Middle childhood

Question 1

industry

Answer 1

developing a sense of competence at useful skills and tasks.

school provides many opportunities

Question 2

Erikson’s theory

Answer 2

industry vs. inferiority

Question 3

inferiority

Answer 3

pessimism and lack of confidence in own ability to do things well.
family environment teachers and peers can contribute to negative feelings.

Question 4

self concept

Answer 4

more refined, perspective taking, real self vs ideal self

Question 5

self concept: cognitive

Answer 5

reasoning, experience, behaviors.

Question 6

self concept: social

Answer 6

parental support and peer social groups

Question 7

self concept: cultural

Answer 7

varies between cultures
asian- harmonious interdependence
western- independence and self assertion
collectivist subcultures- group social traits

Question 8

self esteem in middle childhood

Answer 8

hierarchically structured, drops first few years then rises

Question 9

self esteem categories

Answer 9

academic, social, athletic, physical apperance.

Question 10

influences on self esteem

Answer 10

culture and gender

Question 11

having authoritative parents=

Answer 11

high self esteem

Question 12

having controlling parents =

Answer 12

harms self esteem

Question 13

achievement related attribution two parts

Answer 13

mastery oriented, learned helplessness

Question 14

mastery oriented

Answer 14

attribute success to ability, incremental view of ability, can improve by trying, focus on learning goals

Question 15

learned helplessness

Answer 15

attribute failure to ability, fixed view of ability cannot be changed, focus on performance goals

Question 16

fostering a mastery oriented approach

Answer 16

cultures affect a child’s development if learned helplessness

Question 17

preventing learned helplessness

Answer 17

provide a positive learning environment, be encouraging, send clear messages, small class sizes, cooperative learning

Question 18

piaget’s concrete operational stages

Answer 18

conservation-reversibility, classification, seriation- transitive inference, spatial reasoning

Question 19

conservation

Answer 19

capable of focusing on several aspects of a problem and relating them. they obey logical rules

Question 20

reversibility

Answer 20

think through a series of steps then do them in reverse order.

Question 21

classification

Answer 21

putting things in their categories

Question 22

seriation

Answer 22

order items along a quanitative dimension. example: length or weight

Question 23

transitive inference

Answer 23

being able to know that one stick is longer than another. also putting them in order

Question 24

spatial reasoning

Answer 24

understanding space. also called cognitive maps. mental representations.

Question 25

information processing perspective

Answer 25

examines separate aspects of thinking

Question 26

brain development is keyed to

Answer 26

speed, capacity, and inhibition

Question 27

memory strategies

Answer 27

rehearsal, organization, elaboration

Question 28

cognitive self regulation

Answer 28

process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts

Question 29

self monitoring

Answer 29

takes control of learning

Question 30

whole language approach

Answer 30

from the beginning children should be exposed to whole text

Question 31

phonics approach

Answer 31

translating written symbols into sounds then they recieve reading materials

Question 32

metalinguistic awareness

Answer 32

the ability to think about language as a system children learn 20 new words a day

Question 33

traditional classroom

Answer 33

teacher is the sole authority for knowledge, rules and decision making progress is evaluated by how they keep up

Question 34

constructivist classroom

Answer 34

encourages students to construct their knowledge. piaget, learning centers, small groups, problem solving

Question 35

social constructivist classroom

Answer 35

children participate in challenging activities. advances in cognitive and social development