one aspect of the two objects at once

Answer 87

 Decenter

Question 88

: analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results

Answer 88

Componential

Question 89

insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together

Question 90

insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together

Answer 90

Experiential

Question 91

practical, helps people deal with their environment; the ability to size up situation and decide what to do

Answer 91

Contextual