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Child Psych Exam 2
| Term | Definition |
|---|---|
| neural migration | move from one part of the brain to the other part and replace other neurons |
| neural differentiation | increases the brain size |
| neural proliferation | gaining more neurons |
| neuroplasticity | -enlargement of neurons when children are exposed to new and enriching experiences -having children grow mentally |
| dendrites | connecting cell protrusions that allow the transmitters to go through to other neurons |
| cell body | what dendrites are connected to, allowing impulse to send through |
| nucleus | central part of the cell body |
| axon | carries the impulses through the neuron |
| axon hillock | nerve fiber that connected the cell body to the axon |
| myelin sheath | sheet that goes over the axon and makes the impulses go faster and not get "destroyed" for longer |
| axon terminal | end of neuron, where impulses then pass to small gap that exists between neurons |
| synapse | tiny space between neurons that contains neurotransmitters |
| left brain hemisphere | -deals with higher order executive functions -problem solving, language, math |
| right brain hemisphere | -special functions/ dimensions -movement, art, music |
| corpus callosum | nerve fiber that connects the two hemispheres of the brain |
| PET and fMRI | imaging techniques that provide access and scan the brain activity |
| age four | 80-90% of the brain is formed |
| reflx | involuntary movements, connected to survival |
| rooting | stimulate the cheek of the baby and it moves in the direction of the breast |
| sucking | suck on the nipple or bottle to get the food it needs |
| babinski | when stimulating the sole of the foot of the infant, the toes would fan out and then curl |
| pastoral reflexes | boy retains orientation, it rights itself, and contains stepping-like motions |
| gross motor skills | crawling, cruising, walking, running, skipping |
| fine/ pincer grasp | -more differentiated -coloring, scissors, ect |
| Kwashiorkor | severe malnutrition; both climate and purposeful |
| twi | -children who have become involuntary weened of breast milk because of another child -child given carbs for substitute; cannot produce enough muscles or brain power -irritable, bloated stomachs, cognitive delays |
| developmental psycholinguistics | study how language is acquired/ evolves overtime; especially with young children |
| newborns | -show a preference for human voices over animal sounds -they can recognize mothers voice over another woman's voice |
| receptive language | ability to understand language |
| expressive language | being able to communicate and express oneself |
| prosodic language | infants can recognize the rhythm and intonation of their own language when presented with several language melodies long before they can understand or speak words |
| canonical babbling | -7 months -precursor to a first word -clearer, moving in direction to first word -tongue and mouth cavity getting bigger |
| joint attention | -sharing a common focus on something (other people, objects, concept, event) with someone else -requires the ability to gain, maintain, and shift attention |
| pivot vocabulary | -grammar is marked by two-word utterances wherein one word is commonly an action word, and the other is a content word |
| fast mapping | able to require meaning from unfamiliar words by just looking at the other set of words that accompany the unfamiliar word |
| protodeclarative communication | -children will use gestures to call an adults attention to objects |
| protoimperative commuication | -child gets an adult to perform an action -can use words, point to object, pulling, ect |
| social pragmatic approach | if children are unsure of a word, they could understand the meaning using the other words they hear in a sentence |
| metalinguistic awareness | children have the ability to understand and be aware of their own competency with grammatical words and usage of language |
| dyslexia | language based learning disability that causes difficulties with word recognition, spelling, and reading comprehension |
| zone of proximal development | the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration |
| amygdala | processes emotion such as anger, fear, and anxiety |
| hippocampus | learning and memory |
| hypothalamus | water balance, sleep, temperature, appetite, and blood pressure |
| cephalocaudal | development starts at the top and moves its way down |
| failure to thrive | -failure to thrive in a child who is younger than 5 years age and has no known medical condition that causes poor growth -caused by emotional deprivation, child abuse, neglect, or due to an accident |
| skeletal maturity | attained when the epiphyseal plates close |
| underextending | child uses a single word to refer multiple objects or concepts, instead of using different words for different things |
| carisol | -rises with stress -excessive can lead to having depressed mood |
| IQ | compare "normal" skill levels to those individual students of the same age |
| cross-fostering studies | -transfer of young between mothers -used to separate genetic from environmental influence on behavior |
| Fine Motor of Preschoolers | playdough, scissors, blocks, puzzles |
| gross motor of preschoolers | running, jumping, throwing, kicking |
| GRIT | -people with GRIT are hardworking and do not give up -overachievers -pace yourself and you will succeed |
| cooing | -first set of sound production from infants -6-8 weeks -vowel like utterances |
| babbling | -more refined production of sounds -3-6 months |
| holophrases | -one word utterances -around 9-24 months -include works like no, please, thank you, bye -nouns more in western culture, verbs more in asain cultures |
| duos | -two word utterances -using pivot words first (more __, no more, ect) -18 months -vocabulary spurt |
| telegraphic speech | -multiword utterances -children able to use and combine words -36 months -omitting conjunctions (a,the) as they are learning more and more |
| phonology | -learning sounds: cant understand the meaning behind words even if we do not know what it means -basic element of language |
| semantics | -meaning of words -can learn through gestures, repetition, or usage in combination of other words |
| syntax | -rules of grammar -every language has its own rules -will learn overtime and will make errors in rule construction -learn formally and informally |
| pragmatics | -how we use language so that its most effectively employed -how we speak is different depending on who we talk to |
| Piaget - sensorimotor | -birth-2 -once child starts gaining sense of environment, they are able to move their body to learn more about the environment |
| Piaget - preoperational | -2-7 years -symbolic function -language is taking off in very symbolic ways -egocentricity |
| egocentricity | -children do not yet have the schemes to which identify with others -tend to only care about themselves |
| Piaget - concrete | -more capable of solving problems because they can consider numerous outcomes and perspectives -can better estimate time and distance, numerical operations, and categorization abilities -can understand concept of conversation better |
| Piaget - formal | -11-12 -children who are exposed to any school setting and STEM can be very helping in problem solving and thinking -any source of trouble with problem solving could be developmental delay |
| neo-piagetians | -Piaget had something going on and believe that what he said is still relevant today |
| neo-Piagetian criticism | -he underestimated the preoperational period |
| centration | -child can only focus on one aspect in solving a problem -cannot see other solutions to solving problems |
| reversibility | -child now understands that objects can be changed by virtue of size, weight, ect -cant reverse an operation |
| flynn effect | increases in children's IQ as we move through generations |
| Vygotsky - MKO | -more knowledgeable others -people who teach children and provide active engagement in the world -support learning |
| Vygotsky - inner speech | young children would engage in inner speech and gain insight through that self talk |
| Vygotsky - zone proximal development (ZPD) | -a gap where a child is without intervention and where they could be if they had intervention -is zone between what a child can do and what the could do with MKO intervention |
| Vygotsky - co-constructivist | believe that children and actively shaping and developing through MKOs |
| Similarities of Piaget and Vygotsky | -both considered with cognition and that children are active learners -caregivers help unleash knowledge -endorse role of nature and nurture as interactive as children gather knowledge -observed their own children |
| differences of Piaget and Vygotsky | -MKOs and ZPDs - more jargons -self talk and inner speech -sociocultural development |
| scaffolding learning | -give a review sheet to gather what they know and don't know -having review period built in -notes and/or PowerPoints -providing a video to reinforce a skill set |
| overregularization | -inappropriate application of synaptic rules to words and grammar form that show exception -runned instead of ran -can do many things to increase these language skills |
| Alfred Binet and Theodore Simon | commissioned by french government to create intelligence test for children in 1905 |
| Thurstone - visual comprehension | reading, comprehension, vocabulary |
| Thurstone - word fluency | flexible about number or words you can use and generate with a number |
| Thurstone - number facility | solving numerical problems |
| Thurstone - spatial visualization | -ability to manipulate geometric forms or symbols -seeing things rotate in brain and fit together |
| Thurstone - memory | remembering, recall, identifying |
| Thurstone - reasoning | idea of being able to solve problems, see similarities |
| Thurstone perceptual speed | recognize symbols rapidly |
| Gardner - linguistics | gifted in language, engage in public speaking, verbal activity |
| Gardner - math | -good at math and solving numerical problems -logical-mathematical skills |
| Gardner - interpersonal intelligence | -people are sociable and can easily talk to others -good with people and have good interpersonal skills |
| Gardner - intrapersonal intelligence | understand themselves and have good insight of their abilities, struggles, ect |
| Gardner - spacial | spatial visualizations, see connections between things and can manipulate objects in their heads |
| Gardner - kinesthetic | movement, dance, move in rhythm and each part of one's body |
| Gardner - existential | finding out and discovering meaning to your existance |
| Gardner - naturalistic | ability to identify, classify and manipulate elements of the environment, objects, animals, or plants |
| Gardner - musical | ability to produce and appreciate rhythm, pitch, and appreciate all forms of musical expressiveness |
| Spearman | -intelligence is made up of two parts; general intelligence and specific skills |
| Sternberg's Triarchic theory - contextual | adaptability to environment |
| Sternberg's Triarchic theory - componential | information processing efficiency |
| Sternberg's Triarchic theory - 2 facet subtheory | deal with novelty |
| WISC-R | -Wechsler Intelligence scale for children - revised -verbal tests -performance tests |
| HOME inventory | -home observation measurement environment -designed to assess the quality of the caregiver-child interactions and how these are later correlated with IQ and other competencies |
| Arthur Jensen | -friend and colleague of Burt and defended him after his death -Boondoggle; waste of government resources, Headstart was one of those wastes |
| Sir Cyril Burt | -either born with inferior or good genes; cannot change them -claimed he had studied 53 pairs of monozygotic twins where one born wealthy and another born poor -IQ found to be identical; IQ all in gene structure -all of his data was a fraud |
| Headstart | -conceived as anti-poverty program -early program for pregnant and single-parent households -migrant head start program -educational component; teachers, teachers assistants, one-on-one help with special needs children -mental health consultants |
| Headstart criticisms | -only get 12 million a year -need better facilities -need more pay for teachers and consultants -need more credentialed teachers in environment -need more integrations of mental health services |
| intelligence test criticisms | -only focused on math and language skills -only focuses on left hemisphere -children may not have motivation |
| Cliatt Wayman - How to fix a broken school system | -principal who fixed school -make the school a place where children felt safe and came to learn -fixed many things |
| marva collins | teacher from Chicago who developed a school for children who were performing poorly |
| 3 standardized tests used for children | -WISC-R -Stanford-Binet -WPPSI |
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