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Developmental Psychology > Middle and Late Childhood > Flashcards

Middle and Late Childhood Flashcards

Physical change (87 cards)

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1
Q

Linked to cognitive development?

A

Changes in brain

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2
Q

It is responsible for attention, reasoning, and cognitive control.

A

Prefrontal cortex

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3
Q

It is process in which areas of the brain that are not being used lose synaptic connections, and areas that are used show increased connections.

A

Synaptic Pruning

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4
Q

During middle and late childhood, children’s motor skills become more?

A

Refined and Coordinated

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5
Q

Linked to children’s cognitive skills?

A

Aerobics exercise

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6
Q

Health Illness and Disease

A

Accidents and injuries
Overweight children
Cause of children being overweight
Consequences of being overweight
Intervention programs
Cardiovascular disease
Asthma

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7
Q

The ability to focus cognitive activity on the important elements of a problem or situation.

A

Selective attention

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8
Q

Part of the brain where sensory, motor and intellectual functions are linked-are myelinated

A

Association areas

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9
Q

Ability to identify and act on relationships between objects in space.

A

Spatial perception

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10
Q

Ability to identify right and left from
multiple perspectives.

A

Relative right–left orientation

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11
Q

Ability to infer rules from and make predictions about
the movement of objects in space

A

Spatial cognition

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12
Q

Ability to infer rules from and make predictions about
the movement of objects in space

A

Spatial cognition

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13
Q

Difficulty in understanding or using spoken or
written language or in doing mathematics, and the difficulty can appear in listening, thinking, reading, writing, and spelling.

A

Specific Learning Disability

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14
Q

individuals who have a severe impairment in their ability to read and spell.

A

Dyslexia

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15
Q

a learning disability that involves difficulty in handwriting

A

Dysgraphia

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16
Q

also known as developmental arithmetic disorder, is a learning disability that involves difficulty in math computation

A

Dyscalculia

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17
Q

disability in which children consistently show one or more of the following characteristics:

  1. inattention
  2. hyperactivity
  3. impulsivity
A

Attention Deficit Hyperactivity Disorder (ADHD)

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18
Q

serious, persistent problems that involve
relationships, aggression, depression, fears
associated with personal or school matters, as
well as other inappropriate socioemotional
characteristics

A

Emotional and Behavioral Disorders

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19
Q

also called pervasive developmental
disorders.

A

Autism Spectrum Disorders (ASD)

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20
Q

severe spectrum disorder that has its onset in the
first three years of life and includes deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior.

A

Autistic Disorder

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21
Q

relatively mild autism spectrum disorder in which the child has relatively good verbal language skills, milder nonverbal language problems, and a restricted
range of interests and ralationships.

A

Asperger Syndrome

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22
Q

internal cognitive structure that provides an individual with a procedure to follow in a specific circumstance.

A

Scheme.

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23
Q

it is the process of using schemes to make sense of
experiences

A

Assimilation

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24
Q

involves changing the scheme as a result of
some new information acquired through
assimilation

A

accommodation

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25
it is the process of balancing assimilation and accommodation to create schemes that fit the environment.
Equilibration
26
during which 6- to 12-year-olds begin to think logically and become capable of solving problems
Concrete Operational Stage
27
in which adolescents learn to think logically about abstract ideas and hypothetical situations. (12 yrs and above)
Formal operational stage
28
A theory of learning that explains how stimuli that enter our memory systems are selected and organized for storage and retrieved from memory.
Information-processing
29
Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems.
Executive Function
30
The process by which information is initially encoded, stored, and retrieved.
Memory
31
Memory Process
Encoding Consolidation Storage Retrieval
32
Recording in memory
Encoding
33
Strengthening memories
Consolidation
34
Saved in memories
Storage
35
Brought into awareness
Retrieval
36
Memory Development
Sensory memory Working memory Short-term memory Long-term memory
37
Brief storage of sensory information
Sensory memory
38
Actively using memory for tasks
Working memory
39
Holding small bits of information for a short time
Short-term memory
40
Permanent storage of information
Long-term memory
41
Memory strategies
Mnemonic devices Metamemory Fuzzy trace theory
42
A strategy to aid memory
Mnemonic devices
43
Mnemonic devices
External Memory Aids Organization Rehearsal Elaboration
44
Using tools such notes and lists
External Memory Aids
45
Repeating information
Rehearsal
46
Grouping similar information
Organization
47
Adding meaning or associations to information
Elaboration
48
•Awareness of one's own memory abilities and processes •Helps children monitor their memory and improve retention
Metamemory
49
Cognitive theory that explains how people process and store memories
Fuzzy Trace Theory
50
The precise, detailed recollection of information
Verbatim memory trace
51
Involves remembering the general meaning of an experience, without focusing on the exact details
Gist memory
52
It focuses on the physical and mental aspects of our bodies. This includes our reflexes which occur when certain stimuli trigger an instinctive response. He also discusses how we adapt to certain situations using assimilation and accomodation.
Biological Approach
53
The succession of stages involves the movement through four stages that Piaget has set and defined. Children must move through these stages during their childhood. These include Sensorimotor, Preoperational, Concreteoperational, and Formal operational.
Succession of stages
54
Piaget defined _________ as something actively constructed by individuals through their interaction with the would. It evolves thru processes like assimilation and accommodation, becoming more complex as people progress through different cognitive stages.
Knowledge
55
Piaget focuses on the highest level of functioning that can occur at a specific stage. Although Piaget has approximate ages assigned to stages, a child's competence is only measured by what stage they are in, not by age. If the child can only perform tasks that are at the preoperational stage, that is the highest level the child is at regardless of age.
Intellectual Competence
56
Refers to individuals whose intellectual abilities fall significantly above or below the average range
Extremes of intelligence
57
Children with significantly above- average intelligence (usually an IQ of 130 or higher) often require educational programs to keep them engaged and challemged.
Intellectual giftedness
58
Children with low intellectual functioning face challemges in both academic and social areas, requiring tailored educational support and services to succeed.
Intellectual Disabilities
59
Children also make progress in understanding how to use language in culturally appropriate ways—a process called _________
Pragmatics
60
it stresses that reading instruction should parallel children’s natural language learning.
Whole-language approach
61
emphasizes that reading instruction should teach basic rules for translating written symbols into sounds.
Phonics approach
62
Children develop a sense of their own competence through the achievement of culturally defined learning goals.
Industry vs. Inferiority
63
the origin of the differences in emotional responses to childhood experiences that shape development and self-perceived competence.
trait perspective’s theory
64
stable pattern of responding to situations.
Trait
65
Five Personality Range
Openness Conscientiousness Extroversion Agreeableness Neuroticism
66
__________ proposed that the emotions described by psychoanalytic theorists and the stable patterns of responding that have been identified by trait theorists, together with cognitive factors, constitute one of three interactive components that influence social and personality development. ______ referred to this component as the person/personal component.
Albert Bandura
67
personal, behavioral, and environmental components interact in a pattern, with each of the three components influencing and being influenced by each other.
Reciprocal determinism
68
Bandura’s Theory
Behavior >Environment>Personal
69
domain specific evaluations of the self ( academic, athletic , appearance and so on)
Self concept
70
Self concept include two new components:
Psychological Self Personality traits
71
-starts to understand their own personality and abilities -basic information about their unique characteristics - self-judgments of competency
Psychological Self
72
-This is the belief that one can master a situation and produce favorable outcomes -an individual’s belief in her capacity to cause an intended event to occur.
Self-efficacy
73
child can have an accurate view of her personality traits, and even have a solid sense of self-efficacy, but still fail to value herself as an individual. Developmentalists have studied another aspect of self-concept development in middle childhood, the emergence of the valued self.
Valued Self
74
global evaluations of the self; it is also called self-worth or self-image (a child may perceive that she is not merely a person but a 'good' person).
Self-esteem
75
These are important characteristics of children's wellbeing
Self-efficacy and Self-esteem
76
domain-specific evaluations of the self (academic, athletic, appearance, and so on).
Self-concept
77
refers to the different psychological processes that influence how people process, interpret, and respond to social signals. These processes allow people to understand social behavior and respond in ways that are appropriate and beneficial.
Social Cognition
78
children grow up receiving praise for mediocre or even poor performance which is can lead to ______
Inflated self-esteem
79
Advances of social cognition
1. Neuroscientific insights 2. Theories of mind 3. Emotional intelligence 4. Stereotyping 5. Social media and online interactions 6. Cross cultural perspectives
80
The ability to conform to parental standards of behavior without direct supervision.
Self-regulation
81
one of the first to study children’s understanding of friendships.
Social-cognitive researcher Robert Selman
82
is aimed at damaging the other person’s self- esteem or peer relationships, such as by ostracism or threats of ostracism, cruel gossip, or facial expressions of disdain.
Relational aggression
83
aggression to get back at someone who has hurt you.
Retaliatory aggression
84
complex form of aggression in which a __ routinely aggresses against one or more habitual victims.
Bullying
85
a psychological disorder in which children’s social and/or academic functioning is impaired by patterns of antisocial behavior that include bullying, destruction of property, theft, deceitfulness, and/or violations of social rules
Conduct disorder
86
show no differences in sociability or other traits compared to their popular peers Their status seems to be a function of the situational factors that are part of a particular context.
Neglected children
87
• Impacts cognitive development, health, and emotional well-being • Limited access to education, resources, and extracurricular activities
Poverty

Developmental Psychology (4 decks)

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