DEVPSYCH CHAPTER 1-3 REVIEWER PDF

DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 1. Use of symbols Children do not need to be in sensorimotor contact with an object, person, or event in order to think about it. Children can imagine that obj...

DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 1. Use of symbols Children do not need to be in sensorimotor contact with an object, person, or event in order to think about it. Children can imagine that objects or people have properties other than those they actually have. 2. Understanding Children are aware that superficial alterations do not of identities change the nature of things 3. Understanding Children realize that events have causes of cause and effect 4. Ability to classify Children organize objects, people, and events into mean- ingful categories. 5. Understanding Children can count and deal with quantities. of number 6. Empathy Children become more able to imagine how others might feel 7. Theory of mind Children become more aware of mental activity and the functioning of the mind 8. Centration: in- Children focus on one aspect of a situation and neglect ability to decen- others ter 9. Irreversibility Children fail to understand that some operations or ac- tions can be reversed, restoring the original situation. 10. Focus on states Children fail to understand the significance of the trans- rather than trans- formation between states formations 11. Transductive Children do not use deductive or inductive reasoning; reasoning instead, they see cause where none exists 12. Egocentrism Children assume everyone else thinks, perceives, and feels as they do. 1 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 13. Animism Children attribute life to objects not alive 14. Inability to dis- Children confuse what is real with outward appearance tinguish appear- ance from reality 15. Pretend play A vital aspect of early childhood development; it also serves as a prime example of this symbolic function, allowing children to engage in imaginative scenarios that extend beyond their immediate reality. 16. Symbolic Func- Piaget's term for ability to use mental representations tion (words, numbers, or images) to which a child has at- tached meaning. 17. Theory of mind Understanding that others have their own thoughts, be- liefs, desires, and intentions. Having _______ allows us to understand and predict other's behavior and makes the social world understandable 18. Knowledge The understanding that others have their own thoughts, about thinking beliefs, desires, and intentions begins early in life; com- and Mental plexity increases with age States 19. False belief and Recognizing that others can hold false beliefs—incorrect Deception mental representations of reality. 20. Distinguishing The ability to recognize the difference between how things between appear and what they actually are. Appearance and Reality 21. Distinguishing The ability to discern real events from imagined ones. between Fantasy and Reality 2 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 22. Encoding Process by which information is prepared for long-term storage and later retrieval. 23. storage Retention of information in memory for future use 24. Retrieval Process by which information is accessed or recalled from memory storage 25. Sensory Memory Initial, brief, temporary storage of sensory information. 26. Working Memory Short-term storage of information being actively processed 27. Long-term Mem- Storage of virtually unlimited capacity that holds informa- ory tion for long periods. 28. Central execu- In Baddeley's model, element of working memory that tive controls the processing of information. 29. Recognition Ability to identify a previously encountered stimulus 30. Recall Ability to reproduce material from memory 31. Metamemory Understanding of processes of memory 32. Metacognition Thinking about thinking, or awareness of one's own men- tal processes. 33. Executive func- Conscious control of thoughts, emotions, and actions to tion accomplish goals or solve problems 34. Generic memory Memory that produces scripts of familiar routines to guide behavior 35. Episodic memo- Long-term memory of specific experiences or events, ry linked to time and place. Refers to awareness of having experienced a particular event at a specific time and place. Given a young child's limited memory capacity, episodic memories are temporary. 3 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 36. Script General remembered outline of a familiar, repeated event, used to guide behavior. 37. Autobiographi- a type of episodic memory, refers to memories of dis- cal Memory tinctive experiences that form a person's life history. Not everything in episodic memory becomes part of autobi- ographical memory—only those memories that have a special, personal meaning to the child 38. Social interac- Model, based on Vygotsky's sociocultural theory, that tion model proposes children construct autobiographical memories through conversation with adults about shared events 39. Intelligence Involves the ability to learn from situations, adapt to new experiences, and manipulate, abstract concepts. 40. Stanford-Binet Individual intelligence tests for ages 2 and up used to Intelligence measure fluid reasoning, knowledge, quantitative reason- Scales ing, visual-spatial processing, and working memory 41. The Wechsler An individual test that takes 30 to 60 minutes. It has Preschool and separate levels for ages 2½ to 4 and 4 to 7, and it Primary Scale of yields separate verbal and performance scores as well Intelligence as a combined score. The most current version includes subtests designed to measure both verbal and nonverbal fluid reasoning, receptive versus expressive vocabulary 42. Fast mapping Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation 43. Grammar They are referring to the deep underlying structure of a language that enables us to both produce and understand utterances. 44. Syntax A related concept and involves the rules for putting togeth- er sentences in a particular language. 45. Pragmatics and (1) The practical knowledge needed to use language for Social Speech communicative purposes. (2) The social context of lan- guage. 4 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 46. Private speech Talking aloud to oneself with no intent to communicate with others. 47. Primary lan- Include issues such as problems with speech expressive guage delays languages order and receptive language disorder 48. Secondary lan- Arise from other causes including hearing problems cog- guage delays nitive impairments autism and physical abnormalities 49. Emergent litera- Preschoolers' development of skills, knowledge, and atti- cy tudes that underlie reading and writing 50. Self-Concept Our total picture of our abilities and traits—who we think we are and how we feel about who we are 51. Self Definition Cluster of characteristics used to describe oneself. the way they describe themselves—typically changes be- tween about ages 5 and 7, reflecting self-concept devel- opment and advances in cognitive abilities. 52. Real Self the person he actually is. 53. Ideal Self The self one would like to be. 54. Disability Defined as any mental or physical condition making it dif- ficult for a person to do certain activities and interact with the world around them. Some early researchers argued children with learning disabilities (Chapman, 1988) and physical disabilities (Hall & Hill, 1996) would be expected to show worse self-concept than non affected children. 55. Self- Esteem the self-evaluative part of the self-concept, the judgment children make about their overall worth. __________, in part, is based on children's growing cognitive ability to describe and define themselves. 56. Emotional Self helps children guide their behavior and adjust their re- Regulation sponses to meet societal expectations. 5 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 57. Social Emotions Emotions involved in the regulation of social behavior that require self awareness and the understanding of others' viewpoints. 58. Iniative vs. Guilt Erikson's third stage in psychosocial development, in (Erikson) which children balance the urge to pursue goals with reservations about doing so. This conflict marks a split between two parts of the per- sonality: the part that remains a child, full of exuberance and a desire to try new things and test new powers, and the part that is becoming an adult, constantly examining the propriety of motives and actions. 59. Gender Identity Awareness, developed in early childhood, of one's gender 60. Gender Typing Socialization process by which children, at an early age, learn appropriate gender roles. 61. Gender Roles Behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for each sex; differ for males and females. 62. Gender Stereo- Preconceived generalizations about male or female role types behavior. 63. Transgender Individuals whose gender identity (a social and psycho- People logical construct) is different from their sex (a biological construct). 64. Intersex People Individuals born with sexual or reproductive anatomical variations not typical for male or female bodies. 65. Gender Dyspho- The feeling of psychological distress experienced by indi- ria viduals when there is a mismatch between gender identity and biological sex. 66. Biological ap- Many behavioral differences between the sexes can be proach traced to biology 67. 6 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 Evolutionary ap- Child develops gender roles in preparation for adult mat- proach ing and reproductive behavior 68. Psychoanalytic Gender identity occurs when the child identifies with the approach same-sex parent 69. Cognitive Once a child learns she is a girl or he is a boy, the approach child sorts information about behavior by gender and acts Cognitivedevel- accordingly opmental theory 70. Gender-schema Child organizes information about what is considered ap- theory propriate for a boy or a girl on the basis of what a particular culture dictates. 71. Social learning Child observes and imitates gendered behavior and is approach Social reinforced for appropriate behavior and punished for in- cognitive theory appropriate behavior. 72. Play Defined as a natural and essential activity through which children engage with their environment, others, and them- selves. It is a process of observing, testing, trying, imitat- ing, and enjoying the environment they are in and people they are with. 73. Functional play Play involving repetitive large muscular movements. 74. Constructive Play involving use of objects or materials to make some- play thing. 75. Dramatic play Play involving imaginary people or situations; also called pretend play, fantasy play, or imaginative play. 76. Formal games Organized games with known procedures and penalties with rules 77. Unoccupied be- The child does not seem to be playing but watches any- havior thing of momentary interest. 78. 7 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 Onlooker behav- The child spends most of the time watching other children ior play. The onlooker may talk to them but does not enter into the play. 79. Solitary indepen- The child plays alone with toys that are different from dent play those used by nearby children and makes no effort to get close to the other children. 80. Parallel play The child plays independently beside rather than with the other children, playing with similar toys, and does not try to influence the other children's play. 81. Associative play The child plays with other children. All the children play similarly, but there is no organization around a goal. Each child is interested more in being with the other children than in the activity itself 82. Cooperative or Cooperative or organized supplementary play The child organized sup- plays in a group organized for some goal—to make some- plementary play thing, play a formal game, or dramatize a situation. By a division of labor, children take on different roles 83. Gender Segrega- Tendency to select playmates of one's own gender tion 84. Parenting It refers to the actions, strategies, and emotional support that parents provide to guide the growth and maturation of their children. 85. Discipline The methods used in molding children's character and of teaching them to exercise self-control and engage in acceptable behavior. 86. Corporal Punish- The use of physical force with the intention of causing ment pain, but not injury, so as to correct or control behavior. 87. Inductive Tech- A disciplinary techniques designed to induce desirable niques behavior by appealing to a child's sense of reason and fairness. 8 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 88. Power Assertion A disciplinary strategy designed to discourage undesir- able behavior through physical or verbal enforcement of parental control. 89. Withdrawal of A disciplinary strategy that involves ignoring, isolating, or Love showing dislike for a child. 90. Authoritarian In Baumrind's terminology, parenting style emphasizes Parenting control and obedience. 91. Permissive Par- In Baumrind's terminology, parenting style emphasizing enting self-expression and self-regulation. 92. Authoritative In Baumrind's terminology, parenting style blending re- Parenting spect for a child's individuality with an effort to instill social values. 93. Height and Steady growth in middle childhood, influenced by genet- Weight ics, nutrition, and lifestyle. 94. Nutrition A balanced diet is crucial for supporting growth, cognitive function, and energy needs. 95. Sleep Children need 9-11 hours of sleep for optimal growth, cognitive performance, and emotional regulation 96. Dental Health Primary teeth are replaced by permanent teeth; preven- tive care helps reduce decay. 97. Brain Develop- Gray matter in the cerebral cortex matures, supporting ment cognitive and motor skills. 98. ROUGH-AND-TUM- Vigorous, informal play that involves wrestling, chasing, BLE PLAY and laughter. More common in boys, while girls often prefer activities like hopscotch. 99. ORGANIZED Participation grows in middle childhood, requiring flexible SPORTS rules for younger children and more structure for older ones. 9 / 10  DEVPSYCH CHAPTER 1-3 Study online at https://quizlet.com/_g3yda8 100. OVERWEIGHT High blood pressure, emotional problems, low self-es- AND OBESITY teem, and body dissatisfaction. 101. Acute Short-term illnesses (e.g., colds, flu). 102. Chronic Long-term conditions (e.g., asthma, diabetes). 103. Executive Func- higher-order, complex cognitive processes, including tion thinking, planning, and problem solving 104. Selective Atten- Ability to focus attention and ignore distractions. tion 105. Rehearsal Repeating information to retain it. 106. Organization Categorizing information 107. Elaboration Creating mental associations to remember items 10 / 10