Chapters 7-12
Help!
|
|
||||
|---|---|---|---|---|---|
| influences on physical growth | heredity, hormones, nutrition, illness, injury
🗑
|
||||
| lateralization | process in which certain functions are located more in one hemisphere of the brain than the other
🗑
|
||||
| cerebellum | aids in balance and control of body movement
🗑
|
||||
| reticular formation | maintains alertness and consciousness
🗑
|
||||
| hippocampus | memory
🗑
|
||||
| preoperational stage of cognitive development | second stage of Piaget's theory (2-7 years), have better ability to use symbols
🗑
|
||||
| egocentrism | inability to distinguish between one's perspective and someone else's perspective
🗑
|
||||
| animism | belief that inanimate objects have lifelike qualities
🗑
|
||||
| centration | focusing attention on one characteristic to the exclusion of all others
🗑
|
||||
| sociocultural perspective (Vygotsky) | children advance when working with someone more skilled
🗑
|
||||
| contributions to sociocultural perspective | zone of proximal development, scaffolding, private speech
🗑
|
||||
| zone of proximal development | difference between what one can do with assistance and what one can do alone
🗑
|
||||
| scaffolding | teacher matches assistance to learner's needs
🗑
|
||||
| private speech | comments used to regulate own behavior
🗑
|
||||
| word learning | slow at 12 months, "naming explosion" by 18 months
🗑
|
||||
| beyond telegraphic speech | by 2 years old, most children produce longer sentences
🗑
|
||||
| grammatical morphemes | minimal unit of meaning
🗑
|
||||
| child-centered programs | learning takes place through play (Montessori)
🗑
|
||||
| academic programs | teachers structure children's learning of academic skills through formal lessons
🗑
|
||||
| Head Start | provides children with 1-2 years of preschool before attending elementary school
🗑
|
||||
| self-concept | set of beliefs about what one is like as an individual
🗑
|
||||
| self-concept of preschoolers | physical characteristics, preferences, possessions, competencies
🗑
|
||||
| friendship of preschoolers | mutual liking and sharing common interests
🗑
|
||||
| parallel play | play alone but interested in what others are doing
🗑
|
||||
| growing pains | common stiffness and aches in the legs
🗑
|
||||
| obesity | body weight that is more than 20% above the average for a person of a given age and height
🗑
|
||||
| overweight children often have: | low self-esteem, are at risk for medical problems
🗑
|
||||
| contributors to childhood obesity | heredity (basal metabolic rate), environment, parental influence
🗑
|
||||
| common illness during middle childhood | asthma - contributing factors are heredity and environmental factors
🗑
|
||||
| accidents | increase during this period due to an increased independence
🗑
|
||||
| learning disabilities are characterized by: | difficulty mastering an academic subject, normal intelligence, not suffering from other conditions that could explain poor performance
🗑
|
||||
| ADHD | attention deficit hyperactivity disorder: inattention, impulsivity, and excessive motor activity
🗑
|
||||
| risk factors for ADHD | heredity, prenatal exposure to drugs and alcohol
🗑
|
||||
| treatments for ADHD | drug and behavior therapy
🗑
|
||||
| dyslexia | characterized by problems such as letter reversals, slow reading, and reduced comprehension
🗑
|
||||
| potential causes of dyslexia | phonological processing, heredity, neurological problems
🗑
|
||||
| Piaget's third stage | concrete operational stage - ages 7-11, begin to use strategies and rules (mental operations)
🗑
|
||||
| rehearsal | repeating the information to oneself
🗑
|
||||
| organization | structure material so that related information is placed together
🗑
|
||||
| elaboration | embellish information to make it more memorable
🗑
|
||||
| foundations of reading | emergent literacy, learning letters, sensitivity to language
🗑
|
||||
| emergent literacy | knowledge about literacy that children acquire before learning to read
🗑
|
||||
| phonological awareness | ability to hear the distinctive sounds of letters
🗑
|
||||
| influences on reading achievement | phonological awareness, environment, socioeconomic status
🗑
|
||||
| environment (influence on reading achievement) | amount read to as a child
🗑
|
||||
| socioeconomic status | lower SES children are more likely to have difficulty in reading
🗑
|
||||
| methods of reading instruction | phonics, whole-word, whole-language
🗑
|
||||
| phonics | focuses on letter names, then letter sounds, then syllables and words (most successful)
🗑
|
||||
| whole-word | recognize whole words on sight
🗑
|
||||
| whole-language | immerses child in language
🗑
|
||||
| intelligence | ability to solve problems and to adapt to and learn from experiences
🗑
|
||||
| WISC | Wechsler-Intelligence Scale for Children - tests verbal ability and performance
🗑
|
||||
| fluid intelligence | intelligence that reflects information processing capabilities, reasoning, and memory
🗑
|
||||
| crystallized intelligence | accumulated knowledge
🗑
|
||||
| intellectual disability | substantially below-average intelligence
🗑
|
||||
| profound intellectual disability | IQ around 20 - custodial
🗑
|
||||
| severe intellectual disability | IQ 20-35 - custodial
🗑
|
||||
| moderate intellectual disability | IQ 35-50 - trainable (can do some tasks themselves, similar to that of a 7-8 year old)
🗑
|
||||
| mild intellectual disability | IQ 50-70 - educable (can go to school, learn, and master some academic skills at a longer pace and lead independent lives)
🗑
|
||||
| giftedness | individuals with IQ scores of 130 or higher
🗑
|
||||
| modern definitions of giftedness | includes people who are exceptionally gifted in specific areas, not just necessarily IQ
🗑
|
||||
| determinants of intelligence | heredity, environment (home, historical changes in IQ scores, intervention programs)
🗑
|
||||
| self-concept in middle childhood includes | emotional tendencies, membership in social groups, social comparisons
🗑
|
||||
| social comparisons | evaluation of one's behavior, abilities, and expertise by comparing them to those of others
🗑
|
||||
| self-esteem | refers to a person's judgment and feelings about his or her own worth
🗑
|
||||
| changes in level of self-esteem | highest during preschool years and drops at beginning of high school years
🗑
|
||||
| sources of self-esteem | child's competence in domains that are important to them, parents, peers - feel good if peers think highly of you
🗑
|
||||
| preconventional | punishment and rewards
🗑
|
||||
| conventional | rules and approval of others
🗑
|
||||
| postconventional | abstract principles
🗑
|
||||
| stages of friendship | base friendship on others' behavior, base friendship on trust, base friendship on psychological closeness
🗑
|
||||
| peer acceptance | refers to likeability
🗑
|
||||
| likeability | the extent to which a child is viewed as a worthy social partner
🗑
|
||||
| categories of peer acceptance | popular children (well liked), rejected children (disliked - most problematic), controversial children (liked and disliked), neglected children (ignored - neither liked/disliked)
🗑
|
||||
| rejected children | more likely to experience poor school performance, depression, and anti-social behavior
🗑
|
||||
| gender self-segregation | peer group interactions in middle childhood are gender-segregated because of differences in interests, activities, and patterns of interactions
🗑
|
||||
| sibling rivalry | when siblings compete or quarrel with one another - increases in middle childhood
🗑
|
||||
| impact of divorce | conduct, social achievement, relationship with parents
🗑
|
||||
| children of divorce are more likely to | experience conflict in their own marriages, have negative attitudes toward marriage, get divorced themselves
🗑
|
||||
| changes in family life that affect children | loss of parental role model, economic hardship, exposure to conflict
🗑
|
||||
| blended families | consists of parent, stepparent, and children
🗑
|
||||
| anorexia nervosa | marked by refusal to eat and an irrational fear of being overweight
🗑
|
||||
| bulimia nervosa | alternate between binge eating and purging
🗑
|
||||
| risk factors for eating disorders | heredity, overly concerned about body and weight
🗑
|
||||
| prefrontal cortex | area of brain that allows people to think, evaluate, and make complex judgments
🗑
|
||||
| 4th stage of Piaget's theory | formal operations stage - 11-15 years old: can think hypothetically and reason deductively
🗑
|
||||
| adolescent egocentrism | self-absorption
🗑
|
||||
| imaginary audience | belief that others are constantly watching
🗑
|
||||
| personal fable | belief that experiences and feelings are unique
🗑
|
||||
| school performance | grade inflation - grades awarded to high school students have shifted upwards
🗑
|
||||
| dropping out of school | boys have higher dropout rate, have lower employment rates than high school graduates
🗑
|
||||
| reasons for use of drugs and alcohol | effects of using them, escape from everyday life, thrill-seeking, enhance academic performance
🗑
|
||||
| binge drinking | male: 5 or more drinks in a 2 hour period
female: 4 or more drinks in a 2 hour period
🗑
|
||||
| problems with binge drinking | can lead to alcoholism, long term consequences (organ failure, damaged tissue), make poor decisions, death
🗑
|
||||
| STIs | sexually transmitted infections - infection spread through sexual contact (most severe = AIDS, most common = HPV)
🗑
|
||||
| self-concept for adolescence includes | attitudes, personality traits, situation specific and role-specific personality traits/behaviors
🗑
|
||||
| diffusion (identity development) | not committed to an identity and not searching
🗑
|
||||
| foreclosure (identity development) | committed to an identity without searching first
🗑
|
||||
| moratorium (identity development) | not committed to an identity but exploring options
🗑
|
||||
| achievement (identity development) | have chosen an identity after a period of searching
🗑
|
||||
| phases of identity development | most adolescents are in diffusion or foreclosure and do not reach achievement status for all aspects of identity at the same time
🗑
|
||||
| depression | involves feeling sad, frustrated, hopeless about life
🗑
|
||||
| factors affecting depression | heredity and biology, serious loss, disappointment, or failure, and gender
🗑
|
||||
| suicide | 3rd leading cause of death in the US
🗑
|
||||
| factors affecting suicide | gender, depression, family conflict, relationship difficulties, exposure to suicides of others
🗑
|
||||
| generation gap | divide between parents and children in attitudes and values
🗑
|
||||
| relationships with peers | peers provide information about what roles and behavior are most acceptable by serving as a reference group
🗑
|
||||
| reference groups | groups of people with whom one compares oneself
🗑
|
||||
| cliques | groups of 4-6 kids who are friends, have similar interests, and spend a lot of time together
🗑
|
||||
| crowds | larger mixed-sex groups; often known by names
🗑
|
||||
| peer pressure | influence one's peers to conform to their behavior and attitudes (can be positive or negative)
🗑
|
||||
| romantic relationships | younger: companionship
older: trust and support
🗑
|
||||
| heterosexuality |
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
pavegliok
Popular Psychology sets