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C&I1
| Question | Answer |
|---|---|
| Expressing no emotion or expressing an emotion that is different from what you actually feel; faking emotion, usually to be more socially acceptable? | emotional dissemblance |
| What is emotional dissemblance a part of? | emotion regulation |
| Early childhood emotional regulation? | not skilled at controlling emotions, but control improves with age, toddlers begin to dissemble |
| Middle childhood emotional regulation? | improve in coping strategies, and rely more on emotion-focused strategies |
| Adolescent emotional regulations? | feel frequent stress, but are not necessarily moddy; most are happy most of the tiem |
| Externalizing emotional disorders? | aggression, anger, acting out |
| Internalizaing emotional disorders? | withdrawal, sadness, depression, anxiety |
| What predicts emotion regulation? | attachment; adult response to children’s emotions; adult expression of emotions; adult talk about emotions; coaching on how to cope with emotions; effective discipline; abuse |
| Depression symptons? | social withdrawal, poor concentration, lack of interest in school, feeling worthless, frequent crying, sleep problems |
| Prevalence of depression? | rare in infants; increases in adolescence (15-17); more common in females |
| Risk factors for depression? | chronic stress; family problems; maternal depression; negative life events; feeling helpless; using poor coping strategies; pessimistic explanation styles |
| Classroom implications for emotion regulation? | be sensitive to children’s emotions; encourage talk about emotions; teach emotion regulation; create a positive classroom; seek help of counselor for student |
| Perceiving the emotions of others? | affective perspective taking |
| Feeling similar to what another person is feeling, as a result of affective perspective taking? | empathy |
| Feeling conern for a distressed other? | sympathy |
| Self-focused, aversive emotional reaction to someone else’s distress? | personal distress |
| Reading another person’s emotional expression to decide hoe you feel; primarily in ambiguous situations; occurs less often with age, but continues into adulthood? | social referencing |
| Baby crawls on class table that drops? | social referencing |
| Within how long can infants can imitate the facial expressions of other? | first days |
| At what age can children label basic emotions? | 2-3 years |
| Teens (are/are not) more empathic than young children? | not |
| Classroom implications of understanding other’s emotions? | use victim-centered discipline; use emotion contagion and social referencing to students’ advantage; help stuents improve emotion regulation |
| The ability to think intelligently about emotions and use emotions to make thinking more intelligent? | emotional intelligence |
| How emotions affect thought? | focus attention; influence organization of recall and memory; influence approach and avoidance; influence effort; interfere with information processiong |
| What do Positive emotions do? | promote learning; promote creativity; broaden thought |
| What do Negative emotions do? | impair learning, undermine attention reduce creativity |
| What does test anxiety do? | reduced test scores due to anxiety; not a lack of ability, but difficulty in trying to show ability, counseling interventions can help reduce test anxiety |
| Teachers help test- anxious students when they do what? | facilitate success; improve the test situation; train test-taking skills; deemphasize grades and competition; avoid attributing success or failure to innate ability ; avoid time limits on test |
| What is not a basic emotion? | embarrassment |
| What emotions typically develop last? | pride |
| Which sort of coping strategy is best for emtion regulation? | problem-focused |
| What is true of emotional dissemblance? | appropriate dissemblance depends on the culture |
| Eight year old Selena hates receiving socks as birthday gift. He grandma gives her socks. She smiles and says thank you. What is she engaged in? | emotional dissemblance |
| Lebron is a middle schooler who readily and easily feels intense anger and frustration. He creaves attention. He frequently feels anxious, and when he gets out of control he is difficult to calm down. He probably has what type of attachment? | insecure-resistant |
| When is depression most common? | high school |
| According to research, which is most consistently a risk factor for depression? | family problems, such as conflict and harsh discipline |
| Amerlia is about to cross the street to join her mother when she notices her mother’s horrified look. She stops, and a peeding car that she had not seen passed by. What has Amelia displayed? | social referencing |
| Which of the following techniques is mostlikely to help students who experience test anxiety | avoid time limits during tests and quizzes |
| The ability to read others’ emotions tends to predict? | good self-control |
| Voluntary behavior that benefits others or promotes harmonious relations with others? | proscoial behavior |
| Behavior that benefits someone else at the expense of the self? | altruism |
| Examples of Proscoail behavior | comfort distressed peers; make others smile or laugh; share compliment and encourage others |
| What predicts prosocial behavior+ emotional competence and empathy; parental responsiveness and attachment; parent’s valuing of prosocial behavior; use of victim-centered induction; reinforcement; practice Classroom implications of prosocial behavior? | prosocial students are more engaged in classroom |
| Behavior that disrupts the functioning of society? | Antisocial behavior |
| Agression and bullying is a type of what kind of behavior? | antisocial |
| A clinical diagnosis given to students under age 8 who are excessively antisocial for at least 6 moths, defiant, hostile towards authority figure, verbally aggressive? | oppositional defiant disorder (ODD) |
| A clinical diagnosis given to older children who are excessively dilinquent or aggressive for at least 6 months? | conduct disorder (CD) |
| What predicts CD and ODD? | family dysfunction, genes may contribute to a predisposition |
| Harming others through physical means? | physical aggression |
| Harming others through verbal means? | verbal aggression |
| Harming others through manipulating their relations or peer status? | social aggression |
| Social aggression is sometimes called? | relational aggression |
| Aggression, Retaliation for a provacation, usually involves anger or frustration? | reactive aggression |
| Aggression that is not clearly provoked; goal is to achieve personal objectives? | proactive aggression |
| Proactive aggression, goal is to obtain an object, territory, or priviledge, but not to hurt the victim? | instrumental aggression |
| Reactive or proactive aggression; goal is to harm another person? | hostile aggression |
| Proactive aggression; goal is intimidation or dominance over another; involves someone of greater power victimizing someone of lower status or power; occurs repeadedly over time? | bullying |
| Bullying that occurs through interactive technologies? | cyberbullying |
| What % of students are regularly victimized in a school year? | 5-20% |
| Physically weak, friendless, cry easily, worry- most common victims? | submissive victims |
| Early childhood antisocial behavior trends? | at 12 months physical aggression begins, mostly instrumental; at 2 years physical aggression peaks, then wanes, replaced by verbal aggression; between 204 years is most aggressive age |
| Middle childhood antisocial behavior trends? | physical aggression diminishes; most aggression is hostile; bullying emerges |
| Adolescence antisocial behavior trends? | peak at 14-15 years, then declines; most crimes are committed in late teens to early adulthood |
| What predicts antisocial behavior? | genetic and biological factors; parenting factors; self-esteem; social cognition |
| Family Protective factors for antisocial behavior? | parental involvement and monitoring; parental warmth; firm control ;religiosity |
| Risk factors for antisocial behavior? | insecure attachment; power assertive discipline, spanking, and authoritarian parenting; maternal depression; parental smoking; abuse and domestic violence |
| Classroom implications for reducing bullying and aggression? | eliminate hunger and tiredness; avoid using retention in grade; promote school bonding through warm relationships and extracurricular activities |
| What is proscocial behavior? | voluntary behavior that benefits others |
| What does prosocial behavior not predict? | depression |
| Mr. Salley tries hard to make class interesting. He makes sure that students understand the subject matter, checks students work carefully, and avoids hurting students’ feelings. According to research cited in the text, Mr. Salley is which type of teacher | caring |
| Instrumental aggression is likely to be observed when a child want to? | obtain the last slice of pizza |
| Which type of victim is most common? | submissive victims |
| Which of the following is a protective factor for antisocial behavior? | religiosity |
| Asking children which classmates they like, or prefer to play or work with, and which they dislike? | sociometric method |
| Social map of the classroom? | sociogram |
| Peer status where they are liked by many peers and disliked by few (15%)? | popular |
| Peer status where they are disliked by many and liked by few (15%) | rejected |
| Peer status where few like or dislike, not noticed by most (10%) | neglected |
| Peer status where many liked and disliked votes (6%) | controversial |
| Peer status where moderately liked and disliked (40-60%) | average |
| High status, popular, but not well liked? | bully-leaders |
| Bully leader girls? | controversial |
| Bully leader boys? | rejected |
| Controversial and neglected children are (less/more) likely to change status across time? | more |
| Rejects are (less/more) likely to change status across time? | less |
| Think they are more popular than they are? | rejected-aggressive |
| See themselves as socially incompetent? | rejected-withdrawn |
| Cycle of aggression? | rejection→increasd hostile attribution bias→increased aggression→hostile attributions→aggression→ |
| What predicts peer status? | prosicial behavior; aggression; social withdrawal; social skills; parenting risk factors; parent choices of child’s peer world; parent coaching social skills |
| Classroom implications for Peer status? | helps students reduce aggression and increase prosocial behavior; help students develop better emotional regulation; promote academic skills; capitalize of students’ strengths; pair students up with prosocial buddy |
| Cooperative learning promotes:? | academic achievement; social interaction;peer relationships; motivation;fun |
| How to apply effective cooperative learning: | hold both individuals and groups accountable; make evaluation criteria clear to students; actively monitor groups; use groups of 205; use tasks that are open-ended or ill-structured; make sure each student has a role; train students to explain |
| Both children nominate each other as friends? | reciprocated friendship |
| One child nominates another as a friends, but the other does not? | unilateral friendship |
| A tightly knit group of about 2 to 10 friends, usually of the same sex and age | clique |
| The tendency to prefer and bond with similar others? | homophily |
| When given a choice, boys affiliate with other boys and girls with other girls? | gender segregation |
| Friends exert pressure on each other to conform to group norm. It is typically positive, but can be negative? | peer pressure |
| Early childhood age trends with friends? | 3-4, children use word friend but may not really understand; beginning about 2.5 years child prefer same-sex peers; most preschoolers have friends; about 30% of 3-7 years old may have imaginary friends |
| Middle childhood age trends with friends? | even more have friends (85%); homophily becomes stronger; peer networks are gender segregated; time with peers increases compared to time with adults |
| Adolescence age friends with friends? | most have reciprocal friends; homophily increases; gangs become more common; romance and sexual attraction increase |
| Risk factors for early sexual activity? | early puberty; sexually active friends; early dating; permissive attitude about sex; low income neighborhood; have single parent; too little or too much parental monitoring |
| Protective factors for early sexual activity | extracurricular activates; religious affiliation; high educational aspirations; parental disapproval of premarital sex; parent-child closeness |
| Virus that undermines the immune system, allowing other infections to overwhelm the body? | HIV |
| Occurs when symptoms become severe and the number of t cells in the body is high? | AIDS |
| What predicts quality of friendships? | social competence; aggression; parenting factors (modeling high quality friendships) |
| Classroom implications of friendship and peer networks? | promote proscoial behavior; promote attchment at school; keep friends together year to year; keep friends together in group work |
| What type of peer status is most common? | average |
| Some children are popular but not well liked. What are they called by psychologists? | bully leaders |
| Which children are least likely to change peer status? | rejected |
| Which link to peer rejection is strongest and most consistent across countries? | aggression |
| Well-executed cooperative learning tends to do what? | promote good peer relations as students work together |
| Important messages can be conveyed with thing slices of behavior such as gestures, posture, facial expression? | nonverbal language |
| Understanding other’s speech? | receptive |
| Speaking(making one’s thoughts known) | expressive |
| 5 components of verbal language? | phonemes (sound) morphemes (smallest language unit that contains meaning) semantics (meaning) syntax (structure or word organization) pragmatics (using language according to sociocultural rules |
| ability to identify phonemes or the sounds of language? | phonological awareness |
| Infants language trends? | first use nonverbal communication through emotional expression, tone of voice, gesture |
| Preschoolers language trend? | almost fluent in speech; vocabulary spurt occurs at 1.5 years; about 9 words per day |
| Adults use what kind of speech? | child-directed speech (motherese) |
| Middle childhood language trends? | vocabulary explosion; about 20 words per day; most words are figure out, not taught |
| Adolescence language trends? | vocabulary continues to grow; syntax continues to develop; sentences become longer and more complex; improved pragmatics as students adapt language to the audience; more complex humor |
| Those who believe rules of how words are put together to create meaning is innate or biologically determined, not learned; attacks the operant conditioning explanation of language learning?? | nativist |
| When children generate sentences they have never learned; learning language is too big a task to be done as rapidly as children do it? | evidence |
| Vocabulary depends on what? | practice and modeling |
| Children actively figure out vocabulary and syntax through what? | analogy and statistics |
| Academic achievement is predicted by what? | verbal and nonverbal ability |
| What does language ability predict? | academic achievement and social competence |
| What predicts language ability? | physical factors; cognitive factors; emotional factors; social factors |
| What are group differences in language? | children may speak dialects different from Standard English; children should maintain their heritage dialects; they should also learn standard English because it is the language of educaaion and commerce |
| The ability to use different language styles for different situations? | code switch |
| African American Vernacular Englush? | ax, bidness, posed, PO-lice,that man hat is on the table, they talk yesterday |
| Classroom implications of language development? | use uncommon words; be responsive; encourage infants to make sounds |
| Bilingual education guidelines? | teach standard English explicitely; build strong skills in the heritage language |
| 5 components of reading skill? | phonological awareness, vocabulary, decoding, fluency, comprehension |
| Early childhood literacy age trends? | emergent literacy skills; print conepts; write with scribbles at first;first written word is usually their own name; in kindergarten learn to form letters |
| Middle childhood literacy age trends? | children begin to read independently; learn to write; use reading and writing; write longer pieces; revise more |
| Adolescence literacy age trends? | improved reading fluency, automatic; improved vocabulary cand comprehension;wirting has more connectors; increased organization and complexity of though |
| A learning disability in which a child with normal intelligence and exposure to print has difficulty learning to read | dyslexia |
| High-quality reading instruction? | intervention |
| Promoting phonological awareness and decoding skills? | directly teach names of letters and their sounds; use GAMES and phymes to teach phonemes; READ TO STUDENTS |
| Promoting fluency | provide guided oral reading; provide frequent practice reading |
| Promoting vocabulary and comprehension? | teach comprehenion strategies; discuss texts; have students critique and question what they read |
| Promoting writing skills? | teach writing strategies; teach specific steps of writing, give feedback, and guide revision; provide opportunity to write; use authentic writieng activities |
| Piaget’s theory and literacy? | students construct their own knowledge; provide a print-rich environment; encourage authentic writing; hand on activities |
| Vygotsky’s sociocultureal theory and literacy? | social interaction in culturally organized activities; scaffolding by expert in the zone of proximal development; cooperative learning or reciprocal teaching |
| Information Processing and Literacy include? | teach strategies for memorizing; provide extensive background knowledge; make literacy automatic in order to reduce working memory load |
| What refers to sounds of a language? | phonemes |
| Kim speaks to his friends using different words and tones than when he speaks to his teacher. Example of what? | pragmatics |
| Rules for ordering and organizing words into phrases and sentences? | syntax |
| When researchers claim that language development is based upon core knowledge, they mean what? | humans are born with innate language ability |
| The claim that humans have language core knowledge is a claim that? | children are programmed by nature to learn language through mere exposure to language |
| What is true about bilingual students? | they may have improved executive functions and theory of mind compared to monolingual students |
| What has not been founded to promote phonological awareness? | have students figure out sounds that go with letters |
| How would a behaviorist promote literacy development? | teach skills in a hierarchical sequence |
| What is difference between receptive and expressive language? | receptive is understanding others speech and expressive refers to speaking |
| One’s feelings of worth? | self-esteem |
| The differentiated conception of self that includes categories like academic self-concept, social self-concept, and athletic self-concept? | self-concept |
| Condifence that one can accomplish a behavior within a specific domain? | self-efficacy |
| How to increase self-efficacy? | direct experience-previous experience; vicarious experience-peer observation; task similar experience; persuasion |
| Components of identity? | social identity; gender identity; ethnic idenitity |
| The part of self-concept that derives from membership in a group? | social identity |
| The ability to accurately label your sex, and your feelings about your gender? | gender identity |
| The part of self-concept that derives from membership in an ethnic group and your feelings about that membership? | ethnic identity |
| At what age do gender stereotypes consolidate? | middle childhood |
| Concern that one’s performance will confirm negative stereotypes about one’s group; results in lower test scores | stereotype threat |
Created by:
arcall