Psy 401 Exam 2

• the process by which the nerve cells are covered and insulated with a layer of fat cells, which increases the speed at which
• information travels through the nervous system

It increases

• Children 3-6
• Peaks at age 3 and fades by 6
• parents should be patient until it fades
• Ex: must have 4 ice cubes

• Technology (entertainment issedentary)
• Economy
• Food in schools= bad habits formed
• Fast food is cheap and easyPares are not as strict and nostay at home moms
• Less education or knowledge aboutnutrition
• Health care system
• Mental health
• Content of food has changed

• Primary: Actions that changeoverall background conditions to prevent some unwanted even, circumstance or illness Motorcycle helmet law
• Secondary: actions that avert harmfor a group known to be at high riskChildren in low SES, or parentswith diabetes
• Tertiary: actions that are takenafter an unwanted event circumstance or illness has occurred that is aimed atreducing the harm

• 1-2 years: sensorimotor- objectpermanence
• 2-6 years: preoperational-imagination and language
• 6-11: concrete operational-conservation, number classification

Age 6, understanding that something is the same despite a change in appearance

Centration: focusing on one aspect of a situation

Focus on Appearance: focusing only on what is apparent

Egocentrism: thinking about the world from their own perspective

Static reasoning: assuming the world is unchanging

Irreversibility: nothing can be undone

people learn within a social context and is facilitated through such concepts as modeling and observational learning

Cognitivedevelopment occurs in a sociocultural context that influences the form it takes

adult-child interactions in which children’s cognitions and modes of thinking are shaped as they participate with or observe adults engaged in culturally relevant activities

range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skillful partner

the expert participant carefully tailors their support to the novice learner to assure their understanding

A child’s nonsocial utterances

Vygotsky places more emphasis on culture

Vygotsky places considerable more emphasis on social factors

Vygotsky places more emphasis on the role of language

A child’s first cognitiveunderstanding that other people have different beliefs and perspective

Age 4

Young children are oftern terrible at fooling us. They can’t play hide and seek well

represent a time when a particular part of the body is most easily influenced or vulnerable to the lack of stimulation or to environmental effects

if an infant does not see light during the first few months of life (at least 6 months), nerves will degenerate and eventually die

opportunity for certain types of learning, that is less precise and a longer time period compared to critical period

• skills acquired during the sensitive period makes the individual better than another who did not acquire
• those skills then

• the act of learning
• a new concept after limited exposure

Children extend regular grammatical patterns to irregular words, resulting in overregularizations like comed

Independent: ideal choice of play until age 2

Onlooker play: teaches child how to act when they are ready to join (watching older kids)

Solitary play: solo play, time for them to figure things out on their own

Parallel play: playing side by side but not together

Associative play: around 3 of 4, playing in a group but doing own thing

Competitive play: by 5, real play dates and understanding of rules

Child directed: children choose what activities they want to do and when to do them. This type of program is fairly unstructured, and children learn at their own paces, usually playing by themselves or in small groups.

• Teacher-directed: classrooms have
• a more structured feel, as teachers tell the children what activities to do and
• when they will do them. All of the students are expected to follow a set
• schedule of activities that the teacher has planned, so they all do the same
• thing at the same time.

Self-esteem: he extent to which we like accept or approve of ourselves or how much we value ourselves

Self-concept: how we think about and evaluate ourselves

Parent parenting, kids reaction, education at parenting, culture, age, presence of other kids, beliefs, emotional well-being, general education and SES

Parent parenting, kids reaction, education at parenting, culture, age, presence of other kids, beliefs, emotional well-being, general education and SES

Parents should be given less credit for kids who turn out great and blamed less for kids who don’t.

Gender schema: (cognitive) match what they see

Social learning: (behavioral) rewarded or punished

It gets quicker

Automization: the ability to do things without occupying the mind with the low-level details required

Overlearning: newly acquired skills should be practiced well beyond the point of initial mastery

7-11 years old

children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts

Knowing about knowing or thinking about thinking

Test is designed to measure intellectual aptitude or ability to learn in school

Describes how all over the world IQ test scores increase over time

Younger people perform better than older generations

• To see what students in Paris were
• going to excel in or needed special help with

Stanford–Binet test

100

Mental age/chronological age

David Wechsler

Genetics: studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence

Enviornmental: lead exposure leads to lower scores

Schooling: increased schooling is related to higher intelligence scores

Culture: translation

• Education and psychology:
• identifying gifted children, identifying children with mental retardation, and learning disability assessment.

MR: 50 and below

Slow learner: 70-84

Average: 85-114

Gifted:130-144, genius 145+

• Robert Sternberg: triarchic theory
• of intelligence (analytical, creative, and practical)

• Howard Gardner: multiple
• intelligences (8)

• great difficulty concentrating, inattentive,
• impulsive, overactive

marked impairment in nonverbal communication, delayed speech development, lacks social reciprocity with peers, inflexible adherence to routines and rituals, motor mannerisms: preoccupation with small details of toys or objects

similar to autism without speech delay

a marked delay in a particular area of learning that is not caused by an apparent physical disability, by mental retardation, or by an unusually stressful home environment

When an individual feels the same emotions as another person

Phonics is sounding out, whole language is site look-say

Protect friends

• Don’t tell adults what is
• happening

• Don’t be too different from you
• peers

Stage 1: Avoid punishment, what must I do to avoid punishment? What can I do to force my will upon others?

Stage 2: Gain rewards, What’s in it for me? What must I do to avoid pain, gain pleasure?

Stage 3: “good girl” and “good boy” orientation, What Must I do to be seen as a good boy/girl

Stage 4: “Law and order”, What if everyone did that?

Stage 5: social contract, what is the just thing to do given all the circumstances? What will bring the most good to the largest number of people?

Stage 6: universal ethical principles, what will fost life in its fullest for all living beings? What is justice for all?

• Repeated systematic efforts to
• inflict harm through physical, verbal, or social attack on a weaker person

The person getting bullied

Benefits: allows us to feel a part of a group, provides cohesiveness and a sense of security

Drawbacks: doesn’t allow people to be unique, those who go against are not favored

Friendships help children develop emotionally and morally. In interacting with friends, children learn many social skills, such as how to communicate, cooperate, and solve problems

They choose their friends, rather than their playmates being chosen for them

The older they get the more of a factor it becomes

• OBPP is not a curriculum, but a program that
• deals with bullying at the school
• wide, classroom, individual, and community levels

• occurs when peers reinforce each other for delinquent or aggressive talk or behavior, and as a result, problem
• behavior increases

when we compare themselves to others who are worse off that ourselves

If you are well liked than you are more liked, have a higher self esteem, protected from bullying

Being smart, athletic, or rich

By what they have in common

the processes by which people come to understand others

the ability to regulate one's emotions and actions through effort, not simply through natural inclination