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PSYC1201 > Midterm 2 Review > Flashcards

Midterm 2 Review Flashcards

1
Q

Pace of physical development

A
  • dramatic gains in height show in the childs first two years
  • growth rate slows during preschool years
  • girls and boys tend to gain about 5-8 cm in height per year and weight remain fairly even at 2-3 kg per year
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2
Q

Brain plasticity

A

brain’s ability to compensate for injuries to particular parts of the brain

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3
Q

Myelination

A

the increase in brain size is due in part to the continuing myelination of nerve fibres. Completion of myelination of the neural pathways that link the cerebellum to the cerebral cortex facilitates development of fine motor skills, balance and coordination

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4
Q

Gross Motor Skills

A

involving large muscles used in locomotion

  • girls slight advantage in balance and precision
  • boys slight advantage in throwing and kicking
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5
Q

Time spent in physical activity

A
  • preschoolers spend an average of more than 25 hours a week in large-muscle activity
  • motor activity level declines after 2-3 years of age; children less restless and can sit longer
  • between 2-4 years of age increase, sustained focused attention
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6
Q

Rough and tumble play

A

consists of running, chasing, fleeing wrestling, hitting with an open hand, laughing, and making faces

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7
Q

Symbolic Play (preoperational phase)

A
  • language ability is the greatest symbolic acitvity during this stage
  • is engaged in from 15 months of age
  • increases in complexity as childs age
    65% of preschoolers have imaginery friends
  • play in which children make believe that objects and toys are other than what they are. Also called pretend play
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8
Q

Egocentrism

A
  • once dimensional thinking
  • piaget used “three mountains” test to measure it
  • putting oneself at the centre of things such that one is unable to perceive the world from another person’s point of view
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9
Q

conservation

A
  • law that holds that properties of substances such as volume, mass and number remain the same even if you change their shape or arrangement
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10
Q

Overregularizaton

A
  • the application of regular grammatical rules for forming inflections to irregular verbs and nouns
  • children acquire grammatical rules as they learn language; young ages apply rules rigidly
  • reflects accurate knowledge of grammar
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11
Q

Characteristics of warm parents

A
  • affectionate

child develops an internal standard of conduct and morals

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12
Q

Authoritative and authoritarian parenting

A

authoritative - a child-rearing style in which parents are restrictive and demanding yet communicative and warm

Authoritarian - a child-rearing style in which parents demand submission and obedience

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13
Q

Power assertive parents

A
  • physical punishment & denial of privileges
  • rationalize physical punishment due to noncompliance of children
  • child is less likely to develop internal standards of conduct
  • parental rejection and punishment linked with aggression and delinquency
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14
Q

Permissive-indulgent parents

A

child rearing style in which parents are warm and not restrictive

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15
Q

Regression examples

A

return to behaviour characteristics of earlier sages of development

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16
Q

Piaget’s four types of play

A

Functional play - beginning in the sensorimotor stage, the first kind of play involves repetitive motor activity, such as rolling a ball or running and laughing

Symbolic play - also called pretend play, imaginative play or dramatic play emerges toward the end of the sensorimotor stage and increases during early childhood. In symbolic play children create settings, characters and scripts

Constructive play - children use objects or materials to draw or make something such as a tower of blocks

Formal games - games with rules include board games, which are sometimes enchanced or invented by children and games involving motor skills, such as marbles and hopscotch, ball games involving sides or teams and video games. Such games may involve social interaction as well as physical activity and rules. People play such games for a lifetime.

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17
Q

Prosocial behaviour

A

also known as altruism , refers to behaviour that is intended to benefit another without expectation of reward. This includes sharing, cooperating and helping and comforting others in distress

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18
Q

Theories of aggression

A

genetic factors may be involved in aggressive behaviour, including criminal and antisocial behaviour.

Social cognitive explanations of aggression focus on environmental factors such as reinforcement and observational learning

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19
Q

ADHD characteristics

A

a disorder characterized by excessive inattention, impulsiveness and hyperactivity

20
Q

Causes of dyslexia

A

Sensory and neurological problems contribute to these difficulties with reading, genetic factors appear to account for this disorder.

21
Q

Characteristics of concrete operational child

A

age 7-12

  • thought is reversible and flexible
  • less egocentric and are able to engage in decentration (focus on multiple parts of problem at once)
22
Q

Seriation

A
  • ability to place objects in a series by age, height, weight
  • children can seriate two dimensions at once
23
Q

Class inclusion

A
  • focusing on two subclasses and larger subclass at subclass at the same time
  • concrete - operational children understand class inclusions
24
Q

Postconventional reasoning

A

Kohlberg’s theory - children base moral judgements on the consequences of their behaviour. Stage 1: toward being obedient and punishment. Stage 2: good behaviour allows people to satisfy their own needs and the needs of others

  • moral reasoning is based on person’s own moral standards
  • adolescents and adults participate in moral reasoning at this level
25
Q

Elaborative strategy

A
  • relating new material to known material

- a method for increasing retention of new information by relating it to well-known information

26
Q

Multiple intelligences

A

verbal ability, logical-mathematical reasoning, spatial intelligence, bodily-kinaesthetic, musical, interpersonal, and personal knowledge

27
Q

mental age

A
  • shows the intellectual level at which a child is functioning
28
Q

Culture free intelligence tests

A
  • reasoning through a progression of geometric designs
  • middle-class children still outperform lower-class children
  • test do not predict academic success as well as other tests
29
Q

Divergent vs. convergent thinking

A

convergent thinking - process children use to answer questions on an IQ test
Divergent thinking - child associates freely to the elements of the problem; more creative

30
Q

Teacher expectations

A
  • teachers with high expectations influence achievement

- negative responses such as criticism, ridicule, threat or punishment impede learning

31
Q

Sexism in the classroom

A

Girls

  • treated unequally by their teachers, male peers and the school curriculum
  • paid less attention to in math, science and technology

Boys dominate classroom communication, call out answers 8 times more than girls

  • calling out accepted by boys, girls reminded to raise their hands
  • teachers unaware until they saw the video of themselves
32
Q

Origins of and treatment of conduct disorder (2 questions)

A
  • child persistently breaks rules or violates the rights of others
  • exhibits behaviour such as lying, stealing, fire setting, truancy, cruelty to animals, and fighting
  • emerges by age 8; more prevalent in boys than girls
  • more likely to engage in sexual activity before puberty, more likely to smoke before puberty, drink and abuse other substances

CAUSES:
- genetics, antisocial family members, deviant peers, inconsistent discipline, parental insensitivity to child’s behaviour, physical punishment and family stress

TREATMENT:
- parent training, consequences for unacceptable behavior, teaching methods for coping with feelings of anger that will not violate others, and rewards for positive social behaviour

33
Q

Childhood depression - features and attributional style (2 questions)

A
  • child feels sad, may poor appetite, insomnia, lack of energy and inactivity, loss of self-esteem, difficulty concentrating, loss in interest in activities they were once interested in, crying, feelings of helpessness, thoughts of suicide
  • origins of depression: a child’s attributional style may contribute (internal, stable, and global style)
34
Q

Separation anxiety disorder

A

more common in girls and associated with school refusal; diagnosed when age inappropriate and excessive

35
Q

School phobia

A
  • fear of school, type of SAD, high parental expectations to perform may heighten the phobia, as well as problems with peers

TREATMENT:

  • get the child back into school
  • symptoms disappear once the child is back in school
  • may also consist of antidepressant medication along with cognitive-behavioral therapy
36
Q

Asynchronous

A
  • different parts of the body grow at different rates
  • hands and feet mature before the arms and legs do
  • legs reach peak before shoulders and chest
37
Q

Menarche

A
  • first menstruation

- occurs between ages 11-14; average is 11.5 years

38
Q

Early Maturation

A

BOYS:

  • early-maturing boys tend to be more popular than late-maturing boys and more likely the leaders in their school
  • some early-maturing boys engage in delinquency and aggression as well as asexual encounters they may not be prepared for

GIRLS:

  • early - maturing girls tend to have lower self-esteem than make counterparts
  • early-maturng girls are conspicuous with height and developing breats
  • parents may become more restrivite and vigilant with these girls
39
Q

Body image

A

body image refers to how physically attractive we perceive ourselves to be and how we feel about our body
- by age 18 girls and boys are more satisfied with their bodies than they were in their earlier teens

40
Q

Eating disorders (2 questions)

A
  • due to sliming down of american ideal, girls are more prone to eating disorders

Bulimia Nervosa:

  • cyclical binge eating and purging
  • may include strict dieting
  • fasting, laxatives and demanding exervise regime
41
Q

Hypothetical thinking

A

adolescents develop concept of “what might be” rather than “what is”

42
Q

Imaginary audience (david elkind)

A
  • adolescent placed at center stage of fantasies
  • assumes others are concerned with their looks and dress
  • explains why adolescents engage in looking in the mirror so much
43
Q

Personal fable (david elkind)

A
  • belief that one’s thoughts and emotions are unique and special
  • normal for male adolescent to think he is indispensable
  • reason STI’s occur; belief that no one has ever experienced the same things as themselves
44
Q

Predictors of dropping out of school

A

two predictors of school dropout are excessive school absence and reading below grade level. Others include low grades, low self esteem, problems with teachers, substance abuse and being old for one’s grade level and being male

45
Q

Holland’s career typology

A

matches six personality types:
- realistic, investigative, artistic, socially oriented, enterprising and conventional
to various careers
- mechanically-oriented, investigative, artistic (creative), social, business and conventional

PSYC1201 (3 decks)

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