Unit 7 Flashcards
(62 cards)
1
Q
8.1 Height and Weight Changes
A
- 2 and 3 inches in height per year in early childhood
- 4 to 6 pounds a year
- boys are slightly taller and heavier than girls
2
Q
8.1 Brain Development
A
- by age 5, brain is 90% of adult weight
- between 4 and 7 kids can block out distractions; making them ready to start school
- reading and detecting visual differences improve
3
Q
8.1 Right or Left Brain?
A
- brain functions are not split up that nicely
- myelination occurs rapidly during childhood which is complete by age 8
- plasticity
4
Q
plasticity
A
- tendency of new parts of the brain to take up the functions of injured parts
- most plasticity in early childhood
- two factors involved in plasticity
- “sprouting” or growing new dendrites
- can allow rearrangement of neural circuits
- redundancy of neural connections
- more than one place does the same function in brain
5
Q
8.2 Gross Motor Skills
A
- skills that employ the large muscles used in locomotion
- great strides between ages 2-6
- girls and boys are very similar
- girls better at balancing and precision of movement
- boys better at throwing and kicking
- individual differences are greater than sex differences
- physical activity declines after 2 or 3 years, 2 to 4 years more focused attention
- twice as likely to be active if mother is active; 3.5x if father is active
- influenced by role models, influence, encouragement, and support, genetics
6
Q
8.2 Fine Motor Skills
A
- skills that employ the small muscles used in manipulation, such as those in fingers
- lags behind gross, proximodistal development
- drawings closely linked to development of motor and cognitive skills, building blocks of art, placement, shape, design, and pictorial stages
7
Q
8.2 Handedness
A
- emerges during infancy
- leftie=little evidence for advantage/disadvantage
- theories=may run in families, prenatal testosterone, develops early
8
Q
8.3 Children’s Nutritional Health in Early Children
A
- need fewer calories per pound of body weight
- 2 to 3 years their appetite decreases
- strong preferences for certain foods
- excessive sugar and salt
- eating patterns of parents
9
Q
8.4 Minor Illness
A
respiratory infections, develops antibodies
10
Q
8.4 Major Illness
A
- examples include pneumonia, diarrhea, malaria, measles, and malnutrition
- oral rehydration therapy
- vaccines
11
Q
oral rehydration therapy
A
treatment involving the administration of a salt and sugar solution to a child who is dehydrated from diarrhea
12
Q
8.4 Role of Car Accidents
A
- more deaths than diseases
- low-income=more likely to die
13
Q
8.5 Sleep Disorders
A
sleep terrors, nightmares, insomnia, and somnambulism
14
Q
sleep terrors
A
frightening dreamlike experiences that occur during the deepest stage of non-REM sleep, shortly after falling asleep
15
Q
nightmares
A
frightening dreams that occur during REM sleep, often in the morning hours, may associated with stress
16
Q
insomnia
A
sleep disorder characterized by difficulty falling asleep and remaining asleep and waking early
17
Q
somnambulism
A
sleepwalking; brief, unexcitable, lack of memory
18
Q
enuresis
A
failure to control the bladder after the normal age (3-4) for control has been reached
19
Q
bedwetting
A
failure to control the bladder during the night
20
Q
8.4 Control of Enuresis
A
infection, display of hostility, symbolic masturbation learned from conditioned anxiety and situational stress
21
Q
encopresis
A
failure to control bowels after the normal age for bowel control has been reached, more common among boys, occurs often during the day
22
Q
Pre-Operational stage
A
second stage by Piaget, characterized by inflexible and irreversible mental manipulation of symbols
23
Q
9.1 Thoughts and Behavior during PreOp
A
- use symbols to represent objects and relationships among them
- scribble and draw pictures
24
Q
symbolic play
A
- play in which children make believe that objects and toys are other than what they are (pretend play)
- starts around 12-13 months
- imaginary friends =positive trait
25
operations
- flexible, reversible mental manipulations of objects, in which objects can be mentally transform and then returned to their original states
- preop children lack this skill
26
ecocentrism
- putting oneself at the center of things such that one is unable to perceive the world from another person's point of view
- used the three mountain test
27
pre-causal
- type of thought in which natural cause-and-effect relationships are attributed to will and other pre operational concepts
- ex: the sun sets because I need to go to sleep
28
transductive reasoning
- reasoning from the specific to the specific
| - ex: a dog barks and then a train comes, child thinks that the train came because the dog barked
29
animism
attribution of life and intentionally to inanimate objects
30
artificialism
belief that environmental features were made by people
31
9.1 Confusion of Mental and Physical Events
- show confusion between symbols and things they represent
| - tendency to believe dreams are real
32
conservation
- principle that properties of substances, such as weight, remind the same when superficial characteristics, such s shape, are changed
- preop children do not posses this
33
centration
focusing on one dimension of a situation while ignoring others
34
irreversibility
lack of recognition that actions can be reversed
35
class inclusion
- principle that one category or class of things can include several subclasses
- unable to easily compare two things
36
9.1 Accuracy of Piaget
- mountain test may not be due to ecocentrism
- understand of language may play a role
- causality is more sophisticated than Piaget believed
37
9.2 Vygotsky's Cognitive Development
- scaffolding=temporary support provided by a parent or teacher to a learning child
- zone of proximal development=adults gear their assistance to the child's ability capabilities, development through interaction
38
9.3 Home Environment on Cognitive Development
"home" test is a better predictor of later IQ than social class, mother's IQ, or infant IQ scores
39
9.3 Preschool Environment on Cognitive Development
- academic centered vs child centered
| - low-income may revise no type of schooling, environmental enrichment=enhanced cognitive development=higher IQ scores
40
9.3 Effects of Educational TV
- regular viewing increases learning numbers, letters, and cognitive skills
- may increase impulse control and concentration
- kids are more likely to believe commercial claims
- couch-potato effect
41
theory of mind
a common sense of understanding of how the mind works
42
9.4 Children's Ideas about the Mind
- can accurately predict and explain human action and emotion
- rudimentary ability to distinguish appearance from reality
- ability to be easily mislead
- understands how senses
43
Appearance-Reality Distinction
- difference between real events and mental events, fantasies, and misleading appearances
- emerges during pre-school years (not 7-8 like Piaget thought)
44
mental representations
the mental forms that a real object or event can take
45
9.5 Development of Memory
- recognition=easiest type, multiple choice tests,appears in infancy
- recall=reproduce material, fill-in-the-blank tests
46
scripts
abstract generalized accounts of familiar repeated events
47
autobiographical memory
- memory of specific events or episodes
| - appears to be liked to the development of language skills
48
9.5 Factors that Influence Memory Skills
- activities are better than objects
- logically ordered events
- attention and motivation
- interaction to receive cues
- measurements are not accurate
49
9.5 Memory Strategies
- rehearsal=repetition-mental, behavioral, or both
- categories, not until age 5
- young children=look, point, and touch
50
fast-mapping
- process of quickly determining a word's meaning, which facilitates children's vocal development
- early cognitive biases to lead to preferred meanings
51
whole object assumption
assumption that words refer to whole objects and not to their component parts or characteristics
52
contrast assumption
assumption that objects have only one label
53
overregulation
application of regular grammar rules to irregular verbs and nouns
54
pragmatics
practical aspects of communication, such as adaptation of language to fit the social situation
55
private speech
Vygotsky's concept of the ultimate binding o language and thought; originates in vocalizations that may regulate behavior
56
10.1 Dimensions of Child Rearing
- warm=affectionate
- cold=few feelings of affections
- warmth=parental beliefs, imitate parent behavior, genetic
57
authoritative
- child-rearing style in which parents are restrictive and demanding, yet communicative and warm
- efforts to control, strong support and love
58
permissive-indulgent
parents are not controlling and restrictive but are warm
59
inductive
- characteristics o disciplinary methods, such as reasoning, that try to teach an understanding of the principles behind parental demands
- ex: don't do that it hurts
60
10.1 Power-Assertive Methods
- physical punishment and denial of privileges
- more it is used=higher rates of antisocial behavior, lesser development of internal standards and moral conduct
- withdrawal of love
61
authoritarian
- parents demand submission and obedience from their children but are not very communicative and warm
- "because I said so"
- children are less competent academically and socially
62
rejecting-neglecting
- parents are neither restrictive and controlling nor supportive and responsive
- children are least competent, responsible, and mature
