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PSYC2120-Exam 2 prep
PSYC 2120 Exam prep
| Term | Definition |
|---|---|
| Lateralization | also called sidedness |
| According to Vygotsky, children learn because mentors: | present challenges, provide information, and encourage motivation. |
| According to Vygotsky, children do not learn by mentors: | taking over the instruction. |
| Day-care centers successfully prevent obesity from increasing age 2 to 3 by: | increasing exercise and improving snacks. |
| Sugar | is a major problem that contributes to nutritional deficiency, obesity, and tooth decay. |
| Piaget called the stages of cognitive development behavior for ag 2 and 6 as "preoperational intelligence" because | children do not yet use logical operations. |
| According to Erikson, children have ______, and so believe they can achieve any goal. | an unrealistic self-concept. |
| authoritarian | is a parenting style characterized by high parent-to-child communication, low warmth, and high expectation of maturity. |
| Authoritarian parent often: | seem stern to their children. |
| pretend; social | Play can be divided into two kinds: ______ play, when a child is alone, and ______ play, occurs with playmates. |
| Intrinsic motivation | The desire of pursuing a goal that comes from within a person. |
| embodied cognition | The idea that our sensorimotor actions are closely linked to our thinking. |
| Birth | According to Lev Vygotsky's sociocultural framework, every experience after ______ teaches individuals something. |
| Income and Ethnicity | A child's achievement seems more influenced by __________________ in the United States than other nations. |
| 100 | The average IQ is a score of ______. |
| Industrious or inferior | According to Erik Erikson's theory, children in middle childhood tend to judge themselves as either: |
| Poverty | is a factor that makes extended families more likely. |
| Drug abuse, delinquency, and poor academic performance. | Janice's parents are wealth. When Janice was a child, they pressured her to excel. This may lead to Janice engaging in all behaviors of: |
| Maternal care. | Janice's parents are wealth. When Janice was a child, they pressured her to excel. This may lead to Janice engage in not: |
| functions of a family | Developing self-respect, nurturing friendships with peers, and encouraging learning are three of the ___________. |
| seeking pleasure and avoiding punishment | Lawrence Kohlberg's concept of preconventional morality involves ________________________________. |
| following what parents, teachers, and peers do | Conventional morality involves ________________________________. |
| Slim, longer bodies; smaller head-to-body ratio; fat replacement to muscle | Growth patterns |
| Obesity | is a serious health concern. |
| Adverse conditions | can make wasting and stunting still occur - from climate changes, war, and extreme poverty. |
| 75% | By age 2, the brain weighs _____ of what it will be in adulthood. |
| Myelin | ___________ development contributes to increased weight of the brain by age 2. |
| Myelination | is the fatty coat on axons - protects and speeds signals between neurons |
| The brain hemispheres are affected by | genes, prenatal hormones, and early experiences. |
| maturation of the prefrontal cortex. | More regular sleep, more nuanced and responsive emotions, decreased temper tantrums, and rare uncontrollable laughter / tears are from |
| Executive function | Cluster of abilities that develop at age 2 and through childhood - promotes coping skills as an adult and protects from destructive emotional outbursts, and important around ages 2-6. |
| Memory, Inhibition, and Flexibility. | Executive function has three abilities or functions: They help with core skills for cognitive, social, and psychological development, considerate responses over impulsive ones, and change perspective as needed and resist temptation, stay focused. |
| EF abilities | are better predictor of later brain development (school achievement), important for vocab or fact knowledge. Helped by regular sleep, good nutrition, exercise, and early education. |
| Theory-Theory | Children explain by constructing theories from seeing and hearing (little scientist) - intuitive theories for physical, biological, psychological, and social world. Are spontaneous but may change with new evidence. |
| Theory of Mind | Pearson's thry - what other people might be thinking, realization of children finding others do not have the same thoughts as them by after age 4 (from experiences, dual-language exposure, siblings). |
| Lying | Children's _______ is linked to their theory of mind development. |
| Preoperational intelligence | 2nd of Piaget's period of cognitive development; children ages 2-6; using symbols to think - not yet use logical operations / reasoning processes. |
| Egocentrism, Appearance-focus, Static, and Irreversible. | The four ways that young children's logic is limited: |
| Egocentrism | Young children think about the world from their perspective (animism) and focus on appearance. See toys as a real-thing, person with feelings and personalities. |
| Static reasoning | To think nothing changes, what is now is always been and will be - tendency of young children. |
| Conservation and logic | Principle of stating amt of substance remains the same, even in appearance change (same amt of water in different sized cups). The four characteristics of preoperational thinking overrule logic. |
| Social learning | aspect Vygotsky believed children's cognitive development is from within sociocultural context, learn from guided participation of mentors. |
| Present challenges, offer assistance (without taking over), add crucial information, and encourage motivation. | Mentors: |
| Zone of proximal development (ZPD | Vygotsky s term for skills being exercised with assistance, not yet independently. |
| Scaffolding | temporary support tailored to a learner's needs and abilities to help with mastery of next task in the learning process (tools, mentors, and culture) |
| Over imitation | Children copy actions - imitate adult actions, may may be irrelevant and inefficient, happens everywhere, from ages 2-6. |
| Ideal for learning language | Brain maturation, myelination, scaffolding, and social interaction in early childhood is ________________________________. A sensitive (not critical) period for vocab mastery, grammar, and pronunciation. |
| Vocabulary explosion | 200 words at age 2 > 59,000+ words at age 6. |
| Fast-mapping | how children store new learned words in mental categories by perceived meaning, quickly and sometimes imprecise. |
| Logical extension | with fast-mapping, to describe other objects in the same category. |
| Bilingual children | often code-switch in a middle of a sentence. |
| Quality education | price does not = quality; focuses on interaction and engagement - high quality has role in children's cognitive development, environment influence child's learning for home, day care, or preschool. |
| Early-Childhood schooling program goals: | Child-centered (encourage creativity); Teacher-directed (prep for formal education); Intervention (prep for low-SES children for the 1st grade). |
| Child-centered | teacher is facilitator/delegator; active learning; collab work, classroom design; student influence content; reward from collaboration; encouragement of artistic expression, students learn from each other. |
| Teacher-directed | direct instruction; teach is formal authority; learn by listening; orderly and quiet classroom design; teacher manage lessons; reward for individual achievement; encourage academics; student learns from teacher. |
| Head-start | to promote literacy and language skills for low-income families, state- and city-sponsorship program vary of quality, poverty alleviation; more teacher-directed, require longer hours; long-term impact for vocab expansion and + life outcomes |
| Emotion regulation | (effortful control) when and how emotions are expressed, critical psychological task for ages 3-5, developed with self-concept. It is to regulate not remove - emotional intelligence. |
| Emotion regulation; cognitive maturation | __________ and __________ develop together, enable each other to advance - maturation, learning, and culture all matter. |
| Initiative versus guilt | Erikson's 3rd psychosocial crisis; children are guilty when no success from trying new skills and activities, protective optimism encourages trying new things, optimistic self-concept protect them from guilt and shame to encourage learning. |
| Intrinsic Motivation | motivation from one's own desires, inside a person |
| Extrinsic Motivation | motivation from social context, outside a person. |
| Empathy; Antipathy | __________ leads to compassion and prosocial actions. ____________leads to antisocial behavior (verbal insults, social exclusion, and physical attacks). |
| Empathy | The ability to understand and appreciate the emotions and concerns of another person, especially when it differs from one's own. |
| Antisocial behavior | Deliberate hurtful or destruction actions towards another person. |
| Social Play | join a peer group, manage conflict, take turns, find friends, etc. Children learn emotional regulation, empathy, and cultural understanding - advances social understanding. |
| Risky Play | may cause injury to a child, rough-and-tumble 9wrestling, climbing trees, sledding, etc.) - mimic aggression with no intention to harm, common among young males, advance social understanding, and possible positive effects on limbic system connection. |
| Sociodramatic Play | Acting out various roles and themes of stories created. Allow exploration and rehearsal of social roles, test ability of explanation, practice for regulating emotions, and develops self-concept. |
| Screen Time | Reduced conversation, imagination, and exercise - linked to obesity, emotional immaturity, and less intellectual growth. |
| Expressions of warmth; strategies for discipline; communication; expectations for maturity | Baumrind's four dimensions of parenting styles. |
| Authoritarian parenting style | high behavior standards, strict punishment of misconduct, and little communication |
| Permissive parenting style | high nurture and communication, little discipline, guidance, or control |
| Authoritative parenting style | set limits and enforce rules, flexible and listen to children |
| Neglectful / uninvolved parenting style | child behaviors is ignored or unnoticed by parent, parent do not care. |
| Punishment | Methods are part of the whole culture, not an isolated event. |
| Physical punishment | discipline technique to hurt the body of someone - spanking to serious harm, even death. |
| child discipline | In the United States, _______________ depends more on region and ethnicity that the child's behavior. |
| Spanking | physical punishment to temporarily increase obedience, possibly increase later aggression, bullying, and abusive adolescent to adult behaviors. |
| Psychological control punishment | threat of withdrawal of love and support - relies on child's feelings of guilt and gratitude towards parents. |
| Time-out punishment | Child separation from people and activities for a specified time. |
| Induction punishment | technique for parent getting the child to try to understand why a behavior is wrong. Listening, not lecturing - is important. |
| Teaching morals | Outgrowth of attachment and social awareness for a sense of right and wrong. Protect, cooperate, and care (specie survival), moral impulses strengthen with cognition and peer interaction. |
| Aggression | Instrumental, Reactive, Relational, Bullying; form of it is less common from ages 2-6 with brain maturation, emotional regulation increased, and built empathy. Understand social context and use aggression selectively. |
| Avoidable injury | Injury control / harm reduction - 3 levels of prevention |
| Levels of prevention | Primary prevention, Secondary prevention, and tertiary prevention level are to reduce harm. Also called ______________. |
| more likely | Younger children (2-6) are _________________ to be seriously hurt than slightly older children. |
| Early-childhood dangers | uninhibited impulses, boundless energy and movement; overestimation of children's understanding; lack of safeguards in environment and community. |
| Child maltreatment | the intentional harm or avoidable endangerment of those under the age of 18, not rare or sudden, and involves one or both parents. |
| Child abuse | deliberate action harmful to a child's physical, emotional, or sexual well-being. |
| Child neglect | failure to meet child's basic physical, educational, or emotional needs. |
| Substantiated maltreatment | harm / endangerment reported, investigated, and verified. |
| reported maltreatment | harm / endangerment notified to authorities. |
| Ratio from reported vs substantiated cases | is from each child counts as one, substantiation needs proof, report may be signs of possible maltreatment, screened out, or deliberately false. |
| maltreatment | Effects of ______________ is devasting and long-lasting. |
| Mistreated / neglected children may be: | Hostile and exploitative people; less friendly, more aggressive, and more isolated; greater experience of social deficits; may experience large and enduring economic consequences. |
| Adoption difficulties | Preference for infants; screen out nonheterosexuality headed families; and reluctance to release children for adoption from judge and biological parents. |
| Plans for the future | Permanency, foster care, and kinship are |
| Middle childhood | ages 6-11; less deaths and dangerous risk-taking and drug-abuse vs teen years. |
| Cognitive advances | allow emotional regulation and facilitation of team games / sports. |
| Maturation | Allowed by spontaneous play; critism is counterproductive; encouragement to participate in developmentally unsafe sports or activities - concussions or other later-life consequences can show up. |
| Cultural differences | idea of exercise improving the brain in some cultures but not others. |
| Fine and gross motor activities | __________________________ enable learning. E. penmanship learning > reading, planning, deep thinking; writing > brain synchrony; sports > cognitive abilities. |
| Exercise | ____________ helps brain development. |
| Direct benefit of exercise | better cerebral blood flow; fuels brain tissue and neurotransmitters; increase in brain-derived neurotrophic factor (BDNF), needed for neurons to grow. |
| Indirect benefit of exercise | Movement improves mood. Mood affects thought. |
| Concrete operational thought | Piaget - ability to reason logically about direct experiences and perceptions, movement beyond egocentrism. |
| Classification | things are organized by groups / categories / classes by a common characteristic. |
| Seriation | things arranged by series - crucial for understanding of # sequence and logical series. |
| Middle childhood | primetime for learning; should consider thought process rather than outcome, ZPD - direct instruction and scaffold of potential and knowledge. |
| Automatization | strengthens brain connections. Like RAN - Rapid automated naming. Sequence of thoughts and actions without requiring conscious thought (aid academic skills, habits, and routines). |
| Neurodiversity | being neurologically different from another person. |
| Multiple intelligences | Theory replacing the concept of general intelligence (g) . Vary by genes, age, culture - vary on cognitive abilities. |
| The 7, expanded to 9 intelligences are: | Linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and spiritual / existential intelligence. |
| Codes and pragmatics | Comprehends metaphors, jokes, and puns - change style of speech (linguistic codes, depends on audience (Formal / Informal code). |
| Poverty on middle childhood | poorer vocab, less complex language usage - may affect brain development and slower language development and learning; language should be exposed early on for proficiency. |
| International difference | __________________ in middle childhood is what children need to learn but varies by continent, country, and state (history). Social-emotional learning (SEL) or basic skills; religious education; private schools; homeschooling. |
| Hidden curriculum | unofficial, unstated, implicit pattern in a school influencing what they learn. schedule, rules, teacher demographics and characteristics, school funding, class organization, competitions, student government - school shooting drills. |
Created by:
AMarquez2572