Psych Chapter 4 terms

corpus callosum

a dense band of fibers that connects the two hemispheres of the brain, contains approximately 200 million nerve fibers that connect the hemispheres

Age 2 Gross Motor Skills

Can kick a ball without losing balance  Can pick up objects while standing, without losing balance (This often occurs by 15 months. It is a cause for concern if not seen by 2 years).  Can run with better coordination. (May still have a wide stance).

Age 3 Gross Motor Skills

 Can briefly balance and hop on one foot  May walk up stairs with alternating feet (without holding the rail)  Can pedal a tricycle

Age 4 Gross Motor Skills

 Can briefly balance and hop on one foot  May walk up stairs with alternating feet (without holding the rail)  Can pedal a tricycle

Age 5 Gross Motor Skills

Has better coordination (getting the arms, legs, and body to work together)  Skips, jumps, and hops with good balance  Stays balanced while standing on one foot with eyes closed

Age 2 Fine Motor Skills

Able to turn a door knob  Can look through a book turning one page at a time  Can build a tower of 6 to 7 cubes  Able to put on simple clothes without help (The child is often better at removing clothes than putting them on).

Age 3 Fine Motor Skills

 Can build a block tower of more than nine cubes  Can easily place small objects in a small opening  Can copy a circle  Can draw a person with 3 parts  Can feed self easily

Age 4 Fine Motor Skills

Can cut out a picture using scissors  Can draw a square  Manages a spoon and fork neatly while eating  Puts on clothes properly

Age 5 Fine Motor Skills

 Shows more skill with simple tools and writing utensils  Can copy a triangle  Can use a knife to spread soft foods

preoperational stage

2-7; , children use symbols to represent words, images, and ideas, which is why children in this stage engage in pretend play

operational

refers to logical manipulation of information, so children at this stage are considered pre-operational

symbolic function substage

2-4 years; characterized by the child being able to mentally represent an object that is not present and a dependence on perception in problem solving

intuitive thought substage

4-7 years; marked by greater dependence on intuitive thinking rather than just perception

Pretend Play

A toy has qualities beyond the way it was designed to function and can now be used to stand for a character or object unlike anything originally intended

egocentrism

tendency of young children not to be able to take the perspective of others, and instead the child thinks that everyone sees, thinks, and feels just as they do

Conservation Errors

ability to recognize that moving or rearranging matter does not change the quantity

centration

focused on only one characteristic of an object to the exclusion of others.

Classification Errors

Preoperational children have difficulty understanding that an object can be classified in more than one way.

transductive

making faulty inferences from one specific example to another

animism

attributing life-like qualities to objects

zone of proximal development (ZPD)

occurs when they can almost perform a task, but not quite on their own without assistance

scaffolding

temporary support that parents or teachers give a child to do a task

Private Speech

speech that is focused on the child and does not include another’s point of view

divided attention or multitasking

The ability to switch our focus between tasks or external stimuli

selective attention

our ability to focus on a single task or stimulus, while ignoring distracting information

sustained attention

the ability to stay on task for long periods of time

self-concept

our self-description according to various categories

self-esteem

an evaluative judgment about who we are.

categorical self

focus on external qualities

response initiation

the ability to not initiate a behavior before you have evaluated all the information

response inhibition

the ability to stop a behavior that has already begun

delayed gratification

the ability to hold out for a larger reward by forgoing a smaller immediate reward

gender

the cultural, social and psychological meanings associated with masculinity and feminity

gender identity

A person’s sense of self as a member of a particular gender

gender roles

the expectations associated with being male or female

gender socialization

focuses on what young children learn about gender from society, including parents, peers, media, religious institutions, schools, and public policies

social learning theory

which argues that behavior is learned through observation, modeling, reinforcement, and punishment

Cognitive social learning theory

also emphasizes reinforcement, punishment, and imitation, but adds cognitive processes

gender schema theory

children develop their own conceptions of the attributes associated with maleness or femaleness

Developmental intergroup theory

many of our gender stereotypes are so strong because we emphasize gender so much in culture

Baumrind

identified a model of parenting that focuses on the level of control/ expectations that parents have regarding their children and how warm/responsive they are. This model resulted in four parenting styles.

authoritative

supportive and show interest in their kids’ activities but are not overbearing and allow them to make constructive mistakes

Authoritarian

the traditional model of parenting in which parents make the rules and children are expected to be obedient

permissive

involves holding expectations of children that are below what could be reasonably expected from them

uninvolved

disengaged from their children. They do not make demands on their children and are non-responsive

play

unoccupied play

Children’s behavior seems more random and without a specific goal. This is the least common form of play

solitary play

Children play by themselves, do not interact with others, nor are they engaging in similar activities as the children around them.

onlooker play

Children are observing other children playing. They may comment on the activities and even make suggestions but will not directly join the play.

parallel play

Children play alongside each other, using similar toys, but do not directly act with each other

associative play

Children will interact with each other and share toys but are not working toward a common goal.

cooperative play

Children are interacting to achieve a common goal. Children may take on different tasks to reach that goal.