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lifespan.7
psyc2020.tric
| Question | Answer |
|---|---|
| age 2 hgth & weight | 36 in. tall (half adult height) 25-30 lbs. |
| who grows taller? | inUS, below poverty level unusually short |
| 6 yrs - proportions | similar to adults |
| eustachian tube moves | begins from parallel to ground to more angular position - causes earaches |
| obesity | body weight 20% more than average person height & weight |
| Iron-deficiency anemia | causes fatigue |
| how many colds-age 3-5? | 7-10 colds/respiratory |
| illness is good because | build up immunity |
| greatest risk to preschoolers | injury - |
| inner city children die from injuries | 2x more than affluence |
| burns, drownings | auto accidents |
| lead poisoning | most hazard to children under 6 - Health & human services |
| lead | lower intelligence, problems in verbal & auditory processing, hyperactivity-agression & delinquency |
| brain p. 216 @ 2 yrs. three-quarters size of adult | At 5, brain is 90% of averagde adult brain |
| corpus callosum by end of preschool period | bundle of nerve fibers connecting two hemispheres of brain |
| lateralization | process in which certain cognitive functions are located more in one side of brain than the other |
| left-handed hemisphere | 10% of people are lefties-language centered in right hemisphere or no specific center |
| p 216 left hemisphere | sequentially, one piece at a time-speaking, reading , reasoning |
| right hemisphere | nonverbal areas-music-patterns-emotional expression |
| p 217boys show more lateralization of language | in the left hemisphere |
| 217-girls have equal distribution | of language throughout hemispheres |
| 217-autism-male disease | "extreme male brain" Simon Baron-Cohen-systematically sorts out world |
| 217-genetic difference between males & females | yes, structural differences exist |
| brain electrical activity 1 1/2 to 2 years | language development |
| myelin | insulation around neurons-related to cognitive growth |
| myelination of reticular formation p. 218 | complete by age 5; aids attention span |
| 218 nerves connecting cerebellum (balance) | to cerebral cortex (information processing) |
| gross motor skills p. 219 | age 3-can't turn; jump 15 in.; ascend stairs; hop |
| gross motor skills age4 | throw ball-friend can catch |
| boys are stronger; more active | girls more coordinated - age 5 jumping jacks |
| toilet training p220 | dry 2 hours/time;regular bowel movements, can follow directions |
| Toilet training - age | 18-24 months; or wait for 30 months |
| fine motor skills p.220 | age 3-draw circle age 4-draw a person age 5 - hold thin pencil |
| handedness p 220 | 90% right-handed; 10% left-handed |
| left-handed | 20% more in highest-scoring category |
| Piaget - Preoperational p.223 | age2-7-use of symbolic thinking grow, mental reasoning emerges & use of concepts increase |
| Are age2-7 capable of operations? | No - operation are organized, formal, logical mental processes |
| symbolic function p223 | ability to use mental symbol to represent something ex toy car |
| p224 does thought determine language OR | does language determine thought? |
| Piaget -language grows out of | cognitive advances-language & thinking are tightly interconnected |
| centration -224 | process of concentrating on one limited aspect of a stimulus and ignoring other aspects |
| buttons | 4-5 yr. olds choose "longer" row of eight buttons spread out (not 10 buttons) |
| p224 conservation | knowledge that quantity is unrelated to the arrangment and physical appearance of objects |
| conservation example | water poured from short to tall glass |
| transformation | process in whcih one state is changed to another |
| transformation ex | pencil falls down or worms during walk in woods |
| egocentrism | thinking that does not take into account the viewpoints of others |
| egocentrism | inability to take into account the viewpoints of others |
| functionality | actions are related to outcomes (pedal a bike, it goes faster) |
| identity | certain things stay the same - clay in a lump or flat |
| intuitive thought | thinking that reflects preschooler's primitive reasoning & their avid acquisition of knowledge |
| piaget-criticisms | relatively few children, conservation & other concepts are understood earlier |
| Piaget used difficult language | concentrated on deficiencies |
| siegler | information processing approaches represent the best explantation of cognitive development |
| numbers-preschoolers understand more numbers than Piaget thought | they can count in a systematic manner - Siegler |
| autobiographical memory | after 3 yrs. |
| scripts | broad representation in memory of events and the order in which they occur |
| forensic developmental psychology | reliability of children's autobiographical memories in the contest of the legal system |
| Do children remember false incidents? | Yes, especially if a. adults make suggestions b. preschoolers are very subject to suggestions |
| False memories are more persistent than real ones | Yes, especially with leading questions |
| Information processing in perspective | cognitive development consists of gradual improvements, practice |
| Chief advantages of information processing perspectives | QUANTATATIVE methods-rely on well-defined processes that can be tested-provides a clear, logical, testable account of children |
| Information processing-detractors | "lose the forest for the trees" by concentrating on detail |
| Vygotsky's - Russian developmental psychologist | child's social and cultural world is focus of cognitive development |
| Vygotsky saw children | as apprentices, learning from master teachers in skills that their particular environment needs |
| Zone of proximal Development ((ZPD) | level at which a child can almost, but not fully, perform a task independently--teacher will increase competence |
| scaffolding | the support for learning and problem solving that encourages independence and growth |
| cultural tools | physical objects-used to complete tasks |
| Cultural tools Ex. distance | in cities, use blocks - in country, use landmarks |
| Why Vygotsky's view is popular | cognitive development is result of social factors--helps explain cultural learning |
| Piaget - children in preoperational stage | develop symbolic function - |
| Piaget preoperational children | use intuitive thought to explore & draw conclusions |
| Piaget - functionality and identity | (blank) |
| information processing p 234 | quantative changes in children's processing skills largely account for cognitive development |
| Vygotsky p. 234 | children develop cognitively within a context of culture and society-Zone of Proximal development & scaffolding |
| syntax p236 | the way in which an individual combines words and phrases to form sentences |
| fast mapping | instance in whcih new words are associated with their meaning after only a brief encounter |
| by age 3 p236 | use plurals, possessives, use articles (the) |
| grammar | system of rules that determine how our thoughts can be expressed |
| 3 yr old follow rules of grammar | most of the time "catched" |
| private speech | speech by children that is spoken and directed to themselves |
| private speec - ex. | "calm down" - adults - children - puzzle piece "put here" |
| pragmatics p. 238 | the aspect of language that relates to communicating effectively and appropriately with others Ex "thank you" |
| social speech p 238 | speech directed toward another person and meant to be understood by that person |
| Poverty affects langauge development | type of language, number of words, how much parents spoke to them-affects intelligence tests |
| Children who watch Sesame Street | have significantly larger vocabularies |
| us-china-japan p244 | Japan-group-China-educaiton |
| David Elkind-US pushes children too fast | developmentally appropriate educational practice-based on typical development |
| Montessori | children engage in group activities |
Created by:
walterina4327