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Life Span Development > Unit 2 Exam > Flashcards

Unit 2 Exam Flashcards

1
Q

Are changes in height and weight faster or slower in preschool years compared to infancy?

A

Slower

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2
Q

Gland that releases hormones that induce growth

A

Pituitary gland

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3
Q

Leading cause of childhood death in industrialized nations

A

Accidents

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4
Q

Factors related to childhood injuries

A

Lack of judgement, gender, temperament, poverty

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5
Q

The process in which certain functions are located more in one hemisphere of the brain than in the other

A

Lateralization

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6
Q

Which hemisphere is language mostly processed in

A

Left

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7
Q

Aids in balance and control of body movement

A

Cerebellum

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8
Q

Maintains alertness and consciousness

A

Reticular formation

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9
Q

Memory

A

Hippocampus

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10
Q

Second stage of Piaget’s theory

A

Preoperational stage

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11
Q

Preoperational stage

A

Thinking still limited, better able to use symbols

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12
Q

Inability to distinguish between one’s perspective and someone else’s perspective

A

Egocentrism

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13
Q

Belief that inanimate objects have lifelike qualities

A

Animism

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14
Q

Focusing attention on one characteristic to the exclusion of all others (narrow thought)

A

Centration

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15
Q

Conservation task

A

Equal jars of milk (one gets poured into skinnier, taller jar and they think that one has more than the other)

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16
Q

Memory of particular events from one’s own life

A

Autobiographical memory

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17
Q

Children advance when working with someone more skilled

A

Sociocultural perspective (Vygotsky)

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18
Q

Difference between what one can do with assistance and what one can do alone

A

Zone of proximal development

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19
Q

Teacher matches assistance to learner’s needs

A

Scaffolding

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20
Q

Comments used to regulate own behavior (completing a difficult task, making a mistake)

A

Private speech

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21
Q

Vocabulary rapidly expands

A

Naming explosion

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22
Q

New words are associated with their meaning after only a brief encounter

A

Fast mapping

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23
Q

Minimal unit of meaning

A

Grammatical morphemes

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24
Q

Learning takes place through play

A

Child-centered programs

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25
Q

Teachers structure children’s learning of academic skills through formal lessons

A

Academic programs

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26
Q

Federally funded program that provides children with a year or two of preschool, along with nutritional and health services

A

Head Start

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27
Q

A set of beliefs about what one is like as an individual

A

Self-concept

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28
Q

Preschoolers self-concepts include…

A

Physical characteristics, preferences, possessions, competencies

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29
Q

Promotes interdependence

A

Collectivistic orientation

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30
Q

Emphasizes personal identity and the uniqueness of the individual

A

Individualistic orientation

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31
Q

Play alone but interested in what others are doing

A

Parallel play

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32
Q

Engage in similar activities and offer each other toys

A

Associative play

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33
Q

Organize play around a theme and take on roles based on the theme

A

Cooperative play

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34
Q

2 dimensions of parenting

A

Degree of warmth and responsiveness, control

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35
Q

High control with little warmth, little give-and-take

A

Authoritarian

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36
Q

Fair degree of control and warmth, explain rules and encourage discussion

A

Authoritative parenting

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37
Q

Warm but little control, punish infrequently

A

Permissive/indulgent parenting

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38
Q

No warmth and control, provide basic needs but little else

A

Uninvolved/neglectful parenting

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39
Q

Forms of maltreatment

A

Physical abuse, sexual abuse, neglect, psychological abuse

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40
Q

Factors that contribute to maltreatment

A

Culture’s view on physical punishment, poverty, social isolation, parents

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41
Q

Factor of parents on maltreatment

A

Parents who maltreat their children often were maltreated themselves

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42
Q

The abuse and neglect that children suffer predispose them as adults to abuse and neglect their own children

A

Cycle of violence hypothesis

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43
Q

Refers to changes in people’s sense of justice and of what is right and wrong, and in their behavior related to moral issues

A

Moral development

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44
Q

Stage 1 of Piaget’s theory

A

No well-defined ideas about morality

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45
Q

Stage 2 of Piaget’s theory: Moral realism

A

Believe that rules are created by adults and they must be followed

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46
Q

Idea that breaking a rule always leads to punishment

A

Immanent justice

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47
Q

Stage 3 of Piaget’s theory: Moral relativism

A

Understand that rules are created to help people get along

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48
Q

Uses aggression to achieve an explicit goal

A

Instrumental aggression

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49
Q

Use aggression to intimidate, harass, or humiliate

A

Hostile aggression

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50
Q

One’s behavior leads to another’s aggression

A

Reactive aggression

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51
Q

Undermining of social relationships

A

Relational aggression

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52
Q

Approach that emphasizes how social and environmental conditions teach individuals to be aggressive

A

Social learning approach

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53
Q

Social and environmental factors for aggression

A

Parent’s approach to discipline, exposure to violent media

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54
Q

Approach that suggests that aggression is related to one’s interpretation of others’ behaviors

A

Cognitive approach

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55
Q

Defined as body weight that is more than 20% above the average for a person of a given age and height

A

Obesity

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56
Q

Contributors to childhood obesity

A

Heredity, environment, parents

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57
Q

Internal cues in regards to food

A

Feeling full

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58
Q

External cues in regards to food

A

Parents forcing you to clean your plate, etc.

59
Q

One of the more common illnesses experienced during mild childhood

A

Asthma

60
Q

Factors that contribute to asthma

A

Heredity, environmental factors (more likely when living in poverty)

61
Q

Learning disabilities characterized by…

A

Difficulty mastering an academic subject, normal intelligence, not suffering from any other conditions that could explain poor performance

62
Q

Involves inattention, impulsivity, and excessive motor activity

A

ADHD

63
Q

Piaget’s third stage: concrete operational

A

Begins to use mental operations (strategies and rules), still limited to the tangible and real

64
Q

Involves repeating the information to oneself

A

Rehearsal

65
Q

Structure material so that related information is placed together

A

Organization

66
Q

Embellish information to make it more memorable

A

Elaboration

67
Q

Knowledge about literacy that children acquire before learning to read

A

Emergent literacy

68
Q

Ability to hear the distinctive sounds of letters (eg. identifying words that rhyme)

A

Phonological awareness

69
Q

Characterized by problems such as letter reversals, slow reading, and reduced comprehension

A

Dyslexia

70
Q

Potential causes of dyslexia

A

Phonological processing (speech and hearing), heredity, neurological problems

71
Q

Focuses on letter names, then letter sounds, and then syllables and words

A

Phonics

72
Q

Recognizes whole words on sight

A

Whole word

73
Q

Immerses child in language

A

Whole language

74
Q

Scale used to test verbal ability and performance

A

Wechsler-Intelligence Scale for Children (WISC)

75
Q

Intelligence that reflects information processing capabilities, reasoning, and memory

A

Fluid intelligence

76
Q

Accumulated knowledge

A

Crystalized intelligence

77
Q

Substantially below-average intelligence

A

Intellectual disability

78
Q

Lowest level of intellectual disability

A

Profound - IQ around 20; custodial

79
Q

2nd level of intellectual disability

A

Severe - IQ 20-35; custodial

80
Q

3rd level of intellectual disability

A

Moderate - IQ 35-50; trainable

81
Q

4th level of intellectual disability

A

Mild - IQ 50-70; educable

82
Q

Individuals with IQ scores of 130 or higher

A

Giftedness

83
Q

Knowledge of stereotypes that leads to anxiety and reduced performance

A

Stereotype threats

84
Q

Self-concept in middle childhood becomes more complex and includes…

A

Emotional tendencies, membership in social groups, social comparisons

85
Q

Evaluation of one’s own behavior, abilities, and expertise by comparing them to those of others

A

Social comparison

86
Q

When children compare themselves to others who are less competent or successful

A

Downward social comparisons

87
Q

Refers to a person’s judgement and feelings about his or her own worth

A

Self-esteem

88
Q

Kohlberg’s moral reasoning: Punishment and rewards

A

Preconventional

89
Q

Kohlberg’s moral reasoning: Rules and approval of others

A

Conventional

90
Q

Kohlberg’s moral reasoning: Abstract principles

A

Postconventional

91
Q

Friendships in middle childhood

A

Trust and psychological closeness become part of the criteria for friendship

92
Q

The extent to which a child is viewed as a worthy social partner

A

Likeability

93
Q

Consequences of peer rejection

A

Poor school performance, depression, antisocial behavior

94
Q

Well-liked children

A

Popular

95
Q

Disliked children - typically the most problematic

A

Rejected

96
Q

Children that are both liked and disliked

A

Controversial

97
Q

Children that are liked and disliked but without the intensity found for popular, rejected, or controversial children

A

Average

98
Q

Ignored, neither liked nor disliked

A

Neglected

99
Q

Peer group interactions in middle childhood are gender-segregated

A

Gender self-segregation

100
Q

When siblings compete or quarrel with one another - tends to increase in middle childhood

A

Sibling rivalry

101
Q

Let themselves into their homes after school and wait alone until their caregivers return

A

Self-care children

102
Q

Is there a noticeable difference between self-care children and children who return to home with parents

A

NO

103
Q

Children of divorce are more likely to…

A

Experience conflict in their own marriages, have negative attitudes toward marriage, become divorced themselves

104
Q

Changes in family life that affect children…

A

Loss of parental role model, economic hardship, exposure to conflict

105
Q

How long after divorce do children begin to adjust

A

2 years

106
Q

Consists of a biological parent, stepparent, and children

A

Blended family

107
Q

Who benefits from stepfathers?

A

Boys benefit, girls do not adjust as easily

108
Q

The developmental stage that lies between childhood and adulthood

A

Adolescence

109
Q

Puberty

A

When sexual organs mature, when pituitary gland signals other glands to begin producing sex hormones

110
Q

Primary sex characteristics

A

Organs directly involved in reproduction

111
Q

Secondary sex characteristics

A

Physical signs of maturity that are not linked directly to reproductive organs

112
Q

Marked by a refusal to eat and an irrational fear of being overweight

A

Anorexia nervosa

113
Q

Alternate between binge eating and purging

A

Bulimia nervosa

114
Q

Area of the brain that allows people to think, evaluate, and make complex judgements

A

Prefrontal cortex

115
Q

4th stage of Piaget’s theory

A

Formal operational stage

116
Q

Formal operational stage

A

Can think hypothetically and reason deductively

117
Q

Self-absorption

A

Adolescent egocentrism

118
Q

Belief that others are constantly watching

A

Imaginary audience

119
Q

Grades awarded to high-school students have shifted upwards but they are not necessarily smarter

A

Grade inflation

120
Q

Reasons for using drugs in adolescence

A

Effects from using them, escape from everyday life, thrill-seeking, enhance academic performance

121
Q

Most serious and deadly STI

A

AIDS

122
Q

Most common STI

A

Human Papilloma Virus (HPV)

123
Q

Attitudes, personality traits, situation specific personality traits/behaviors

A

Self-concept in adolescence

124
Q

Does self-esteem rise or fall from mild childhood to adolescence?

A

Rise

125
Q

Not commuted to an identity and not searching

A

Diffusion

126
Q

Not committed to an identity but exploring options

A

Moratorium

126
Q

Committed to an identity without searching first

A

Foreclosure

127
Q

Have chosen an identity after a period of searching

A

Achievement

128
Q

Most adolescents are in a state of what two identities?

A

Diffusion and foreclosure

129
Q

Biological component to depression

A

Reduced levels of norepinephrine and serotonin

130
Q

One of the leading causes of death for adolescents

A

Suicide

131
Q

Which gender is more likely to die by suicide

A

Males

132
Q

Divide between parents and children in attitudes and values

A

Generation gap

133
Q

Is the generation gap large in adolescents and parents?

A

No, narrow

134
Q

Group of 4 to 6 kids who are friends, have similar interests and spend a lot of time together

A

Cliques

135
Q

Large mixed-sex groups; often known by names

A

Crowds

136
Q

When is peer pressure most powerful

A

When the standards for appropriate behavior is not clear

137
Q

Begins in childhood, includes high levels of aggression, disobedience, and threatening behavior

A

Childhood-onset delinquency

138
Q

Begins in adolescence, problems are typically milder

A

Adolescent-onset delinquency

139
Q

Purpose of romantic relationships in younger adolescents

A

Companionship

140
Q

Purpose of romantic relationships for older adolescents

A

Trust and support

141
Q

Prenatal exposure to hormones

A

Exposed to higher testosterone, more likely to be homosexual

142
Q

Has # of teen pregnancies declined or increased in the US?

A

Declined

143
Q
A

Life Span Development (3 decks)

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