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Chapter 7 - 9
COM APP
| Question | Answer |
|---|---|
| physical skills that involve the large muscles | Gross motor skills |
| physical skills that involve the small muscles and eye-hand coordination | Fine motor skills |
| increasingly complex combinations of skills, which permit a wider or more precise range of movement and more control of the environment | System of action |
| preference for using a particular hand | Handedness |
| In Piaget’s theory, the second major stage of cognitive development, in which symbolic thought expands but children cannot yet use logic. | Preoperational stage |
| Piaget’s term for ability to use mental representations (words, numbers or images) to which a child has attached meaning | Symbolic function |
| Piaget’s term for a preoperational child to mentally link particular phenomena, whether or not there is logically a causal relationship | Transduction |
| tendency to attribute life to objects that are not alive | Animism |
| In Piaget’s theory, the tendency of preoperational children to focus on one aspect of a situation and neglect the others. | Centration |
| In Piaget’s terminology, to think simultaneously about several aspects of a situation | Decenter |
| Piaget’s term for inability to consider another person’s point of view; a characteristic of young children’s thought. | Egocentrism |
| Piaget’s term for awareness that two objects that are equal according to a certain measure remain equal in the face of perceptual alteration so long as nothing has been added to or taken away from either object. | Conservation |
| Piaget’s term for a preoperational child’s failure to understand that an operation can go in two or more directions. | Irreversibility |
| Process by which information is prepared for long-term storage and later retrieval | Encoding |
| Retention of information in memory for future use | Storage |
| Process by which information is accessed or recalled from memory storage | Retrieval |
| Initial, brief, temporary storage of sensory information | Sensory memory |
| Short-term storage of information being actively processed | Working memory |
| Conscious control of thoughts, emotions and actions to accomplish goals or solve problems | Executive functioning |
| In Baddeley’s model, element of working memory that controls the processing of information | Central executive |
| memory that produces scripts of familiar routines to guide behavior | Generic memory |
| General remembered outline of a familiar, repeated event, used to guide behavior | Script |
| Long-term memory of specific experiences or events, linked to time and place. | Episodic memory |
| memory of specific events in one’s life | Autobiographical memory |
| Model, based on Vygotsky’s sociocultural theory, which proposes that children construct autobiographical memories through conversation with adults about shared events. | Social interaction model |
| process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation | Fast mapping |
| the practical knowledge needed to use language for communicative purposes. | Pragmatics |
| Speech intended to be understood by a listener | Social speech |
| Talking aloud to oneself with no intent to communicate with others | Private speech |
| Pre-schoolers’ development of skills, knowledge and attitudes that underlie reading and writing | Emergent literacy |
| Sense of self; descriptive and evaluative mental picture of one’s abilities and traits. | Self-concept |
| Cluster of characteristics used to describe oneself | Self-definition |
| In neo-Piagetian terminology, first stage in development of self-definition, in which children describe themselves in terms of individual, unconnected characteristics and in all-or-nothing terms. | Single representations |
| The self one actually is | Real self |
| The self one would like to be | Ideal self |
| In neo-Piagetian terminology, second stage in development of self-definition, in which a child makes logical connections between aspects of the self but still sees these characteristics in all-or-nothing terms | Representational mapping |
| the judgement a person makes about his or her self-worth | Self-esteem |
| Erikson’s third stage in psychosocial development, in which children balance the urge to pursue goals with reservations about doing so. | Initiative vs. guilt |
| Awareness, developed in early childhood, that one is male or female. | Gender identity |
| Behaviors, interests, attitudes, skills and traits that a culture considers appropriate for each sex; differ for males and females. | Gender roles |
| Socialization process whereby children, at an early age, learn appropriate gender roles. | Gender typing |
| Preconceived generalizations about male or female role behavior. | Gender stereotypes |
| Darwin’s theory that gender roles developed in response to men’s and women’s differing reproductive needs. | Theory of sexual selection |
| In Freudian theory, the process by which a young child adopts characteristics, beliefs, attitudes, values and behaviors of the parent of the same sex. | Identifications |
| Awareness that one will always be male or female; also called sex category constancy. | Gender constancy |
| Theory, proposed by Bem, that children socialize themselves in their gender roles by developing a mentally organized network of information about what it means to be male or female in a particular culture. | Gender-schema theory |
| Albert Bandura’s expansion of social learning theory; holds that children learn gender roles through socialization. | Social-cognitive theory |
| Play involving repetitive large muscular movements. | Functional play |
| Play involving use of objects or materials to make something. | Constructive play |
| Play involving imaginary people or situations; also called pretend-, fantasy- or imaginative play. | Dramatic play |
| organized games with known procedures and penalties | Formal games with rules |
| Tendency to select playmates of one’s own gender Corporal punishment: Use of physical force with the intention of causing pain but not injury so as to correct or control behavior | Gender segregation |
| Use of physical force with the intention of causing pain but not injury so as to correct or control behavior. | Corporal punishment |
| disciplinary techniques designed to induce desirable behavior by appealing to a child’s sense of reason and fairness. | Inductive techniques |
| disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control. | Power assertion |
| Disciplinary strategy that involves ignoring, isolating or showing dislike for a child. | Withdrawal of love |
| In Baumrind’s terminology, parenting style emphasizing control and obedience. | Authoritarian parenting |
| In Baumrind’s terminology, parenting style emphasizing self expression and self-regulation. | Permissive parenting: |
| In Baumrind’s terminology, parenting style blending respect for a child’s individuality with an effort to instill social values. | Authoritative parenting |
| Aggressive behavior used as a means of achieving a goal. | Instrumental aggression |
| Aggression that is openly directed at its target. | Overt (direct) aggression |
| Aggression aimed at damaging or interfering with another person’s relationships, reputation or psychological well-being. | Relational (social or indirect) aggression |
| vigorous play involving wrestling, hitting and chasing, often accompanied by laughing and screaming. | Rough-and-tumble play |
| descriptive and evaluative beliefs about one’s appearance | Body image |
| chronically high blood pressure | Hypertension |
| Illnesses that last a short time | Acute medical conditions |
| Illnesses or impairments that persist for at least 3 month | Chronic medical conditions |
| Third stage of Piagetian cognitive development (approximately ages 7 to 12), during which children develop logical but not abstract thinking. | Concrete operations |
| Ability to order items along a dimension | Seriation |
| Understanding the relationship between two objects by knowing the relationship of each to a third object. | Transitive inference |
| Understanding of the relationship between a whole and its parts. | Class inclusion |
| Type of logical reasoning that moves from particular observations about members of a class to a general conclusion about that class. | Inductive reasoning |
| Type of logical reasoning that moves from a general premise about a class to a conclusion about a particular member or members of the class. | Deductive reasoning |
| Conscious control of thoughts, emotions and actions to accomplish goals or solve problems. | Executive functioning |
| Understanding of processes of memory. | Meta-memory |
| Techniques to aid memory. | Mnemonic strategies |
| Mnemonic strategies using something outside the person | External memory aids |
| Mnemonic strategy to keep an item in working memory through conscious repetition. | Rehearsal |
| mnemonic strategy of categorizing material to be remembered. | Organization |
| Mnemonic strategy of making mental associations involving items to be remembered. | Elaboration |
| tendency of intelligence tests to include items calling for knowledge or skills or more familiar or meaningful to some cultural groups than to others. | Cultural bias |
| Intelligence tests that, if they were possible to design, would have no culturally linked content. | Culture-free tests |
| Intelligence tests that deal with experiences common to various cultures, in an attempt to avoid cultural bias. | Culture-fair tests |
| Intelligence tests that would draw on and adjust for culturally related content. | Culture-relevant tests |
| Gardner’s theory that each person has several distinct forms of intelligence. | Theory of multiple intelligences |
| Sternberg’s theory describing three elements of intelligence: componential, experiential and contextual. | Triarchic theory of intelligence |
| Sternberg’s term for the analytic aspect of intelligence. | Componential element |
| Sternberg’s term for the practical aspect of intelligence (know-how) | Tacit knowledge |
| Set of linguistic rules that govern the use of language for communication. | Pragmatics |
| Approach to teaching English as a second language in which instruction is presented only in English. | English-immersion approach |
| system of teaching non-English-speaking children in their native language while they learn English, and later switching to all-English instruction. | Bilingual education |
| : Fluent in two languages | Bilingual |
| Approach to second-language education in which English speakers and non-English-speakers learn together in their own and each other’s languages | Two-way (dual-language) learning: |
| process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory | Decoding |
| Process of retrieving the sound of a printed word when seeing the word as a whole. | Visually based retrieval |
| : Approach to teaching reading that emphasizes decoding of unfamiliar words. | Phonetic (code-emphasis) approach |
| Approach to teaching reading that emphasizes visual retrieval and use of contextual clues. | Whole-language approach |
| Awareness of a person’s own mental processes. | Metacognition |
| Family and community resources on which a person can draw. | Social capital |
| Developmental disorder in which reading achievement is substantially lower than predicted by IG or age | Dyslexia |
| Programs for educating the gifted that move them through the curriculum at an unusually rapid pace. | Acceleration programs |
| : Programs for educating the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips or mentoring. | Enrichment programs: |
| Thinking aimed at finding the one right answer to a problem. | Convergent thinking |
| Thinking that produces a variety of fresh, diverse possibilities. | Divergent thinking |
Created by:
medeasolon