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LSDP
life span developmental psychology Ch 4
| Question | Answer |
|---|---|
| Vygotsky’s term for young people whose intellectual growth is stimulated by older and more skilled members of society. | apprentice in thinking |
| A child focuses on one aspect of a situation to the exclusion of all others. | centration |
| A societal philosophy that promotes the notion of interdependence. | collectivistic orientation |
| A long, narrow strip of nerve fibers that connects the left and right hemispheres of the brain. As the result of growth in this area the two hemispheres of the brain become increasingly more efficient in communicating with each other. | corpus callosum |
| An acquisition of language skills critical for learning. | emergent literacy |
| A child focuses on how a person looks excludes all other attributes. | focus on appearance |
| The process in which children attempt to be similar to their same sex parent and incorporate the parent’s attitudes and values. | gender identification |
| A person’s perception and acceptance of the roles and behaviors that society associates with the biological category of male or female. | gender identity |
| A young child’s ability to learn by having social experiences, exploring their universe, and learning from mentors. | guided participation |
| Societal philosophy that emphasizes personal identity and the uniqueness of the individual is highly valued. | individualistic orientation |
| According to Erikson the period during which children, ages 3 to 6 experience conflict between independence of action and the sometimes negative results of that action. | initiative-vs-guilt stage |
| The inability of the child to see that reversing a process can sometimes restore whatever existed before the transformation. | irreversibility |
| Refers to the differentiation of the two sides of the brain. | lateralization |
| A process through which the axons and dendrites become insulated with a coating of myelin—a fatty substance that speeds transmission of nerve impulses from one neuron to another. | myelination |
| Refers to the tendency to stick to one thought or action even when it has become useless or inappropriate. | perseveration |
| Sometimes called the frontal cortex or frontal lobe, this is the last part of the human brain to reach maturity. It is at the front of the brain’s cortex and specializes in “executive functions,” i.e. planning, selecting, and coordinating thoughts. | prefrontal cortex |
| A stage in Piaget’s cognitive theory which lasts from the age of 2 until around 7 years of age. In this stage, children’s use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases. | preoperational stage |
| Actions that change conditions to prevent some unwanted event from occurring. | primary prevention |
| Vygotsky’s term for the internal dialogue that occurs when people talk to themselves and through which new ideas are developed and reinforced. | private speech |
| According to Erikson, development that encompasses changes both in the understanding individuals have of themselves as members of society and in their comprehension of the meaning of the behavior of other people. | psychosocial development |
| A situation where achievement in one role that an adult plays, e.g., parent, reduces the impact of disappointment that may occur in another role, e.g., professional career. | role buffering |
| The stress of multiple obligations, e.g., parental, spousal, and vocational. | role overload |
| A sensitive structuring of the young child’s participation in leaning encounters. | scaffolding |
| Actions that avert harm in the immediate situation and reduce the danger of high-risk situations. | secondary prevention |
| A person’s identity or set of beliefs about what one is like as an individual. | self-concept |
| A function of speech through which a person’s cognitive skills are refined and extended. | social mediation |
| The belief that the world is unchanging and is always in the state in which they currently encounter it. | static reasoning |
| A child’s ability to use a mental symbol, a word, or an object to stand for, or represent, something that is not physically present. | symbolic function |
| Action taken after an adverse event occurs and aimed at reducing he harm, or preventing the disability from getting worse. | tertiary prevention |
| Vygotsky’s terms for a range of skills that a person can exercise with assistance but is not quite ready to perform independently. | zone of proximal development (ZPD) |
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