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Corpus callosum
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frontal lobes
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LS.5-8
| Question | Answer |
|---|---|
| Corpus callosum | long band of nerve fibers that connect the left and right hemispheres of the brain. |
| frontal lobes | portion of the cerebral cortex most directly involved in making plans and formulating moral judgments. |
| Amygdala | tiny brain structure that registers emotions, particularly fear and anxiety. |
| Hippocampus | component of the limbic system that plays an essential role in the formation of new memories and the memory of locations. |
| egocentrism | Piaget’s term for children’s tendency to think about the world entirely from their own personal perspective. |
| Conservation | The idea that the amount of a substance remains the same when its appearance changes. |
| inner speech | Vygotsky suggested that children's ability to solve problems is enhanced by |
| theory of mind | A person’s theory of what other people might be thinking so that other people are not necessarily thinking the same thoughts that they themselves are. |
| sensitive period | A time when a certain type of development is most likely to happen and happens most easily. Early childhood is considered a sensitive period for language learning. |
| Vygotsky | ideas influenced child-centered programs that recognize children learn through play with other children. |
| emotional regulation | ability to control when and how emotions are expressed. |
| initiative versus guilt | Erikson’s third psychosocial crisis. Children begin new activities and feel guilty when they fail. |
| intrinsic motivation | Goals or drives that come from inside a person, such as the need to feel smart or competent. |
| extrinsic motivation | need for rewards from outside, such as material possessions or someone else’s esteem. |
| Parten’s progression of social play | Solitary play, Onlooker play, Parallel play, Associative play, Cooperative play |
| Peers and social skills practice | empathy, social understanding, emotional regulation. |
| authoritarian parenting | Child rearing with high behavioral standards, punishment of misconduct, and low communication. |
| authoritative parenting | Child rearing in which the parents set limits but listen to the child and are flexible. |
| social learning | Learning behavior by observing others including media sources. |
| antisocial behavior | Feeling and acting in ways that are deliberately hurtful or destructive to another person. |
| Problems with punishment | more likely to become bullies, delinquents, and abusive adults; learn that “might makes right”. |
| sex differences | Biological differences between males and females. |
| Oedipus complex | unconscious desire of young boys to replace their father and win their mother’s exclusive love during the phallic stage. |
| Middle childhood | age 7 to 11, a healthy time. |
| concrete operational | children come to understand that the volume of a substance remains constant despite changes in its shape during this stage. |
| cognitive theories | focus on the way the mind encodes, processes, stores, and retrieves information. |
| working memory | conscious integration of new incoming information with knowledge retrieved from long-term memory. |
| Robert Sternberg’s three intelligences | analytical, practical, creative. |
| Aptitude | potential to master a particular skill or to learn a particular body of knowledge. |
| achievement tests | Measures of mastery or proficiency in reading, math, writing, science, or any other subject. |
| hidden curriculum | unofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in school. |
| industry versus inferiority | children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent. |
| social cognition | The ability to understand social interactions, including the causes and consequences of human behavior. |
| Preconventional moral reasoning | Emphasizes rewards and punishments. |
| Conventional moral reasoning | Emphasizes social rules. |
| Postconventional moral reasoning | Emphasizing moral principles. |
| nuclear family | A family that consists of a father, a mother, and their biological children under age 18. |
| family-stress | examines crucial questions about the effect of risk factors (poverty, divorce, job loss) on the family. |
| low income and low stability | factors that significantly interfere with family function in every nation. |
| resilience | The capacity to develop optimally by adapting positively to significant adversity. |
| social acceptance research | some children are well liked, others aren’t, those in both groups change over time. |
| lifted out of poverty showed | lower impulsive aggression. |
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ninacn
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