Psych Midterm Exam2

Psych Midterm Exam2 Psych125
  
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fast mapping
 
the ability to categorically link new words to real-world referents; done by trial & error
intelligence (IQ) tests
 
used to group children, problem: correlated with achievement
overregulation
 
attachment of regular inflections to irregular words such as "goed"
phonological awareness
 
kids understanding of the sound patterns of the language they are aquatinted with
grammar exceptions
 
learned one at a time
telegraphic speech
 
simple two word sentences that usually include a noun and a verb
invented spelling
 
kids with good phonological awareness use this to write
dialogic reading
 
the use of questions that can't be answered by pointing
aggression
 
behavior with intent to injure another or to damage an object
physical aggression
 
tatrum; release of frustration
verbal aggression
 
name calling; increases as verbal skills increase
intrumental aggression
 
gaining an object; refers to the goal
hostile aggression
 
aggression aimed at hurting another or gaining advantage
major predictor of child aggression
 
clarity and consistency of rules
spanking
 
only effective in dangerous situations
authoritarian parenting
 
what i say goes, no discussion; low warmth, high expectations, clear rules, low communication
permissive parenting
 
love you no matter what; high warmth, low expectation, not clear rules, low communication
authoritative parenting
 
most positive parenting style; high warmth, high expectations, clear rules, high communication
uninvolved parenting
 
low in all four categories
biological approach to gender development
 
physical difference --> behavior difference; effected by prenatal hormones
psychoanalytic approach to gender development
 
unconscious desires, edipose complex (boy wants mom, act like dad to win mom)
social-learning approach to gender development
 
model any male, not just dad, parents reinforce behaviors
social-cognitive approach to gender development
 
understand gender linked to behavior, effort to imitate male, female, but not until they have gender constancy
gender schema approach to gender development
 
begins as soon as kids notice the difference (identity)
gender concept
 
whole developmental process of understanding gender
identity
 
ability to identity gender & others gender
stability
 
understand that we stay the same gender our whole life
gender constancy
 
overall understanding that gender is innate & cannot change
conservation
 
fooled by appearance only transformation
sex-role knowledge
 
learning what goes with being a boy/girl in a culture
social scripts
 
prepare kids with autism for an experience, rehearse story to give expectations of social interaction
stereotype threat
 
sense of pressure felt when you belong to a group that is not expected to perform well
achievement tests
 
assess learning

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