This Developmental Psychology exam covers concepts from chapters 9-12, assessing understanding of cognitive development stages, Vygotsky's theories, and key psychological phenomena. It evaluates the learner's grasp of developmental changes in cognition and interaction.
ADD
ADDA
ADHD
An anxiety disorder
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Piaget emphasized the child's own discovery processes, while Vygotsky stressed the importance of instruction.
Vygotsky emphasizede the child own discovery processes, while piget stressed the importance of instruction.
Piaget believed that school age children were capable of rote memorization and Vygotsky believed they were not.
Vygotsky beloieved that shcool age children were capable of rote memorization and piagetg believed they were not.
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Habituation
Selective attention
Automatilization
Conscious attention
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Irreversibility
Centration
Egocentrism
Animsim
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Extensive motivation
Extrinsic motivation
Intrinsic motivation
Internal drive
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Having a physician, nurse or dentist as a parent
Receiving all of the required immunications before starting school
Seing the doctor and dentist by age 3
Having parents teachers anjd peers who demonstrate healthy lifestyle habits.
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Enlargement
Inflammation
Destruction
Missing portions
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Genetic factors alone
Parents early child-care methods
Genetic vulnerability coupled with other factors
Uncaring, cold parents, especially the mother.
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Gross motor skills
Fine motor skills
Development and growth
Language development
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Behind
At the same time as
Ahead of
Instead of
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Forearm strength
Reaction time
Team spirit
Ability to field balls
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Smiles
Laughter
Darkness
Noise and light
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Personal and cultural experiences
Current events
A teacher-directed curriculum.
A child-centered curriculum
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Psychopathology
Craziness
Insanity
Mental disturbance.
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Concrete thought
Transitive inference
Classification
Reversibility
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Social referencing
Self esteem
Identification
Emotional regulation
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Initiative vs guilt
Phallic pride vs penis envy
The preoperational stage
Autonomy vs inferiority
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Abstractions such as truth and justive
Chemistry and physics
Concrete and visible examples
Questions and social justice
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Bullying
Instrumental aggression
Reactive aggression
Personal aggression
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Animals
High level business companies
Computers
Athletic teams
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Piaget's
Vygotsky's
Information Processing
Biocognitive
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Goes beyond senses and motor skills
Includes logical reasoning
Is characterized by reversibility of thought
Is comprised of simple abstractions
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Abusive
Over-controlling
Authoritarian
Permissive
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Think logically about tangible things
Think logically about abstract things
Consistently make good decisions
Solve most problems on their own.
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Jamie tries to share his toys with Jill.
Mark intentionally knocks over simons blocks
Holly watches while other children are playing jump rope.
Courtney helps her mom rake the leaves.
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Magical thinking
Static reasoning
Centration
A focus on appearences only
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Illoogic
Centration
Egocentrism
Irreversibility
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David helps his son build a model airplane by assembling it while his son watches.
Howard and priscilla buy a Wii for their 5 year old daughter Rebecca. They set it up for her and then allow her to figure out hyow to turn it on and use the remote.
Richard buys a do it yourself kite kit for his 6 year old daughter Angela. He lays al;l of the pieces out for her and then allows her to read the instructions for herself.
Miriam helps her son Benm make cookies. She measures all of the ingredients out and placfes them on the counter in small bowls. She reads the recipe aloud while simplifying it as ben places the ingredients in the bowl and mixes them together with a spoon.
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Authoritarian
Authoritative
Permissive
Preventive
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Abnormal psychool9ogy of childhood
Pediatric pathology
Developmental psychopathology
Special education
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IEP
IFSP
LRE
RTI
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Reactive
Instrumental
Bullying
Relational
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Conflicting diagnosis
Complex diagnosis
Comorbidity
Coexistence
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Thinking about remembering
Remembering about remembering
Thinking about thinking
Remembering about thinking
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With fine motor skills
With communication
Engaging in solitary play
Inhibiting social interaction
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Be static thinkers
Reverse things in their perception
Demonstrate centration
Equilibrate
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Groups that experienced food deprvation a few generations ago but now have plenty of food.
Children in Eastern Europe
Groups that have experienced prosperity for several decades
Children in the US
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100
115
125
135
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4
5
7
9
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Automatization
Decentration
Metacognition
Social standards
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Scoring high on an IQ test
Past opportunity
Personal motivation
Well developed fine motor skills
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When the child is less than 2
Once the child can use words to express emotions
If the child prefers to be with other children
If the child is over 8 years old.
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Tiffany
Joshua
They are both equally likely to be prescribed medication
There is not enough research evidence to allow us to predict who would be prescribed medication
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Interact with a mentor to accomplish a task
Is told instructions for a task only once
Is allowed to discover the solution to a task on his or her own
Be assisted by an adult until the child can perform the task well on his own.
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Instrumental aggression
Reactive aggression
Bullying aggression
Relational aggression
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Needs several experiences with a word to learn it.
Grasps the meaning of words describing emotions
Has a clear understanding of all words he uses
Learns some words after a single exposure to them.
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An apprenticeship in thinkng
Guided participation
Magical thinking
Scaffolding
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Short-term
Working
Sensory
Holding
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