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72 Cards in this Set
- Front
- Back
LOCALIZAITON |
each part of the brain has a specific function, does a specific thing eg. emotions happen here, hunger happens here |
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LATERALIZATION |
left brain does left brain things like logic, reasoning, numbers |
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dominant cerebral hemisphere |
carries out skilled motor action when looking at handedness |
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cerebellum |
balance and coordination |
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reticular formation |
sustained, controlled attention |
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hippocampus |
emotional learning (fear) |
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corpus callosum |
smooth communication between hemispheres |
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pituitary gland |
releases hormones that induce growth |
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Growth Hormone (GH) |
stimulates liver and epiphyses to release insulin-like growth factor 1 (IGF-1) which triggers cell duplication |
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thyroid-stimulating hormone (TSH) |
prompts thyroid glands to release thyroxine, which is necessary for brain development and for GH to have full impact on body size |
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shoe-tying, writing, and drawing |
show a connection between motor and cognitive development |
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broca's aphasia |
speech and grammar: cannot speak fluently or at all, but can understand |
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wernicke's aphasia |
no understanding of language, can speak fluently but it's all gibberish |
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Rasmussen Disease |
1 hemisphere must be removed, but cognitive development in not impaired, slight impairment in other areas |
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preoperational stage |
mental representation, symbolic activity, logical thought and categorization and then language |
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dual representation |
viewing a symbolic object as both the object that it is AND a symbol (children in preoperational stage can do this) |
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egocentrism |
being able to distinguish the viewpoints of others (children in preoperational stage can't do this) |
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animistic thinking |
inanimate objects have lifelike qualities (because children in preoperational stage do not have egocentrism, they have this type of thought) |
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Piaget's 3 Principles of Education |
1) must promote discovery learning 2) must be sensitive to children's readiness to learn 3) acceptance of children's individual differences |
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intersubjectivity |
participants begin task with different understandings and arrive at a shared understanding |
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scaffolding |
adjusting the support and help offered based on the child's needs, used to see growth of learning |
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guided participation |
doing something together, a shared learning experience, like scaffolding but less structured |
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overlapping wave theory |
trying out many different problem solving strategies and seeing which ones work best and worst |
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min strategy |
select strategies for problem solving based on accuracy and speed |
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emergent literacy |
active efforts to construct literacy knowledge through informal experiences (like reading books) |
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phonological awareness |
reflect on and manipulate sound structures of language (purposefully breaking down words and how they're read, formal and structured) |
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ordinality |
ordering relationships by quanitity (2<3) |
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cardinality |
last number in counting set indicates the quantity of the set |
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fast mapping |
connecting new words with underlying concepts after only a brief encounter (tilted picture example) |
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mutual exclusivity bias |
assumption that words refer to entirely different concepts (everything has only one label) |
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syntactic bootstrapping |
observing how words are used in syntax (structure of the sentence) to determine their meaning |
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overregularization |
overextend rules to words that are exceptions (sitted instead of sat) |
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semantic bootstrapping |
relying on word meanings to figure out grammatical rules (you know how to use it based on what it means) |
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pragmatics |
practical, social side of language, how words are used in conversation |
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Vygotsky and early childhood education |
1) assisted discovery 2) peer collaboration 3) make-believe play and private speech |
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Brief P |
behaviour rating scale for executive functioning, preschool version |
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initiative |
purposefulness, new tasks, discovery |
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guilt |
threatened, criticized, punished |
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effortful control |
putting effort into controlling your actions and emotions, predicts a child's ability to portray an emotion they don't feel more cooperative, less behaviour problems associated with this |
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empathy |
sharing of feelings of another person, motivator or prosocial and altruistic behaviour, relying more on words to communicate this, can sometimes lead to personal distress |
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sympathy |
feeling of concern and sorrow for another's plight, those with poor emotional regulation have difficulty with this |
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foundations of morality: Psychoanalytic theory |
emphasizes the emotional side - guilt, fear of punishment, and loss of love are motivators for moral action |
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induction |
adults help children become aware of feelings by pointing out the effects of their actions |
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foundations of morality: Social Learning Theory |
learn moral behaviour through modelling and reinforcement |
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foundations of morality: Cognitive-Development Approach |
children are active thinkers about social rules, distinguishing between moral imperatives and social conventions |
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moral imperatives |
protect people's rights and welfare |
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social conventions |
manners and customs |
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proactive aggression |
- acts to fulfill desires, like hitting someone because you want their toy - use this type of aggression for the advancement of own goals - declines in middle childhood |
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reactive aggression |
- defensive responses, if you're yelled at or hit, you'll do it back in return - see hostility where it doesn't exist, may cause unprovoked attacks - increases in middle childhood |
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emergence of childhood identity: social learning theory |
first gender-typed responses through modelling and reinforcements (being told they look nice in a dress, seeing what parents wear, etc.) |
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emergence of childhood identity: cognitive development theory |
gender constancy must be mastered before children develop gender-typed behaviour, weak evidence for this |
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emergence of childhood identity: gender schema theory |
combines social learning theory and cognitive development theory . as children acquire gender-stereotyped preferences and behaviours, they form masculine and feminine categories that they apply to themselves and their world |
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grey matter |
cell bodies, leads to better coordination, more connections between cells means better coordination |
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white matter |
axons, help with motor skills, more connections between cells means better motor skills |
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decentration |
focusing on several aspects of problems and relating them |
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transitive inference |
the ability to seriate mentally |
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second order false beliefs |
having a false belief about what another person is thinking |
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recursive thoughts |
ability to view situation from at least 2 different perspectives |
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stanford binet Intelligence scale |
age 2-adulthood focusing on 5 aspects: general knowledge, quantitative reasoning, visual-spatial reasoning, working memory, basic information processing potentially culturally biased, because of verbal and nonverbal sections |
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Wechsler Intelligence scale |
6-11 years old 4 factors: verbal reasoning, perceptual reasoning, working memory, processing speed used before the Stanford test |
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Sturnberg's Triarchic theory |
views intelligence as an interaction between analytical, creative, and practical intelligences |
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Gardener's theory of multiple intelligence |
identifies at least 8 mental abilities helpful for emotional intelligence |
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divergent thinking |
coming up with many possible solutions/answers |
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convergent thinking |
coming up with one correct solution |
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learned helplessness |
attribute success to external factors, and believes failures are due to low ability which cannot be modified |
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person praise |
promotes learned helplessness and fixed abilities (you're either good or you're not and it can't be changed) |
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process praise |
promotes mastery-oriented approach (skill has increments, and can be improved upon) focus is on behaviour and effort |
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neglected children |
arouse little reaction but are usually well-adjusted |
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popular prosocial children |
academically and socially competent |
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popular antisocial children |
aggressive but admired, perhaps for athletic ability, sophisticated but devious social skills |
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rejected aggressive children |
high in conflict and hostility |
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rejected withdrawn children |
passive, socially awkward, usually the target of a bully |