Flashcard Set Preview
| Side A | Side B | ||
| 1 |
fast mapping
|
the ability to categorically link new words to real-world referents; done by trial & error
|
|
| 2 |
intelligence (IQ) tests
|
used to group children, problem: correlated with achievement
|
|
| 3 |
overregulation
|
attachment of regular inflections to irregular words such as "goed"
|
|
| 4 |
phonological awareness
|
kids understanding of the sound patterns of the language they are aquatinted with
|
|
| 5 |
grammar exceptions
|
learned one at a time
|
|
| 6 |
telegraphic speech
|
simple two word sentences that usually include a noun and a verb
|
|
| 7 |
invented spelling
|
kids with good phonological awareness use this to write
|
|
| 8 |
dialogic reading
|
the use of questions that can't be answered by pointing
|
|
| 9 |
aggression
|
behavior with intent to injure another or to damage an object
|
|
| 10 |
physical aggression
|
tatrum; release of frustration
|
|
| 11 |
verbal aggression
|
name calling; increases as verbal skills increase
|
|
| 12 |
intrumental aggression
|
gaining an object; refers to the goal
|
|
| 13 |
hostile aggression
|
aggression aimed at hurting another or gaining advantage
|
|
| 14 |
major predictor of child aggression
|
clarity and consistency of rules
|
|
| 15 |
spanking
|
only effective in dangerous situations
|
|
| 16 |
authoritarian parenting
|
what i say goes, no discussion; low warmth, high expectations, clear rules, low communication
|
|
| 17 |
permissive parenting
|
love you no matter what; high warmth, low expectation, not clear rules, low communication
|
|
| 18 |
authoritative parenting
|
most positive parenting style; high warmth, high expectations, clear rules, high communication
|
|
| 19 |
uninvolved parenting
|
low in all four categories
|
|
| 20 |
biological approach to gender development
|
physical difference --> behavior difference; effected by prenatal hormones
|
|
| 21 |
psychoanalytic approach to gender development
|
unconscious desires, edipose complex (boy wants mom, act like dad to win mom)
|
|
| 22 |
social-learning approach to gender development
|
model any male, not just dad, parents reinforce behaviors
|
|
| 23 |
social-cognitive approach to gender development
|
understand gender linked to behavior, effort to imitate male, female, but not until they have...
|
|
| 24 |
gender schema approach to gender development
|
begins as soon as kids notice the difference (identity)
|
|
| 25 |
gender concept
|
whole developmental process of understanding gender
|
|
| 26 |
identity
|
ability to identity gender & others gender
|
|
| 27 |
stability
|
understand that we stay the same gender our whole life
|
|
| 28 |
gender constancy
|
overall understanding that gender is innate & cannot change
|
|
| 29 |
conservation
|
fooled by appearance only transformation
|
|
| 30 |
sex-role knowledge
|
learning what goes with being a boy/girl in a culture
|
|
| 31 |
social scripts
|
prepare kids with autism for an experience, rehearse story to give expectations of social interaction
|
|
| 32 |
stereotype threat
|
sense of pressure felt when you belong to a group that is not expected to perform well
|
|
| 33 |
achievement tests
|
assess learning
|
No comments yet! Be the first to add a comment below!
Please login to post comments.
After login, we will forward you back to this flashcard.