HD 101 Exam 2
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Created by:
rodrioli000 on October 16, 2011
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Middle Childhood & Adolescence
Chapters 4-8
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126 terms
Terms | Definitions |
|---|---|
 List the four regions of the cerebral cortex | 1. Frontal lobe 2. Parietal lobe 3. Temporal lobe 4. Ocipital lobe |
| Frontal lobe | Body movement, coordination |
| Parietal lobe | Body sensation |
| Temporal lobe | Auditory cortex |
| Occipital lobe | Visual cortex |
| Neurons | Cells that store and transmit information |
| Dendrites | Allow neurons to receive input from other neurons |
| Axons | Send information to other neurons |
| Myelin | Enhances connections; protects axons |
| Glial cells | Support Cells |
| Synapses | Junctions between neurons |
| Transient exuberance | Rapid increase in neural connections (temporary) |
| Pruning | Redundant, unused connections; brain disconnects connections/neurons; "use it or lose it" |
| Characteristics of left hemisphere | -Sensory information & control of right side of body -Verbal abilities -Positive emotion -Sequential, analytical processing |
| Characteristics of right hemisphere | -Sensory information & control of left side of body -Spatial abilities -Negative emotion -Holistic, integrative processing |
| Corpus callosum | Connects the two hemispheres |
| Experience-expectant brain growth | Ordinary experiences expected by brain to grow normally |
| Experience-dependent brain growth | Additional growth as a result of specific learning experiences |
| Brain plasticity | Many areas are not yet committed to specific functions, has a high capacity for learning. If part of the cortex is damaged, other parts can take over tasks it would have handled. |
| Malnutrition | Overconsumption of calories; lack of nutrients |
| Nonorganic failure to thrive | A growth disorder resulting from lack of parental love, usually present by 18 months of age. |
| Imitation | Copying behavior of another person |
| Habituation | Gradual reduction in the strength of a response to a stimulus |
| Gross motor development | Systems of action; crawling, standing, walking |
| Fine motor development | Coordination of small muscle movements; reaching and grasping |
| Dynamic systems theory of motor development | Increasingly complex systems of action with each skill. Each skill is a joint product of CNS development, body's movement capacity, child's goals, and environmental support. |
| Cultural variations in motor development | Rates and patterns of development are affected by early movement opportunities, environmental stimulation, and child-rearing practices. |
| Object permanence | Understanding that objects continue to exist out of sight |
| Mental representations | Internal, mental depictions of objects, people, events, and information |
| Deferred imitation | Child's ability of imitating actions they've observed others perform |
| Suggested domains of core knowledge | 1. Physical 2. Linguistic 3. Psychological 4. Numerical |
| Schemes | Organized ways of making sense of experience |
| Sensorimotor stage | The first two years of life; the idea that infants and toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment. |
| Adaptation | Building schemes through direct interaction with the environment |
| Reflexive schemes | Newborn reflexes (birth-1 month) |
| Circular reactions | By repeating the event again and again, a sensorimotor response that first ocurred by chance becomes strengthened into a new scheme |
| Mental representation | Internal depictions of objects and events, as indicated by sudden solutions to problems; ability to find an object that has been moved while out of sight (invisible displacement); deferred imitation; and make-believe play (18 months-2 years) |
| Underextension | Using words too narrowly |
| Overextension | Applying a word to a wider collection of objects and events than is appropriate; ex: assuming anything with four legs is a dog |
| Make-believe play | Children act out everyday imaginary activities |
| Core knowledge perspective | Babies are born with a set of innate knowledge systems, or core domains of thought. Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development. |
| Telegraphic speech | Two word utterances |
| Cooing | Vowel like noises; ex: contains pleasant "oo" quality |
| Babbling | When infants repeat consonant-vowel combinations in long strings; ex: "babababa" or "nananana" |
| Zone of proximal development | A range of tasks a child cannot yet handle alone but can do with the help of more skilled partners |
| Joint attention | When the child attends to the same object or event as the caregiver |
| LAD | Language acquisition device; an innate system that contains a universal grammar, or set of rules common to all languages. It enables children, no matter which language, to understand and speak in a rule-oriented fashion as soon as they pick up enough words. |
| Referential style | Children's vocabulary consists mainly of words that refer to objects |
| Expressive style | Children's vocabulary consists of more social formulas and pronouns; ex: "thank you", "done", and "I want it" |
| CDS | Child-directed speech; a form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, and repetition of new words in a variety of contexts. |
| Basic trust vs. Mistrust | When the balance of care is sympathetic and loving, the psychological conflict is resolved on the positive side. |
| Autonomy vs. Shame and doubt | When the conflict of parents providing young children with suitable guidance and reasonable choices is resolved favorably. |
| Basic emotions | happiness, interest, surprise, fear, anger, sadness, and disgust |
| Social smile | The parent's communication evokes a broad grin (between 6 and 10 weeks) |
| Stranger anxiety | The most frequent expression of fear is to unfamiliar adults |
| Secure base | Point from which to explore, venturing into the environment and then returning for emotional support |
| Social referencing | Actively seeking emotional information from a trusted person in an uncertain situation |
| Self-conscious emotions | A higher-order set of feelings, including guilt, shame, embarrassment, envy, and pride; each involves injury or enhancement of our sense of self. |
| Emotion self-regulation | The strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals |
| Temperament | Early-appearing, stable individual differences in the quickness and intensity of emotional arousal, attention and motor activity, as well as the strategies that modify that reactivity. |
| Four classifications of temperament | 1. Easy child (40% of sample) 2. Difficult child (10% of sample) 3. Slow-to-warm-up (15% of sample) 4. Unclassified (35% of sample) |
| Easy child | Quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences |
| Difficult child | Irregular in daily routines, slow to accept new experiences, and tends to react negatively and intensely |
| Slow-to-warm-up child | Inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences |
| Effortful control | The capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response |
| Attachment | The strong affectionate tie we have with special people in our lives that leads us to feel pleasure when we interact with them and to be comforted by their nearness in times of stress |
| Ethological theory of attachment | Recognizes the infant's emotional tie to the caregiver as an evolved response that promotes survival, is the most widely accepted view |
| Separation anxiety | Becoming upset when their trusted caregiver leaves |
| Internal working model | Set of expectations about the availability of attachment figures and their likelihood of providing support during times of stress; vital part of personality, serving as a guide for all future close relationships. |
| Types of attachment | 1. Secure attachment (60%) 2. Avoidant attachment (15%) 3. Resistant attachment (10%) 4. Disorganized/disoriented attachment (15%) |
| Secure attachment | Infants use the parent as a secure base. When separated, they may or not cry because the parent is absent. When the parent returns, they actively seek contact and crying is reduced immediately. |
| Avoidant attachment | Unresponsive to the parent when she is present. When she leaves, they usually are not distressed, and they react to the stranger in much the same way as the parent. During reunion, they avoid or are slow to greet the parent, and when picked up, they often fail to cling. |
| Resistant attachment | Before separation, infants seek closeness to the parent and often fail to explore. When the parent leaves, they are usually distressed, and on her return they combine clinginess with angry, resistive behavior, sometimes hitting and pushing. Many continue to cry after being picked up and cannot be comforted easily. |
| Disorganized/disoriented attachment | Reflects the greatest insecurity. At reunion, these infants show confused, contradictory behaviors; ex: Looking away while the parent is holding them or approaching the parent with flat, depressed emotion. |
| Examples of multiple attachments | -Fathers (playmates) --> sensitivity, warmth, family attitudes, relationships -Mothers (caregivers) -Grandparents -Professional caregivers |
| Self-recognition | Identification of the self as a physically unique being; ex: pointing to themselves in photos and saying "I" or "me" |
| Categorical self | Classifying themselves and others on the basis of age ("baby", "boy", or "man"), sex ("boy" or "girl"), physical characteristics ("big", "strong"), and even goodness versus badness ("I a good girl," "Tommy mean!") |
| Compliance | They show a clear awareness of caregivers' wishes and expectation sand can obey simple requests and commands |
| Delay of gratification | Waiting for an apporpriate time and place to engage in a tempting act |
| Cerebellum | At the rear and base of the brain; a structure that aids in balance and control of body movement |
| Dominant cerebral hemisphere | Handedness reflects the greater capacity of one side of the brain to carry out skilled motor action |
| Hippocampus | Plays a vital role in memory and in images of space that help us find our way |
| Pituitary gland | Located at the base of the brain; plays a critical role by releasing two hormones that induce growth |
| Preoperational stage | Spans the years 2 to 7, the most obvious change is an extraordinary increase in representational, or symbolic, activity |
| Egocentrism | Failure to distinguish other's views from ones own |
| Animistic thinking | Belief that inanimate objects have lifelike qualities |
| Centration | Focusing only on one aspect of a situation and ignoring other important features |
| Irreversibility | Can't mentally reverse a set of steps |
| Scaffolding | Adjusting the support offered during a teching session to fit the child's current level of performance |
| Private speech | Children's self-direccted speech; formerly known as egocentric speech |
| Scripts | General descriptions of what occurs and when it occurs in a particular situation |
| Memory strategies | Deliberate mental activities that improve our changes of remembering |
| Metacognition | "Thinking about thought" |
| Emergent literacy | Active efforts to construct literacy knowledge through informal experiences |
| Phonological awareness | Ability to reflect on and manipulate the sound structure of spoken language |
| Overregularization | Overextending the rules to words that are exceptions; ex: "my toy car breaked and "we each have two feets" |
| Pragmatics | Children must learn to engage in effective and appropriate communication |
| Recasts | Restructuring inaccurate speech into correct form |
| Expansions | Elaborating on children's speech, increasing its complexity |
| Self-concept | The set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is |
| Self-esteem | The judgements we make about our own worth and the feelings associated with those judgements |
| prosocial or altruistic behavior | Actions that benefit another person without any expected reward for the self |
| Nonsocial activity | unoccupied, onlooker behavior and solitary play |
| Parallel play | Child plays near other children with similar materials but does not try to influence their behavior |
| Associative play | Children engage in separate activities but exchange toys and comment on one another's behavior |
| Cooperative play | Children orient more toward a common goal, such as acting out a make-believe theme |
| Induction | When an adult helps the child notice feelings by pointing out the effects of the child's misbehavior on others |
| Proactive aggression | When children act to fulfill a need or desire - obtain an object, privilege, space, or social reward, such as adult or peer attention - and unemotionally attack a person to achieve their goal |
| Relative aggression | (or hostile); an angry, defensive response to provocation or a blocked goal and is meant to hurt another person |
| Physical aggression | Harms others through physical injury |
| Verbal aggression | Harms others through threats of physical aggression, name-calling, or hostile teasing |
| Relational aggression | Damages another's peer relationships through social exclusion, malicious gossip, or friendship manipulation |
| Gender typing | Any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes |
| Gender identity | An image of one self as relatively masculine or feminine in characteristics |
| Gender constancy | A full understanding of the biologically based permanence of their gender, including the realization that sex remains the same even if clothing, hairstyle, and play activities change |
| Gender schema theory | Information-processing approach to gender typing that combines social learning and cognitive-development features. It explains how environmental pressures and children's cognitions work together to shape gender-role development |
| Child-rearing styles | Combinations of parenting behaviors that occur over a wide range of situations, creating an enduring child-rearing climate |
| Four types of child-rearing styles | 1. Authoritative 2. Authoritarian 3. Permissive 4. Uninvolved |
| Authoritative child-rearing style | The most successful approach; involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting |
| Authoritarian child-rearing style | Low in acceptance and involvement, high in coercive control, and low in autonomy granting |
| Psychological control | Behaviors that intrude on and manipulate children's verbal expression, individuality, and attachments to parents |
| Permissive child-rearing style | Warm and accepting but uninvolved; either overindulging or inattentive and engage in little control; allow children to make many of their own decisions at an age when they are not yet capable of doing so |
| Uninvolved child-rearing style | Combines low acceptance and involvement with little control and general indifference to issues of autonomy |
| Cephalocaudal trend | Growth pattern from "head to tail" |
| Proximodistal trend | Growth pattern from the center of the body outward |
| Organization | Rearranging schemes, linking them with other schemes to create a strong cognitive system |
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