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Child Psychology > Test 3 > Flashcards

Test 3 Flashcards

(75 cards)

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1
Q

Brain structure involved in the development of fine motor skills

A

Cerebellum

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2
Q

Brain development in 2-year-olds compared to adults

A

most pruning occurred. weighs 75% of adult weight

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3
Q

Injury control

A

Anticipate, control, and prevent dangerous activities

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4
Q

Effects of too much cortisol too early in life

A

deficits in learning and health (depression & PTSD)

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5
Q

What nutrients are most likely to be missing in the diet of children in developed nations

A

iron, calcium, zinc

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6
Q

Child abuse

A

deliberately harmful to child

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7
Q

Primary injury prevention and examples

A

reduces everyone’s chance of injury (stop sign)

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8
Q

Secondary injury prevention and examples

A

protect in the moment (seatbelt)

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9
Q

Tertiary injury prevention and examples

A

minimizing impact (hospital)

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10
Q

Leading cause of death among children ages 1-4

A

famine, accidental injuries

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11
Q

Kinship care

A

relative of maltreated child becomes caregiver

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12
Q

Effects on myelination

A

speeds transmission of neural impulses

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13
Q

Amygdala

A

Regulates emotions (fear and anxiety)

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14
Q

Oral health in 2-6 year olds

A

Access & income are the problem

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15
Q

Weight and height gain in 2-6 year olds

A

Weight: 4.5 lbs per year
Height: 3 inches per year

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16
Q

Lateralization

A

“sidedness” each side of the brain controls opposite side of body

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17
Q

Corpus callosum

A

Connects 2 halves of the brain. Coordinates both sides of the brain and body

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18
Q

Irreversibility

A

Cannot subtract things back to normal (lettuce on sandwich)

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19
Q

Centration

A

focus on how something looks (If pants, I’m a boy)

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20
Q

Egocentrism

A

Views world from only their perspective

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21
Q

Conservation

A

Substance remains same even if changed (tall glass has more water)

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22
Q

Preoperational intelligence

A

language, imagination (not logic)

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23
Q

Fast-mapping

A

words learned after 1 hearing

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24
Q

Scaffolding

A

Structure child’s participation in learning encounter (Step by step) Truuu….uck!

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25
Private speech
internally review and regulate their actions
26
Language shift
More fluent in school language than home language
27
Animism
Belief that natural objects are alive
28
Static reasoning
"things don't change unless I pay attention"
29
Theory-theory
children attempt to make theories to explain what see/hear
30
Logical extension
Can apply new words to similar words
31
Theory of mind
trying to figure out what someone else is thinking
32
Overregularization
Overuse rules of grammar
33
Perseveration
Repetition of a response (word, gesture) despite no stimulus
34
Guided participation requirements
Present challenges Offer assistance Encourage motivation
35
Vygotsky
Adult can guide a child by presenting challenges offering assistance providing instruction and motivation
36
Zone of proximal development
Can do with assistance, but not independently
37
Vocab of 2 yr old vs 6 yr old
2 year old 6 year old Mine/yours Counts Poor memory Better memory Not verbal Verbal
38
Focus on appearance
Conservation
39
Sociodramatic play
create own story and act out roles (girls)
40
Rough-and-tumble play
physical/aggressive play (boys)
41
What emotion is encouraged to be regulated in the US at a higher rate than other emotions
Fear
42
Initiative vs. guilt
Take on new tasks/feels guilty when fails
43
Factors to increase initiative
positive reactions
44
4 dimensions of parenting style
Authoritarian Permissive Authoritative Neglectful/Uninvolved
45
Authoritative parenting style
best of both worlds (TATs awesome)
46
Permissive parenting style
anything goes
47
Authoritarian parenting style
Word is law
48
Internalizing problems in emotional regulation
Inhibited, fearful, withdrawn
49
Externalizing problems in emotional regulation
Lash out at others
50
Gender differences in internalizing and externalizing problems
Internalizing- girls | Externalizing- boys
51
Prosocial behavior
helpful/kind actions with no benefit to self
52
Antisocial behavior
harmful actions to another
53
Mildred Parten
``` 5 kinds of social play Solitary Onlooker Parallel Associative Cooperative ```
54
Parallel play
Children play together without interacting
55
What happens when emotional expression and emotional control are not balanced
Emotions are overwhelming
56
Oedipus complex
Boy wants to win mom from dad
57
Electra complex
Girl wants to win dad from mom
58
Superego
Quick to judge and punish
59
Phallic psychosexual stage of development
boy realizes penis
60
Intrinsic motivation
do something cuz it makes you feel good (don't expect anything in return)
61
Extrinsic motivation
Do something for praise (reinforcement)
62
Benefits of imaginary friends
Combat loneliness/ aid in emotional regulation
63
Protective optimism
protects them from guilt and shame
64
Effortful control
Regulate emotions through effort
65
Bullying aggression
Unprovoked attack on peer
66
Reactive aggression
Used impulse against another child
67
Relational aggression
Used to invoke psychic, not physical pain
68
Instrumental aggression
Used to obtain a desired toy
69
Time-out
Child is separated from others for a short time
70
Brain area that is crucial for expression and regulating of emotions
Prefrontal cortex
71
Emotional regulation
Control when/how emotions are expressed
72
Gender schema
Child's understanding of sex differences
73
Empathy
Understand emotions of another
74
Play around the world
Basic play is similar in every culture
75
Self-concept
An understanding of themselves

Child Psychology (9 decks)

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