Term
| a person's age according to date of birth |
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Definition
|
|
Term
| a person’s level of maturation relative to his/her peer group |
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Definition
|
|
Term
| changes in physical growth over time found in general populations |
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Definition
|
|
Term
| refers to a slower pace of physical development as compared to preceding or following periods; it’s slow, steady development for five years |
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Definition
|
|
Term
| hardening of bones with maturation |
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Definition
|
|
Term
| middle childhood has _____ vision than in early childhood; _____ visual aculty/convergence; _____ binocular control |
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Definition
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|
Term
| in middle childhood, children's hearing _____ significantly and they have _____ ear infections |
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Definition
|
|
Term
| in middle childhood, their _____ tubes mature |
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Definition
| Eustachian (tubes bend more so its safer) |
|
|
Term
| in middle childhood, the children's general health _____; _____ illnesses; _____ deaths (lowest of lifespan); over _____ have no tooth decay; general facial changes in maturation |
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Definition
| improves; fewer; fewer; half |
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|
Term
| in middle childhood, children have a _____ rate of growth (physical maturation) |
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Definition
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|
Term
| Do girls ever catch or pass boys in height and weight? |
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Definition
| Yes. Around age 11. But then boys take back over around age 14 |
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Term
| Both boys and girls decrease in growth of _____ tissue |
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Definition
|
|
Term
| What is sexual dimorphism? |
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Definition
| The differences in form and structure between boys and girls |
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Term
| Name some differences between boys and girls |
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Definition
| size, strength, metabolic rate, adipose tissue, center of gravity (remember nose demonstration) |
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Term
|
Definition
| How fast your oxygen is used to burn calories |
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|
Term
| How do motor skills differ in boys and girls? |
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Definition
| Strength, speed, and fine motor skills increase for boys more than girls. |
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|
Term
| Who is more flexible, boys or girls? |
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Definition
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|
Term
| Who retains thicker layers of fat throughout development, boys or girls? |
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Definition
|
|
Term
| _____ children mature faster than _____ children |
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Definition
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|
Term
| Economically advantaged children of different ethnic groups show _____ differences |
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Definition
|
|
Term
| _____ children grow slower/smaller |
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Definition
|
|
Term
| _____ children grow slightly more rapidly than _____ children |
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Definition
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|
Term
| Children of today are less _____, have more _____, and are less _____. |
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Definition
| active; body fat; physically fit |
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Term
|
Definition
|
|
Term
| Onset of menstruation: overall:_____ whites:_____ African Americans:_____ |
|
Definition
| 12.5 (overall) 12.8 (whites) 12.2 (A.A.) |
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|
Term
| 3/4 of African American girls and 1/3 of white girls develop breast and pubic hair by age _____ |
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Definition
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|
Term
| Asian American girls develop _____ and _____ |
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Definition
|
|
Term
| What is acute and what is chronic? |
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Definition
| Acute = severe and Chronic = long lasting |
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|
Term
| What are the three leading chronic illnesses in middle childhood? |
|
Definition
| Asthma, Allergies, and Heart Conditions |
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|
Term
| What is the fastest increasing chronic illness in middle childhood? |
|
Definition
|
|
Term
| What are the 4 leading causes of death in middle childhood? |
|
Definition
1. Unintentional injury (1,634)
2. Malignant neoplasm's (722)
3. Congenital anomalies (273)
4. Homicide (238)
(U.S. 2006, all races, both sexes) |
|
|
Term
| What is malignant neoplasm's? |
|
Definition
| Cancer (it is the 2nd leading cause of death in middle childhood) |
|
|
Term
| In 2006, what were the three leading causes of unintentional deaths of adolescence (total deaths: 1634) |
|
Definition
1. Motor vehicle accidents (51.9%)
2. Drowning (11.9%)
3. Fire/burn (9.7%) |
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|
Term
| What does it mean/what are the qualifications for someone to be considered overweight? Obese? |
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Definition
| If an individual is 10-20% above the suggested body weight, that person is overweight; 20% or over are considered obese. |
|
|
Term
| What are 7 causes of obesity? |
|
Definition
| 1.Heredity 2. Early growth pattern (early maturers are more likely to be obese) 3. Family eating habits (make favorite meal, go out to eat when you get good grades) 4. Responsiveness to food cues (smelling it and desire to eat) 5. Physical activity 6. Television viewing 7. Traumatic events (comfort food) |
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|
Term
| Explain how heredity is a very common cause of obesity? |
|
Definition
| Neither of your parents are obese: less than 10% of becoming obese. One of your parents is obese: 40% chance of becoming obese. Both your parents or your grandparents are obese: 80% chance of becoming obese |
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|
Term
| Is obesity more common among lower or higher economic groups? |
|
Definition
| Lower (can't afford to eat healthy/pay for gym memberships etc.) |
|
|
Term
| What are 4 associated problems with obesity? |
|
Definition
| 1. Fewer friends 2. Poorer body image 3. Lower self-esteem (after 5th grade, more self consciousness - mothers are the #1 criticizers) 4. Increased risk of heart problems (high fat content/distribution; high blood pressure; high cholesterol etc.) |
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|
Term
| _____ girls and _____ boys have been sexually abused/traumatized by the age of 18 |
|
Definition
| One out of every four girls; one out of every eight boys |
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|
Term
| Name and describe (give examples of) two types of sexual trauma |
|
Definition
1. Covert (non touching): witnessing sexual acts, being subjected to sexual comments or innuendo
2. Overt: experiencing inappropriate kissing, touching, fondling, simulated intercourse or penetration |
|
|
Term
| Extreme forms of sexual trauma include _____ and _____ |
|
Definition
|
|
Term
| When girls are molested _____% are molested by males and _____% are molested by females |
|
Definition
| 94% by males and 6% by females |
|
|
Term
| When boys are molested, _____% are molested by males and _____% are molested by females |
|
Definition
| 80% by males and 20% by females |
|
|
Term
| Most commonly, sexual abusers are _____ and _____ of them have some type of substance abuse. |
|
Definition
| adolescent-middle aged men; 1/3 of them |
|
|
Term
| Sexual abusers within families are (in order): _____, _____, grandfathers, _____, _____, _____ |
|
Definition
| fathers; stepfathers; cousins; uncles; brothers |
|
|
Term
| Within families, _____ are much more likely to be molested |
|
Definition
|
|
Term
| Name three common types of abusers and their motivations for abusing them. |
|
Definition
| 1. Pedophiles (attracted to children sexually and receive gratification by their actions/seducers - usually offers something like drugs, "being a member of an elite club") 2. Sociopaths (motivation is more an issue of power than sexual desire; target weakest: who is not very confident) 3. Profiteers (interested in child pornography or child prostitution) |
|
|
Term
| What is cognitive development? |
|
Definition
| Growth of those mental processes by which one gains knowledge (not necessarily what you got but how you came up with it) |
|
|
Term
|
Definition
| A concept arrived at by comparing one person's score with the average scores of others within specific age groups. |
|
|
Term
|
Definition
| A general term for a person's abilities in a wide range of tasks (it may also include the ability to profit from experience, to learn new information, and to adjust to new situations) |
|
|
Term
| What is achievement motivation? |
|
Definition
| Behavior that enhances competence or judgments of competence; a desire to strive for some high by reasonable standard of excellence in a skill or area of knowledge |
|
|
Term
| What are two types of achievement motivations? |
|
Definition
| Learning Orientation and Performance Orientation |
|
|
Term
| A type of achievement motivation; intrinsic motivation, coming from within the learner and the task; learner is trying to satisfy self (do well because it gives you a good feeling and happy with yourself) |
|
Definition
|
|
Term
| A type of achievement motivation; extrinsic motivation, coming from the evaluations of other individuals; learner is trying to satisfy others |
|
Definition
|
|
Term
| Working space for new and/or current info - has limited storage and a limited life span |
|
Definition
|
|
Term
| Stores committed information for extended time - has virtually no limits of space or duration |
|
Definition
|
|
Term
| The simplest form of memory, which involves noticing whether a new experience is similar to a previous one (has some memory but maybe not specifics) |
|
Definition
|
|
Term
| The type of memory that involves remember something (detail) in the absence of perceptual support |
|
Definition
|
|
Term
| The number of items an individual can remember at one time |
|
Definition
|
|
Term
| Name 4 common strategies for remembering something |
|
Definition
| 1. Rehearsal 2. Clustering 3. Elaboration 4. Systematic Searching |
|
|
Term
| A common strategy for remembering; involves either mental or vocal repetition or repetition of movement |
|
Definition
|
|
Term
| A common strategy for remembering; grouping ideas, objects, or words into groups to help in remembering them |
|
Definition
|
|
Term
| A common strategy for remembering; finding shared meaning or a common referent for two or more things to be remembered |
|
Definition
|
|
Term
| A common strategy for remembering; scanning the memory for the whole domain in which something might be found |
|
Definition
|
|
Term
| Name 5 styles of thinking/use of reasoning |
|
Definition
| 1. Convergent learning 2. Divergent learning 3. Field dependent thinking 4. Field independent thinking 5. Mnemonic device |
|
|
Term
| A style of thinking; focused, deductive reasoning that leads to one specific solution to a problem |
|
Definition
|
|
Term
| A style of thinking; production of a wide variety of ideas, inductive reasoning |
|
Definition
|
|
Term
| A style of learning; tend to see things in relatively large, connected patterns (global) |
|
Definition
|
|
Term
| A style of learning; tend to see things more as discrete, independent/autonomous parts (analytical) |
|
Definition
| Field independent thinking |
|
|
Term
| A style of thinking; using a specific cue in order to stimulate memory recall (ex: HOMES) |
|
Definition
|
|
Term
| Forgetting refers to the inability to _____, _____, or _____ info that was stored or is still stored in long-term memory (in order to forget information, you have to remember it and it must have been in long term memory) |
|
Definition
| retrieve, recall, or recognize info |
|
|
Term
| A theory that says memories fade away and disappear across time if they are not used |
|
Definition
|
|
Term
| A mental process that automatically hides emotionally threatening or anxiety producing information in the unconscious (ex: abuse) |
|
Definition
| Repression (repressed - to push or hold down) |
|
|
Term
| The retrieval of some particular memory is blocked or prevented by other related memories (ex: the bones; equations b/c they are similar) |
|
Definition
|
|
Term
| Information cannot be retrieved because it was a poorly encoded or stored with few associations or reminders |
|
Definition
| Inadequate Retrieval Cues |
|
|
Term
| Says that there are other kinds of smarts besides book smarts. Students can reveal their smarts in multiple ways. |
|
Definition
| Gardiner's Multiple Intelligences (Part one and two) (in text book pg 290's) |
|
|
Term
| Name some characteristics of concrete operational thought (7) |
|
Definition
| Classification, seriation, de-centering, reciprocity, class inclusion, reversibility, and conservation |
|
|
Term
| Sorting objects into related divisions |
|
Definition
| Classification (like clustering) |
|
|
Term
| Ordering a group of objects in succession by size |
|
Definition
|
|
Term
| Ability to consider more than one characteristic of an event/object at one time (can be more descriptive-looking at more than one aspect) |
|
Definition
|
|
Term
| Ability to understand corresponding complementary inverse relationships (if A=B then B=A) |
|
Definition
|
|
Term
| Knowledge that a basic class (such as flowers) is always greater than any of its subordinate classes (such as roses or lilacs) |
|
Definition
|
|
Term
| Ability to affect change and then go back to the original condition by a reversal of the change |
|
Definition
|
|
Term
| Understanding that irrelevant changes in the physical appearance of objects do not affect their quantity (amount), mass (density), weight (heaviness), or volume (space occupied) |
|
Definition
|
|
Term
| How an individual feels about him/herself; an ongoing evaluation of self-worth (affective) |
|
Definition
| Self-esteem (can be changed very quickly by what's going on in the environment) |
|
|
Term
| The manner a person thinks of him/herself and believes others view him/her (cognitive) |
|
Definition
| Self-concept (established over a period of time; hard to change; not as bothered by a bad hair day or a bad grade) |
|
|
Term
| The way an individual sees him/herself |
|
Definition
| Self-image (mental picture of what he/she looks like) |
|
|
Term
| What an individual wants to be or become; the zenith that he/she desires |
|
Definition
| Ideal-self ("Ok, I think I look like this but I really want to look like this." Usually compared to other people) |
|
|
Term
| A sense of being; a sense of oneself as an entity (uniqueness) |
|
Definition
| Identity (a sense of who you are as compared to other people) |
|
|
Term
| Acquiring of behaviors that conform to social expectations |
|
Definition
|
|
Term
| Process used to acquire social skills |
|
Definition
|
|
Term
| Refers to an awareness of others as selves that, like ourselves, are also capable of feeling intentions, motives, etc. (a self preservation; me me me) (ability to understand what others are feeling) |
|
Definition
|
|
Term
| Ability to recognize and share the feelings of others (even if you don't know exactly; ex: losing a mother) |
|
Definition
|
|
Term
| Skills that result in successful social functioning with peers (ex: knowing you should not poke people you like) |
|
Definition
|
|
Term
| Who said that Industry versus Inferiority coincides with Freud's Period of Latency (Says that if people are industrious (and have a sense of industry - being busy with working, school, hobbies) then they will be successful and happy) |
|
Definition
| Erikson's Psychosocial Development |
|
|
Term
| What are the two highest sources of stress for middle-childhood children? |
|
Definition
| Parent dies and parents divorce |
|
|
Term
| Name some types of families |
|
Definition
| nuclear, blended, step-parent, single parent, grandparent, extended (living together), formal adoptive, informal adoptive, same-sex, foster, communal/religious grouping, fictive kinfolk (uncle, neighbor, friends in church), surrogate (someone who is appointed to raise the child) |
|
|
Term
| Sibling de-identification: _____ to _____ relationships and _____ have the most problems |
|
Definition
| Brother to brother and closer in age relationships |
|
|
Term
| A process through which children develop identities different from their siblings |
|
Definition
| Sibling de-identification |
|
|
Term
| Sibling rivalry/jealousy: when children compete with one another for _____, _____, or _____ of parents/significant others |
|
Definition
| attention, affection, or praise |
|
|
Term
| Destructive form of sibling rivalry (this one is not normal!) |
|
Definition
|
|
Term
| Tell the demandingness level and responsiveness level of each parenting style (there are 4) |
|
Definition
| 1. Authoritarian: high demanding, low responsiveness 2. Permissive: low demanding, high responsiveness 3. Neglecting/Rejecting: low demanding, low responsiveness 4. Authoritative: high demanding, high responsiveness |
|
|
Term
| What do we mean by demandingness level? Responsiveness level? (when talking about parenting styles) |
|
Definition
Demandingness level: how much control a parent has over a child
Responsiveness level: how much love a parent exhibits towards their child |
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|
Term
| In this parenting style, parents try to control their children's conduct by using rules and regulations; obedience is greatly valued; use threat of force to correct behavior; their word is law (decisions cannot be questioned) |
|
Definition
| Authoritarian (does not mean they are not loving, they just don't show their love as much) |
|
|
Term
| In this parenting style, parents make few demands on their children; nonpunishing; do not shape their childrens behavior but children regulate their own activities, little emphasis on rules but use reason (rather than power) to control children when necessary |
|
Definition
|
|
Term
| In this parenting style, parents are not engaged with their children; do not monitor children's activities; provide little or no structure |
|
Definition
| Neglect/Uninvolved (these children are perhaps the words off) |
|
|
Term
| In this parenting style, parents encourage verbal give-and-take and explain the reason behind family policies; limits set but child's individuality taken into consideration; demanding but warm; parents still have final authority |
|
Definition
| Authoritative (most desired model) |
|
|
Term
| Children under this parenting style score the poorest on measures of adjustment, psychosocial competence, and show psychological and behavior dysfunction |
|
Definition
|
|
Term
| Children under this parenting style are the most self-reliant, self-controlled, explorative, and contented and exhibit higher levels of self-esteem and better impulse control |
|
Definition
|
|
Term
| Parents often _____ parenting styles |
|
Definition
|
|
Term
|
Definition
| 1. Incongruous Action 2. Incongruous Labeling 3. Conceptual Incongruity 4. Multiple Meaning and Adult-Like Humor |
|
|
Term
| A type of humor in which one is engaging in behavior that is inconsistent with reality (examples: using a doll as a phone or pretending to eat a child's toes) |
|
Definition
|
|
Term
| A type of humor in which one simply gives the wrong names/titles to known objects, events, people, etc. (examples: referring to Winnie the Pooh as Big Bird or calling a dog a cat) |
|
Definition
|
|
Term
| A type of humor in which distortion of a reality (that children understand is a distortion) is heavily influenced by development of language and cognition (ex: "Look mom that man only has one leg!", responding to puppets, enjoying bathroom humor) |
|
Definition
|
|
Term
| A type of humor that includes riddles (a notion of how things are expected to work or be; ex: what has eyes that cannot see, a tongue that cannot taste...a shoe), language ambiguity jokes (double meanings; ex: how do you get a hanky to dance? Put a little boogie in it) , and absurdity riddles (a silly question with a silly answer; ex: why won't cannibals eat clowns? because they taste funny.) |
|
Definition
| Multiple Meaning and Adult-Like Humor |
|
|
Term
| Measures potential at a specific point in time (give and example) |
|
Definition
|
|
Term
| Measures performance (or what can be accomplished) at a specific point in time; it is what you are able to do and how you can perform in different situations, etc. |
|
Definition
|
|
Term
| What is the type of humor that little kids can understand first and the best |
|
Definition
|
|
Term
| What is the Flynn Effect? |
|
Definition
| Says that IQ scores are on the rise (people are scoring better). Why? Better schools, better health care, smaller families |
|
|
Term
| An IQ score of _____ and higher means that the taker is gifted. If they score _____ and below, they are considered mentally retarded (mild/moderate/severe/profound) |
|
Definition
|
|
Term
|
Definition
| EXPECTATIONS among educators (IQ tests "gifted" or "mentally retarded") |
|
|
Term
| Adaptation to life is now measured/considered in interpreting _____ |
|
Definition
|
|
Term
| Cultural bias: _____/_____/_____ populations have lower IQ scores on average which can cause disproportionate number to be labeled mentally retarded |
|
Definition
| minority/low-SES/immigrant populations |
|
|
Term
| What are two problems with IQ testing and labeling? |
|
Definition
| 1. Intelligence potential can change over lifespan (influenced by experiential, environmental, and genetic factors, and are only a static snapshot of potential in a specific moment and place in time) 2. There is not intelligence but INTELLIGENCES |
|
|
Term
| STERNBERG identifies 3 types of intelligences: |
|
Definition
| Academic, creative, practical |
|
|
Term
| GOLEMAN identifies the importance of _____ (a certain type of intelligence) |
|
Definition
|
|
Term
| GARDINER identifies 8 kinds of intelligences: |
|
Definition
| linguistic, logical-mathematical, musical, kinesthetic, spatial, intrapersonal, interpersonal, and naturalistic |
|
|
Term
| GARDINER identified 8 types of intelligences, but which ones did he say were the most important? |
|
Definition
| None! He believed they have equal value. Except, Western-influenced schools and governments value some more than others... |
|
|
Term
| Looking at developmental patterns in individuals and what causes them to make achievement or progresses (studies nature, origin, and consequences of individual patterns of adaptation and maladaptation over time) |
|
Definition
| Developmental Psychopathology |
|
|
Term
| What are 4 universal findings of developmental psychopathologists concerning all people (not just students identified with special needs)? |
|
Definition
| 1. Abnormal is normal 2. Disability changes year by year 3. Adulthood may be better or worse 4. Diagnosis depends on social context (i.e. what is accepted where and by when) |
|
|
Term
| When referring to children with special needs, language matters. What do we mean by this? |
|
Definition
| We mean they are human first, disability second: "Children with autism" not "autistic kids" |
|
|
Term
| There are 4 ranges of special needs: |
|
Definition
| 1. Physical (Down's syndrome) 2. Social (anxiety, conduct disorders) 3. Emotional 4. Co-morbid disordered (i.e. multiple disorders at once) |
|
|
Term
| What are the three types of disorders? |
|
Definition
| 1. ADD and ADHD (brain issues) (5% of US children have it) 2. Learning Disabilities 3. Autistic Spectrum Disorders |
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