front 1 piaget theory | back 1 goes through 4 stages of cognitive development to understand of the world |
front 2 sensorimotor (0-2) | back 2 coordinating sensory experiences with physical action |
front 3 preoperational (2-7) | back 3 represent the world with words and images |
front 4 concrete operational (7-11) | back 4 concrete events and classify objects into different sets |
front 5 formal operational (11-adult) | back 5 more abstract, idealistic, and logical ways |
front 6 prefrontal cortex | back 6 planning and organizing new action and maintaining attention to tasks |
front 7 2 changes that begun before birth contributers | back 7 # and size of dendrites increase myelination |
front 8 myelination | back 8 covered with a layer of fat cells, which increases the speed and travels through the nervous system |
front 9 gross motor skills | back 9 involve large muscle activites as moving arms and walking |
front 10 fine motor skills | back 10 finely tuned movement, grasping a toy |
front 11 symbolic function substage (2-4) | back 11 ability to mentally represent an object that is not present |
front 12 egocentrism | back 12 inability to distinguish one's own perspective from someone else |
front 13 animism | back 13 belief that inanimate objects have lifelike qualities and are capable of action |
front 14 intuitive thought changes (4-7) | back 14 use primitive reasoning and want to know the answers to questions |
front 15 centration | back 15 centering attention on one characteristics |
front 16 conservation | back 16 altering a substance's appearance |
front 17 zone of proximal development | back 17 range of tasks that are too difficult for the child alone but that can be learned with guidance |
front 18 attention | back 18 focusing of mental resources on select info |
front 19 executive attention | back 19 action planning |
front 20 sustained attention | back 20 focused and extended engagement with object, task, event |
front 21 memory | back 21 retention of info overtime |
front 22 short-term memory | back 22 retain up to 30 secs |
front 23 rehearsal | back 23 repeating info after it has been presented |
front 24 autobiographical | back 24 memory of significant events and experiences in one's life |
front 25 executive function | back 25 encompasses higher-level cognitive processes |
front 26 theory of mind | back 26 awarness of one's own mental process and mental processes of others |
front 27 2-3 has 3 stages | back 27 perception, emotions, desire |
front 28 4-5 | back 28 realization that others have false beliefs |
front 29 phonology | back 29 sounds work in language |
front 30 morphology | back 30 involved in word formation |
front 31 syntax | back 31 involves the way words are combined to form phrases |
front 32 semantics | back 32 meaning of words and sentences |
front 33 pragmatics | back 33 appropriate use of language in different contexts |
front 34 child-centered kindergarten | back 34 emphasizes education of the whole child and promoting physical, cognitive, and socioemotional development |
front 35 Montessori Approach | back 35 given freedom and spontaneity in choosing activites |
front 36 developmenally appropriate practice | back 36 typical developmental patterns of children within a particular age span |
front 37 project head start | back 37 designed to provide children from low-income families opportunities to acquire skill for success in school |
front 38 freud's theory | back 38 human personality developed through a series of stages around satifications |
front 39 Anal Stage (1 1/2-3) | back 39 gain an interalized sense of right and wrong and a relationship with authority |
front 40 Phallic Stage (3-6) | back 40 develops sex and gender awareness, conscience, and ego-ideal more well-developed |
front 41 Erikson | back 41 8 stages of development unfolded |
front 42 Autonomy v shame and doubt (1 1/2-3) | back 42 act independently although without a plan |
front 43 initiative v guilt (3-5) | back 43 makes things happen for a reason |
front 44 self understanding | back 44 involves self recognition |
front 45 self conscious emotions | back 45 pride, shame, embarrassment, and guilt |
front 46 moral development | back 46 thoughts, feelings, and behaviors regarding rules |
front 47 moral feeling | back 47 feeling of anxiety |
front 48 heteronomous morality | back 48 justice and rules, removed from the control of people |
front 49 autonomous morality | back 49 aware that rules and laws are created by people |
front 50 immanent justice | back 50 a rule is broken, punishment must be meted out immediately |
front 51 moral behavior | back 51 explain the development of moral behavior |
front 52 gender roles | back 52 prescribes how females or males should act |
front 53 gender identify | back 53 sense of being male of female |
front 54 social role theory | back 54 gender differences result from the contrasting roles of women and men |
front 55 psychoanalytic | back 55 develops a sexual attraction to the opposite sex parent |
front 56 social cognitive | back 56 occurs through observation and imitations of what others say |
front 57 mothers' socialization strategies | back 57 socialize daughters to be more obedient that sons |
front 58 fathers strategies | back 58 more attention to son than daughters |
front 59 gender schema theory | back 59 develop gender schemas of its appropriate/ inappropriate in their culture |
front 60 baumrind's parenting styles | back 60 stresses that parents should be neither punitive nor aloof |
front 61 authoritarian | back 61 restrictive parenting |
front 62 neglectful | back 62 uninvolved |
front 63 indulgent | back 63 involved w/child but place few demands or control on them |
front 64 authoritative | back 64 encourage to be independent but has limited |
front 65 punishment | back 65 coporal punishment linked to lower levels of moral internalization and mental health |
front 66 coparenting | back 66 support that parents give each other in raising a child |
front 67 child maltreatment | back 67 physical abuse, child neglect, sexual abuse,emotional abuse |
front 68 context of abuse | back 68 1/3 of parents who are abused become the abusers |
front 69 body growth and change | back 69 middle and late childhood as a slow, consistent growth |
front 70 brain | back 70 total brain volumes stabilizes |
front 71 5-14 year olds | back 71 has cancer and leukemia is common and live longer |
front 72 learning disability | back 72 difficulty in learning that 80% has a problem w/ reading |
front 73 dyslexia | back 73 impairment in the ability to read and spell |
front 74 dysgraphia | back 74 difficulty in handwriting |
front 75 dyscalculia | back 75 developmental arithmeitc disorder |
front 76 ADHD | back 76 characterized by inattention, hyperactivity, and impulsivity |
front 77 Autism spectrum disorder | back 77 ranger from autistic disorder to asperger syndrome |
front 78 autitistic | back 78 more severe disorder, problems w/sound, skills, and repetitive |
front 79 asperger | back 79 milder disorder, good verbal language skills |
front 80 individuals w/ disabilities education improvement act | back 80 provides educational services to children w/ disabilites |
front 81 individualized education plan | back 81 written statement for disabled students |
front 82 least restrictive environment | back 82 possible to the one in which non-disabled kids are educated |
front 83 inclusion | back 83 educating a child with special needs in a regular classroom |
front 84 info processing focus | back 84 attention, memory, and strategies to process info |
front 85 long term | back 85 knowledge and expertise |
front 86 elaboration | back 86 engages in info |
front 87 strategies | back 87 deliberate mental activities that improve the info |
front 88 verbatim | back 88 precise details of info |
front 89 gist | back 89 central idea |
front 90 seriation | back 90 involves ordering stimuli |
front 91 transitivity | back 91 ability to logically combine relations to understand conclusions |
front 92 working memory | back 92 manipulate and assemble info making decisions |
front 93 neo-piagetians | back 93 attention, memory and strategies to process info |
front 94 thinking | back 94 manipulating and transforming info |
front 95 critical thinking | back 95 thinking reflectively |
front 96 creatively thinking | back 96 think in unusual way |
front 97 convergent | back 97 produces one correct answer |
front 98 divergent | back 98 produces many answer |
front 99 metacognition | back 99 knowing about knowing |
front 100 triarchic theory of intelligence | back 100 sternberg's theory that intelligence consists of creative intelligence |
front 101 stereotype | back 101 anxiety that one's behavior might confirm a negative stereotype about one's group |
front 102 intelligence disability | back 102 limited mental ability |
front 103 organic intellectual disability | back 103 physical damage and is caused by a genetic disorder |
front 104 cultural-familial | back 104 no evidence of organic brain damage |
front 105 metalinguistic awareness | back 105 knowledge about language |
front 106 whole-language | back 106 reading instructions should be parallel to child's language |
front 107 perspective thinking | back 107 social cognitive process involved in assuming in the perspective of others |
front 108 self-efficacy | back 108 belief that one can master a situation and produce favorable outcomes |
front 109 preconventional | back 109 controlled by exertnal rewards and punishment |
front 110 conventional | back 110 develops expectation about social roles |
front 111 postconventional | back 111 flexible thinking and more interalized |
front 112 justice perspective | back 112 right of individuals |
front 113 care perspective | back 113 veiws people in terms of connectedness with others |
front 114 domain theory of moral development | back 114 identifies different domains of social knowledge |
front 115 social conventional reasons | back 115 control behavior and maintain the social system using conventional rules |
front 116 constructivist | back 116 constructing their knowledged |
front 117 direct instruction approach | back 117 teacher control |
front 118 mindset | back 118 cognitive view that develop themselves |
front 119 sensorimotor play | back 119 derived pleasure from exercise |
front 120 practice play | back 120 repetition of behavior |
front 121 pretense/symbolic | back 121 transform the physical environment |
front 122 social | back 122 social interactions with peers |
front 123 constructive | back 123 child engage in self-regulated |
front 124 fast mapping | back 124 explains how young kids learn between a word and its referent |