Test 2 For Human Development

Front 1

Preoperational Stage

Back 1

Piaget, the stage from approximately age 2 to age 7 in which children's use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increase

Front 2

Symbolic function

Back 2

the ability to use a mental symbol, a word, or an object to stand for or represent something that is not physically present, directly related to language acquisition

Front 3

Centration

Back 3

the process of concentrating on one limited aspect of a stimulus and ignoring other aspects

Front 4

conservation

Back 4

the knowledge that quantity is unrelated to the arrangement and physical appearance of objects

Front 5

egocentric thought

Back 5

thinking that does not take into account the viewpoints of others

Front 6

Irreversibility

Back 6

cannot imagine how things return to the original state or go in two directions

Front 7

Fast mapping

Back 7

instances in which new words are associated with their meaning after only a brief encounter

Front 8

syntax

Back 8

the way in which an individual combines words and phrases to form sentences

Front 9

Lev Vgostsky's Social Interaction Theory

Back 9

children learn through social interaction, the focus should be more on contextual factors that affect a child's development

Front 10

social speech

Back 10

speech directed to another person, used to communicate effectively with others

Front 11

Private speech

Back 11

speech by children that is spoken and directed to themselves

Front 12

Vgotsky's view on private speech

Back 12

used as a guide to behavior and thought, facilitates children's thinking and helps them control their behavior, allows children to solve problems and reflect upon difficulties they encounter

Front 13

Piaget's view on private speech

Back 13

used by earliest, brightest children, most social children use it, helps children think and learn more quickly

Front 14

Initiative versus guilt stage

Back 14

Erikson, the period during which children aged 3 to 6 years experience conflict between independence of action and the sometimes negative results of that action

Front 15

self-concept

Back 15

a person's identity, or set of beliefs about what one is like as an individual

Front 16

Gender identity

Back 16

sense of being female or male

Front 17

Gender stereotypes

Back 17

preconceived generalizations about male or female behavior

Front 18

Gender roles

Back 18

behaviors, interests, attitudes, skills, and traits that a culture considers appropriate for males or females

Front 19

Functional play

Back 19

play that involves simple, repetitive activities typical of 3-year olds

Front 20

Constructive play

Back 20

use of objects or materials to make something

Front 21

Parallel play

Back 21

action in which children play with similar toys, in a similar manner, but do not interact with each other

Front 22

Onlooker play

Back 22

action in which children simply watch others at play, but do not actually participate themselves

Front 23

Associative play

Back 23

play in which two or more children actually interact with one another by sharing or borrowing toys or materials, although they do not do the same thing

Front 24

Cooperative play

Back 24

play in which children genuinely interact with one another, taking turns, playing games, or devising contests

Front 25

Authoritarian parents

Back 25

parents who are rigid, controlling, punitive, and cold, and whose word is law, inflexible rules; children withdrawn, moody, unassertive, irritable

Front 26

Permissive parents

Back 26

parents who provide lax and inconsistent feedback and require little of their children; children have low control/low social skills, children feel especially priveleged

Front 27

Authoritative parents

Back 27

parents who are firm, setting clear and consistent limits, but who try to reason with their children, giving explanations for why they should behave in a particular way; encourage autonomy of children

Front 28

Uninvolved parents

Back 28

parents who show almost no interest in their children and indifferent, rejecting behavior

Front 29

Concrete operational stage

Back 29

the period of cognitive development between 7 and 12 years of age, which is characterized by the active, and appropriate, use of logic, Piaget

Front 30

decentering

Back 30

the ability to take multiple aspects of a situation into account

Front 31

metamemory

Back 31

an understanding about the processes that underlie memory, which emerges and improves during middle childhood

Front 32

Vgotsky's approach to memory

Back 32

classrooms seen as places where children try new activities, children should focus on activities that involves interaction with others, cooperation and reciprocal learning

Front 33

Cultural assimilation model

Back 33

American society is a melting pot

Front 34

Pluralistic Society model

Back 34

American society is made up of coequal cultural groups that try to try to preserve individual cultural features

Front 35

IQ tests

Back 35

first developed by Alfred Binet, defined intelligence as to what his test measured, takes into account mental and chronological age

Front 36

Stanford-Binet- Intelligence Scales, Fifth Edition

Back 36

a test that consists of a series of items that vary according to the age of the person being tested

Front 37

Wechsler Intelligence Scale for Children- Fourth Edition

Back 37

a test for children that provides separate measures of verbal and performance skills, as well as a total score

Front 38

Kaufman Assessment Battery for Children, Second Edition

Back 38

an intelligence test that measures children's ability to integrate different stimuli simultaneously and step-by-step thinking

Front 39

fluid intelligence

Back 39

intelligence that reflects information processing capabilities, reasoning, and memory, deal with new problems and situations

Front 40

crystallized intelligence

Back 40

information, skills, strategies, that people have learned through experience and that they can apply through problem-solving situations

Front 41

Triarchic theory of intelligence

Back 41

a model that states that intelligence consists of three aspects of information processing: the componential element, the experiential element, and the contextual element

Front 42

Stage of Industry versus Inferiority

Back 42

Erikson, the period from age 6 to 12 characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and the other complexities of the modern world

Front 43

self-esteem

Back 43

an individual's overall and specific positive and negative self-evaluation

Front 44

social competence

Back 44

the collection of social skills that permits individuals to perform successfully in social settings

Front 45

self-care children

Back 45

children who let themselves into their homes after school and wait alone until their caretakers return from work; previously known as latchkey children

Front 46

emotional intelligence

Back 46

the set of skills that underlies the accurate assessment, evaluation, expression, and regulation of emotions

Front 47

mneumonics

Back 47

formal strategies for organizing material in ways that make it more likely to be remembered

Front 48

moral reasoning

Back 48

Piaget emphasizes how limitations in preschoolers' cognitive development lead to particular forms of this, from 4 to 7 is the initial stage of development of morality, does not take intention into account

Front 49

social cognitive theory

Back 49

children also learn moral behavior more indirectly by observing the behavior of others, called models, Bandura

Front 50

Vgotsky on intelligence

Back 50

to assess intelligence, we should look not only at cognitive processes that are fully developed, but at those that are currently being developed as well, dynamic assessment

Front 51

seriation

Back 51

involves the idea that any investigator, in order to assign some plausible meaning to a given phenomena, must interpret it within a series of phenomena

Front 52

transitive inference

Back 52

assesses the ability to generalize learned knowledge to new contexts, and is thought to depend on the hippocamus