unit 7 Word Scramble
|
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
| Term | Definition |
| Body Growth and Change (length. weight) | slow, consistent growth in middle/late childhood averages; 2-3inches, 5-7lbs per year head/waist circumference decreases in relation to body height bones continue to ossify, yield to pressure/pull more than mature bones |
| The Brain 6 | total brain volume stabilizes cortical thickness increases major changes in prefrontal cortex area brain strengthens neurological circuits used regularly synaptic pruning/myelination(focusing attention complete) 2 hemispheres take responsibilities |
| Motor Development (Gross/Fine Motor) | Gross;become smoother/↑coordinated boys outperform organized sport encourage development fine motor;improve, ↑myleniation of CNS use hands more skillfully 10-12yrs;manipulative skills =adults complex,intricate,rapid movements girls outperform |
| Piaget- Concrete Operational Stages (4 types) | 7-11yrs intuitive reasoning --> logical reasoning concrete operations;reversible actions on real, concrete objects conservation classification seriation transitivity |
| What can children understand in the concrete operational stage? (4) | conservation;don't conserve all quantities/all tasks simultaneously classification;interrelationships among sets/subsets seriation;ordering stimuli along a quantitative dimension(length) transitivity;ability to logically combine relationships |
| Information Processing Theory (2) attention | Attention;drastically improve ability to sustain/control attention pay more attention to task-relevant stimuli than salient stimuli |
| Memory (correlations, types) | ↑long term ↑memory = ↑knowledge/use of strategies working;mental workbench, manipulate/assemble info when decisions, problem solving, comprehending language autobiographical;↑age, more complete |
| Memory (improving memory) 7 | strategies;deliberate mental activities that↑info processing advise elaborate on what is to be remembered elaboration;more extensive processing of info ↑mental imagery ↑understanding↓memorize repeat w variation,link early/often memoryrelevant langua |
| Language Development (3) 7yrs | 7yrs;categorize vocabulary by parts of speech, categorizing becomes easier as vocabulary ↑ development of metalinguistic awareness(knowledge abt language, child think abt language, understand/define words) can catch grammar mistakes progress in pragmati |
| Bilingualism and Second-Language Learning (sensitive periods) | vary across language systems; adolescents/adults;new vocab>sound/grammar 10-12yrs↓ability to pronounce native-like accents bilingualism=↑outcomes for language/cognitive development subtractive bilingualism;immigrant child learn new langauge->monolingu |
| what plays a role in reading comprehension? Reading (approaches) 2 | vocabulary phonics approach;focus on phonics/basic rules for translating written symbols to sounds (emphasized) involve simplified material whole-language approach;parallel child's natural language learning reading material should be whole/meaningful |
| Writing (stages) | 2-3yrs; early scribbles 4yrs;print first name 5yrs;reproduce letters/copy short words they tend to invent spelling = important as cognitive skills(organization/logical reasoning) elementary/middle school -->↑sophisticated methods to organize ideas |
| Emotional Development (changes) 5 | ↑emotional understanding (>1 emotion can be experienced in a situation) ↑aware of events leading to emotional responses ↑ability to suppress negative emotional reactions use self-initiated strategies to redirect feelings capacity for genuine empathy |
| Emotional Development (coping with stress) 3, age | ↑ability to accurately appraise stressful situation + determine how much control they have over it generates more coping alternatives better reframing of pov of stressful situation 10yrs;uses cognitive strategies to cope with stress |
| The Self (five changes) | self-evaluation becomes more complex psychological characterisitcs+traits;8-11yrs,↑describes with psychological traits social description;+social aspects(social groups) social comparison;↑reference real/ideal self;distinguish between - realistic |
| Understanding Others what is perspective taking | ↑perspective taking;social/cognitive process involved in assuming pov of others + understanding their thoughts/feelings understand others have different pov b/c they have↑info ⭐for determining whether children->prosocial/antisocial attitudes/behaviors |
| What are executive functions at work in perspective taking? (2) | cognitive inhibition;controlling one's thoughts to consider pov of others cognitive flexibility;seeing situations in different ways |
| Erikson's Theory of Psychosocial Development (fourth stage : industry vs inferiority) | elementary school years children becomes more interested in how things are made/how they work if child is encouraged in efforts to make/build/work->↑industry if efforts to make things are viewed as mischief/making a mess->↑inferiority |
| Parenting (who, styles 4) Diana Baumrind | associated with aspects of children's social behavior authoritarian;restrictive/punitive authoritative;encourage child to be independent, places limits on actions neglectful;uninvolved indulgent;highly involved but places few demands/controls |
| Peers (importance,changes) | good peer relation necessary for normal social development size of peer group ↑ peer interactions less closely supervised by adults |
| Peers (stages of change) | ~3yrs;spend time with same-sex>opposite-sex playmates preferences↑in early childhood preschool;frequency of +/- peer interactions↑ early childhood;distinguish friends/nonfriends elementary;reciporcity is more important in peer exchanges |
| Peer Status (sociometric statuses) 5 bff nomination + liked/disliked | popular;+nominated as bff rarely disliked controversial;+nominated as bff, disliked by peers average;average +/- peer nominations neglected;-nominated as bff, not disliked by peers rejected;-nominated as bff, disliked by peers |
| Popular Children What contributes to their status? 6 | social skills that contribute to being well liked give reinforcements listen carefully maintain open line of communication happy,control - emotions, enthusiasm/concern for others self confident without being concieted |
| Rejected Children What contributes to their status (stats, 4) | often have serious adjustment issues aggression, impulsiveness, disruptiveness; underly rejection 50% of time 10-20% are shy |
| Bullying (what is it, most frequent type, other types 4) | verbal/physical behavior intended to disturb someone less powerful more frequent type:belittling on looks/speech types: religion/race,hit/slap/push, rumor, sexual comments/gestures |
| Bullying (characteristics more likely to experience bullying 5, outcomes of bullying 4, social contexts 4 ) | most likely: boys, younger jhs, anxious, socially withdrawn, aggressive children outcomes:loneliness, difficulty befriending, ↓grades, ↑smoke/drink social contexts: poverty, family, school, peer groups |
| Bullying (cyberbullying, causes of being a cyberbully 4 , outcomes of cyberbullying 2, school intervention) | increased concern: peer bullying/harassment online bully traits:lonely,↓self esteem, ↓mutal friendships,↓peer popularity victims;↑stress,suicidal ideation school;focus on whole school>classroom curricula/social skill training |
Created by:
123*