Psychology Ch 12 and 13

concrete operational thought

Piaget’s term for the ability to reason logically about direct experiences and perceptions, developed during 6-11 middle childhood

classification

logical operation of organizing things into groups according to common characteristics, developed as part of concrete operational stage

seriation

concept that things can be arranged in a logical series like numbers, the alphabet, or routines, developed during concrete operational

automatization

process which repetition of a sequence of thoughts and actions makes the sequence routine so that it no longer needs conscious thought, demonstrates the importance of practice in developing cognition

knowledge base

body of knowledge in certain area that makes it easier to master new info in that area, a bigger base is useful to judge if info is true, worth remembering, or unimportant

control processes

mechanisms that combine memory, processing speed, and knowledge to regulate the analysis and flow of information within the information processing system, can be gained as cortex matures or taught

English Language Learners

children who proficiency is English is low as based on a test score

immersion

strategy where instruction in all school subjects occurs in the second language that a child is learning

bilingual education

strategy where school subjects are taught in both the learner’s original language and the second (majority language)

English as a Second Language

US approach to teaching English that provides all non-English speakers intense instruction as a group, never using the original language

hidden cirriculum

unofficial, unstated, or implicit patterns within a school that influences what children learn, examples of student government, discipline, sports competition, and tracking (grades)

National Assessment of Educational Progress

ongoing and nationally representative measure of US kids’ achievement in reading, math, and other subjects

industry versus inferiority

Erikson’s 4th crisis, where children attempt to master many skills, developing a sense of themselves as either competent or incompetent, based on kids’ intrinsic motivation to learn

social comparison

tendency to assess one’s abilities, status, achievements, and more by measuring oneself against one’s peers, a key aspect of middle childhood and makes kids start to notice prejudice and differences

resilience

capacity to adapt well to significant adversity and to overcome serious stress

family structure

legal and genetic relationships among relatives living in the same home

family function

the way a family works to meet the needs of its members, more important than structure and should provide physical needs, learning, self-respect, peer relationships, and stability to kids

nuclear family

family with father, mothers, and biological kids under 18

single-parent family

family with only one parent and their children

extended family

family of relatives in addition to the nuclear family, usually with 3 or more generations

polygamous family

family of one man, several wives, and their children

child culture

idea that each groups of kids has games, saying, styles, and beliefs that are not common among adults just like adult cultures; shows value of independence from adults

aggressive-rejected

type of childhood rejection where kids don’t want to friends with another because of their antagonistic behavior

withdrawn-rejected

type of childhood rejection where kids don’t want to be friends with another because of their timid, anxious behavior

bullying

repeated, systematic efforts to inflict harm on others through physical, verbal, or social attacks on one weaker

bully-victim

someone who attacks others and is attacked as well, they bully and are bullied

pre-conventional moral reasoning

Kohlberg’s first level of moral reasoning, emphasizing rewards and punishments

conventional moral reasoning

Kohlberg’s second level of moral reasoning, emphasizing social rules

post-conventional moral reasoning

Kohlberg’s third level of moral reasoning, emphasizing moral principles

visual spatial memory

developed in middle childhood, ability to see shapes/objects and remember them

aptitude

potential to master certain skill or learn body of knowledge

achievement

knowledge or skill that is actually mastered

Calculate IQ

mental age of person/actual age of person time 100

Average IQ

100 for every different age

metacognition

thinking about thinking

formal code

type of linguistic pattern used in academic or strict settings, switch to/from developed in middle childhood

informal code

type of linguistic pattern used among friends or family, switch to/from developed in middle childhood

self-concept

an individual’s ideas about themselves, including their intelligence, personality, abilities, gender, ethnicity, and more

childhood overweight

BMI above 85th percentile

childhood obesity

BMI above 95th percentile

asthma

chronic respiratory disease where inflammation narrows the airways from the nose and mouth to the lungs, making breathing difficult

reaction time

time it takes to respond to stimulus, either physically or cognitively, reduced every year from birth

g

general intellegence, assumes one basic trait of intelligence can be measured under all cognitive abilities

Flynn effect

rise in average IQ score that has occurred over the decades

multiple intelligence

idea that human intelligence is composed of varied set of abilities rather than encompassing one

neurodiveristy

idea that each person has neurological strengths and weaknesses that should be appreciated just as physical diversity

developmental psychopathology

field that uses insights into typical development to understand and remediate developmental disorders, especially in connection with special needs

comorbid

presence of two or more unrelated disease conditions at the same time, happens with most disorders

multifinality

basic developmental psychopathology principle which says that one cause can have multiple final manifestations

equifinality

basic developmental psychopathology principle which says that one symptom can have many causes

attention deficit/hyperactivity disorder

condition characterizes by persistent pattern of inattention/impulsive behavior which interferes with a person’s functioning or development

specific learning disorder

marked deficit in particular area of learning that is cause by an intellectual disability instead of physical one

dyslexia

unusual difficulty with reading

dyscalculia

unusual difficulty with math

autism spectrum disorder

developmental disorder marked by difficulty communicating or social interactions and restricted/repetitive patterns of behavior, interests, or activities

least restrictive environment

legal requirement that children with special needs be assigned to the most general educational context where they can be expected to learn

response to intervention

educational strategy intended to help kids who demonstrate below-average achievement in early grade

individual education plan

document that specifies educational goals and plans for a child with special needs