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Child Psyc Chapter 7
Physical Development and Health; "The Growing Child"
| Question | Answer |
|---|---|
| percentile rank | percentage of individuals whose scores on a measure are equal to or less than those of the individual child who is being described. |
| growth curve | pattern and rate of growth exhibited by a child over time |
| endocrine system | glands (including the adrenals, thyroid, pituitary, testes, and ovaries) that secrete hormones governing overall physical growth and maturation |
| hormones | substances that are secreted by glands and that govern physical growth and sexual maturation |
| pituitary gland | gland that governs the endocrine system and provides hormonal triggers for release of hormones form other glands |
| growth hormone (GH) | pituitary hormone that controls the growth process |
| corpus callosum | brain structure through which the left and right sides of the cerebral cortex communicate |
| lateralization | functional specialization of the left and right hemispheres of the cerebral cortex |
| hippocampus | brain structure that is involved in the transfer of information to long term memory |
| field of vision | amount of the environment that can be seen without moving the eyes |
| strabismus | disorder of alignment of the two eyes in which one or both eyes are turned in or out |
| amblyopia | disorder in which the brain suppresses information from one of the eyes (lazy eye) |
| steropsis | capacity to perceive depth by integrating separate images sent to the brain by the eyes into a single, 3D image |
| vestibular sense | body's sense of its position in space |
| fundamental movement skills | basic patterns of movement that underlie gross motor skills such as running |
| finger differentiation | ability to touch each finger on a hand with the thumb of that hand |
| scribble stage | first of kellogg's stages of drawing, in which children draw dots, horizontal and vertical lines, curved or circular lines, and zigzags |
| shape stage | Kellogg's second stage, in which children intentionally draw shapes such as circles, squares, or X shapes |
| design stage | Kellog's third stage, in which children mix several basica shapes to create more complex designs |
| pictorial stage | Kellog's fourth stage, in which children begin to draw pictures of objects or events from real life |
| nightmares | frightening dreams that usually happen early in the morning and awaken the child |
| night terrors | frightening dreams that usually happen within a couple of hours of a child's going to sleep and do not fully awaken the child |
| dental caries | tooth decay (cavities) caused by bacteria |
| otitis media (OM) | inflammation of the middle ear that is caused by a bacteria |
| child abuse | physical or psychological injury that results from an adult's intentional exposure of a child to potentially harmful physical stimuli,sexual acts, or neglect |
| neglect | failure of a caregiver to provide emotional and physical support for a child |
| atypical development | developmental pathways, persisting for 6 months or longer, that are different from those of most children and/or are at the extreme end of the continuum for that behavior |
| mental retardation | low levels of intellectual functioning (usually defined as an IQ score below 70) combined with significant problems in adaptive behavior |
| pervasive development disorders (PDDs) | group of disorders that are characterized by the inability to form social relationships |
| autistic disorders | group of disorders that are characterized or nonexistent language skills, an inability to |
| Asperger's syndrome | disorder in which children have age-appropriate language and cognitive skills but are incapable of engaging in normal social relationships |
| semiotic (symbolic) function | understanding that one object or behavior can represent another |
| preoperational stage | Piaget's second stage of cognitive development, during which children become proficient in the use of symbols in thinking and communicating but still have difficulty thinking logically |
| figurative schemes | mental representations of the basic properties of objects in the child's world |
| operative schemes | mental representations that enable children to understand the logical connections among objects in their world and to reason about the effects of any changes on them |
| egocentrism | young child's belief that everyone sees and experiences the world the way she or he does |
| centration | young child's tendency to think of the world in terms of one variable at a time |
| animism | attribution of the characteristics of living organisms to nonliving objects |
| conservation | the understanding that matter can change in appearance without changing in quantity |
| transductive logic | causal inference based only on the temporal relationship between two events (if event A happened shortly after event B then A caused B) |
| theory of mind | set of ideas constructed by a child or adult to describe, explain, and make predictions about other people's knowledge and behavior, based on inferences about their mental states |
| false belief principle | understanding that enables a child to look at a situation from another person's point of view and determine what kind of information will cause that person to have a false belief |
| short term storage space (STSS) | neo-Piagetian theorist Robbie Case's term for the child's working memory |
| operational efficiency | neo-Piagetian term that refers to the maximum number of schemes that can be processed in working memory at one time. |
| scripts | cognitive structures that guide the performances of routine behaviors that involve a fixed sequence of events |
| metamemory | knowledge about how memory works and the ability to control and reflect on one's own memory function |
| metacognition | knowledge about how the mind thinks and the ability to control and reflect on one's own though processes |
| zone of proximal development | range of tasks that are too difficult for children to do alone but that they can manage with guidance |
| scaffolding | provision, by an adult or an older child, of the guidance and assistance needed by a preschooler to accomplish tasks within the zone of proximal development |
| guided participation | intervention strategy in which children become teachers' apprentices rather than passive recipients of instruction |
| primitive stage | Vygotsky's first stage, in chich children between birth and age 2 think nonverbally and learn through conditioning |
| naive psychology stage | Vygotsky's second stage, in which 2 to 3 year olds use language but do not understand its symbolic nature |
| private speech stage | Vygotsky's third stage, in which 3 to 6 year olds use utterances based on internalized speech routines for self instruction and self monitoring |
| ingrowth stage | Vygotsky's fourth stage, in which children 6 and older have fully internalized private speech |
| fast-mapping | the ability to categorically link new words to real-world referents |
| grammar explosion | a period during which children rapidly acquire grammatical speech |
| overregularization | attachment of regular inflections to irregular words, such as the substitution of goed for went |
| phonological awareness | children's understanding of the sound patterns of the language they are acquiring and knowledge of that language's system for representing sounds with letters |
| invented spelling | strategy used by young children with good phonological awareness skills when they write |
| intelligence quotient (IQ) | ratio of mental age to chronological age; also, a general term for any kind of score derived from an intelligence test |
| reaction range | range, established by one's genes, between upper and lower boundaries for traits such as intelligence; one's environment determines where, within those limits, one will fall |
| Flynn effect | phenomenon of average IQ scores increasing in every racial group throughout the industrialized world during the 19th and 20th centuries |
| early childhood education | educational programs for children between birth and 8 years |
| developmental approach | approach to early childhood education that supports children's achievement of naturally occurring milestones |
| academic approach | approach to early childhood education that provides children with instruction skills needed for success in school |
| developmentally appropriate practices | early childhood education practices based on an understanding of developmental universals, individual differences, and contextual variables |
| Title I preschool programs | early childhood education programs for economically disadvantaged children that are based in public schools |
| social-cognitive theory | theoretical perspective that social and emotional development in early childhood is related to improvements in the cognitive domain |
| cross race effect | phenomenon in which individuals are more likely to remember the faces of ppl of their own race than those of people of a different race, established by age 5 |
| self segregation by gender | age 2 |
| person perception | ability to classify others according to categories such as traits, age,gender and race |
| emotional regulation | ability to control emotional states and emotion-related behavior |
| empathy | ability to identify with another person's emotional state |
| gender | psychological and social associates and implications of biological sex |
| gender constancy | understanding that gender is a component of the self that is not altered by external appearance |
| gender schema theory | information-processing approach to gender concept development that asserts that people use a schema for each gender to process information about themselves and others |
| gender identity | ability to correctly label oneself and others as male or female |
| gender stability | understanding that gender is a stable, lifelong characteristic |
| sex-typed behavior | different patterns of behavior exhibited by boys and girls |
| cross-gender behavior | behavior that is atypical for one's own sex but typical for the opposite sex |
| parenting styles | characteristic strategies that parents use to manage children's behavior |
| permissive parenting styles | style of parenting that is high in nurturance, but low in maturity demands, control, and communication |
| authoritarian parenting style | style of parenting that is high in control and maturity demands but low in nurturance and communication |
| authoritative parenting style | style of parenting that is high in nurturance, maturity demands, control and communication |
| uninvolved parenting style | style of parenting that is low in nurturance, maturity demands, control, and communication |
| inductive discipline | discipline strategy in which parents explain to children why a punished behavior is wrong |
| extended family | social network of parents, grandparents, aunts, uncles, cousins, and so on |
| solitary play | type of play in which children play by themselves |
| onlooker play | type of play in which children watch another child playing |
| parallel play | type of play in which children play side by side but do not interact |
| associative play | type of play in which children both play alone and engage in brief periods of interactive play with peers |
| cooperative play | type of play in which several children work together to accomplish a goal |
| social skills | set of behaviors that usually lead to being accepted as a play partner or friend by others |
| aggression | behavior intended to harm another person or damage an object |
| instrumental aggression | aggression used to gain an object |
| hostile aggression | aggression used to hurt another person or gain an advantage |
| prosocial behavior | behavior intended to help another person |
| altruism | acts motivated by the desire to help another person without expectation of reward |
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hannahemorrison
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