front 1 How do height, weight, and body composition change in early childhood? (hint: and how do these changes compare to changes in the first year of life?) | back 1 Gains in height/weight slow relative to Body fat % |
front 2 How do rates of synaptic pruning vary across different lobes? | back 2 Synaptic pruning, especially in frontal lobe Occipital lobe - seeing hearing (visual cortex auditory
cortex |
front 3 The cerebellum plays a vital role | back 3 B. balance and motor control memory |
front 4 Hippocampus | back 4 memory |
front 5 Brain lateralization | back 5 ¤ Hemispheres specialize for cognitive function ¤ Language is typically left-lateralized |
front 6 Different rates of development between right | back 6 Left: peaks at 3-6 years Broca -front wemicke- back |
front 7 Language comprehension | back 7 ¨ Precedes |
front 8 Basics of Language Development | back 8 Children learn language without explicitly |
front 9 leaning grammatical structures | back 9 ¨ Grammar is… |
front 10 nutrition | back 10 ¨ Picky Eating Tips for picky eaters! |
front 11 childhood injuries | back 11 Unintention ¨ Children need supervision. They do not |
front 12 motor development | back 12 Gross motor development ¨ Fine motor development puzzles, writing, tying shoes |
front 13 Corpus callosum | back 13 connecting the left and right |
front 14 Which of the following is NOT true of physical | back 14 Children gain weight faster than they did or Children gain height at a slower rate |
front 15 what is Recall | back 15 Generate information solely from memory what you have in your brain |
front 16 what is ¨ Recognition | back 16 Decide whether provided |
front 17 no data | back 17 early childhood, about 6 or 7 years old |
front 18 Children do much better on recognition than recall kids are going to rigorize much better then they recall, so recognition tasks are easier for children | back 18 no data |
front 19 memory strategies What are memory strategies and how do they change in early childhood? | back 19 Strategies: mental activities used to improve over time we have to increase the amount we use strategies because the older the more in deft and cognitive tasks the more information we take in. a lot of information in once is hard to process. |
front 20 Scripts Define “scripts” and give an example of when a child might use a script. | back 20 Scripts: knowledge for how events typically these are knowledge bases how events occurs. this refers to our routes our understating of what comes after of one another. this helps us remember of what to do. when you wake up in the morning, you might have a certain orders you need to do things, job in the bed, take a shower... sometimes these scripts can lead to memory error. if you gone trough not thinking though the order of events that you expected to do in the morning, maybe you will forget one step. we can trip people up when we add in to the false or mess information trough that script. |
front 21 Dr. Jones shows a group of 4-year-olds a set of 10 items | back 21 Recognition this is because children's are being asked what they are seeing before and what they are seeing now |
front 22 Metacognition | back 22 higher order cognitive process that helps us understand our own knowledge bases and the way of how we think as well as other people knowledge bases of how they think. |
front 23 Introspection | back 23 thanking about our own thoughts though there own life or event this can be harmful if is rumination faced rumination means if you are thinking about it over and over again |
front 24 Theory of mind | back 24 thinking about other people's thoughts and beliefs we are social nacully beans we want to interact with other people and part of interaction is understanding were we come from and also understanding were someone else comes from. at least in terms of there thoughts process. |
front 25 Why/how do false belief tasks assess theory of mind? | back 25 An understanding of how the mind works and how it ¨ How can we test that children understand this is the understanding of how the minds works and how it influxes behaver. the key compensate of this is understating peoples thoughts. this is awareness of other people think differently then us. this is not mind reading. |
front 26 Eco sensorium Egocentrism | back 26 jumpers tide are notorisly ecosenric. they are focused on there own point of veiw so there own introspected thinking about there own thoughts then thinking about others peoples brains can these belifs be diffrent from the childs belifes. and can these diffrence be diffrent from reality Children have difficulty understanding the world kids have difficulty to understand the word from any viewpoint except from there own. and this is not at there fuit they are just thinking right now. a coversation between a two and 5 years old is a little messy we got alot of stimis conversation as once and they are not tracing togther each other. and alot of times kids are going to apply there likes and there prefrances on to you. for example you might say hey what do you think i might like for chriemass. the kids might say you might what to watch a movie because i would like that too. this. is normal |
front 27 False beliefs | back 27 siantice used two tasks to get children's thinking Content tasks young kids are not good about thinking about other people older kids are. so when does that shift Content tasks |
front 28 false belief content task | back 28 ¨ Crayon box-Crackers Task we would show a kid a crayon box and ask them what is in this box. the kid is properly gonna say crayons. but lets say we open the box and say that it has crackers. now the information changes for that child, now there beliefs has changed to a concrete knowledge to actually what is in the box . so now we are going to ask them so what is in the box, now they are going to say crackers are in the box. you may also want to ask them will what is initially think is in the box. younger kinds are not good at thinking backwards this way. they are going to say oh i thought there was crackers in there ,the whole time. older kids are doing to recognize oh i had this idea that crayons are going to be in the crayon box. But then that idea changed because i saw new information. so that is testing the conceptual understanding of the task. |
front 29 False Belief location task | back 29 sally-Anna task we have two actors and we have two locations. location A is the basket location B is the box. sally has a ball and puts it in the basket and walks away. while she is gone the second actor or anne moves the ball from the basket and pleases it in the box. so there is a change of location sally does not know about. when we think about the theory of mind of kids we asked them, were will sally look for the ball? but young kids are applying there own knowledge projecting it on to sally she would look in the box actually i know that it is in the box and sally also knows that it is in the box. |
front 30 so when we are thinking about what is happing between 3 and 5. at 3
kids are not passing these false belifs tasks. they have diffulity
thinking about other people mental state. but in five they are passing
these note problems. so between 4 and 5 kids are eantering some sort
of school invarment. they are interacting closly with other people,
which states to make you think about what other people are thinking.
| back 30 no data |
front 31 Three-year-old Timmy is answering questions A. He will understand that Sally can have | back 31 D. Both B & C |
front 32 Stages of Piaget’s | back 32 preoperational 2-7 years |
front 33 Preoperational Stage: What kids | back 33 we are starting to get better at ¨ Mental representations. this can come from symbolism different experiences or television. alot of thing we are watching or lassoing too, they are starting to make there way into memory. Symbolic representation: The big shift from the we are using symbols to describe ourselves into the real world. symbolic representation is the advisement from the sensory motor skill. we are doing something with that information we start to play and drew and be creative |
front 34 Preoperational Stage: What develops | back 34 Symbolic making up a world using our imagination or crate different fantasies complex socializing with others there all pretending to play and costumes, and there is scaffolds as we get older we see more complex and we continue to play with others for Awelye. in the middle childhood we see complex recuse going on and is ful |
front 35 ¨ Dual representations | back 35 Children initially have ¤ 2.5- and 3-year-olds were shown a model where holding two things in mind at once. this aballty to theory in mind and it also aballys to object knowledge for example a banana can be used at two symbols one time the banana can be used as food or another time the banana can be used as a phone . but as we progress symbolism is going to be very common strategy that we used to play and also to think about. we can also think of it in terms of modeling. we show 2.5- and 3-year-olds a module of a root. it has chores, a dresser a rug and we have this tiney snoopy figure and place it behind the couch in this module. when we bring this children into an identical room the real size room that machines the modal , can they aplly what they saw in the modal and find snoopy in the real room. 2.5 years old cannot 3 years old can. it takes practice to understand that one thing represent another. |
front 36 ¨ Hierarchical classification | back 36 Children have difficulty grouping and ungrouping we also begain to learn to clasifuy things into diffrent groups but what is a little treykey is understanding the larger unbrlise that these categores might call upon. so if i asked you which has more blue flowers of red flowes. red flowers has more. which has more red flowers or flawores. this will be flawors if you ask the kids the same questions. if you give them snak options so if you ask wgich has more gold fish or gummes. games right. which has more gummes or snaked snakes right. kids are going to say gummes. and there going to make tis mistac and they are going to understand okay gooldfish and gummes both faLL INTO THE SNAK CATEGORY, but they often make a mistack, they focuse on the amount that it is infront of them |
front 37 Conservation | back 37 Children have difficulty understanding that this is the idea that inharet proberty should stay the same no matter the cusement. for example mass in going to stay the same if you have two equal masses between two items. if you change the appearance of the item that does not mean that the mass adumaticlly changea, they stay the same. samething with numbers and liquides ¨ Why do they perform poorly? Why do they perform poorly? |