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Definition
| general intelligence; standardized tests give overall score of intelligence despite different domains of intelligence |
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| believed that intelligence was consistent over all subjects |
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score; systematic look at how far an individual's score deviates from average of 100
95% of population between 70 and 130 |
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a variety of cognitive tasks to determine intelligence (carry out multiple instructions, identify missing part of picture, remember string of random digits, etc)
calculated Mental Age |
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| level of cognitive function measured by the number of items answered correctly on an intelligence test; once used with chronological age to calculate IQ |
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| testing including Information, Picture completion, Similarities, Picture arrangement, and Comprehension |
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genetics- accounts for 50% of differences
environment- socioeconomic status, culture (communication style, cultural biases)
stereotype threat- kids who are expected to do poorly often psych themselves out |
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| back and forth between teacher and student; requires questions, responses and conversation |
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| providing information, allowing for questions, lecture style |
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| teacher shows task correctly, student repeats it |
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| Sternberg's Triarchic Theory of Intelligence |
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Definition
intelligence has 3 main components: practical, creative, analytical
to be successfully intelligent, must have some of each |
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| being able to apply strategies, acquire task-relavent and metacognitive knowledge, and engage in self-regulation |
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| solve novel problems, make processing sills automatic to free working memory for complex thinking |
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| adapt to/shape/select environments to meet both personal goals and the demands of one's everyday world |
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believed in multiple intelligence
criteria for inclusion of domains, must have all:
-localized area of brain
-production of prodigies
-distinct development projectory |
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Term
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Definition
system of education that focuses on continued education; western education believes that going to college then career is the goal
motivation--difficult because end goal is perceived to be far away
social relations--peers, teachers
social organization--hierarchy within schools is structured by districts, etc
medium of instruction--lecture style, seminar/discussion style, lab style |
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Term
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Definition
the non westernized education system where there is some schooling, then focuses on hand-on learning; learning a trade from an expert
motivation--already at end goal
social relations--less peer-based, one-on-one with expert teacher
social organization--expert makes all teaching decisions
medium of instruction--typically hands on |
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Term
| concrete operational stage |
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Definition
7-11 years of age
Piaget, "concrete" because mental actions are directed toward concrete objects in everyday activities-primarily classification skills
logical, flexible, organized |
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| being able to mentally order things without them in front of you |
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| being able to perform seriation mentally |
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| having the ability to focus on multiple things at once |
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understanding that an object's characteristics are not altered simply based on it's appearance
ex: clay ball weighs 1 lb; clay is rolled into snake, is still 1 lb |
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| being able to group objects into hierarchies |
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the knowledge that a subordinate class must always be smaller than the larger class to which it belongs
ex: red balls are a part of balls |
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| the ability to concentrate on specific stimuli without being distracted by competing stimuli |
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| temporary storage of information for immediate recall |
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| the number of items, such as numerical digits, that a person can hold in short-term memory |
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| the number of digits a person can hold in short-term memory; a form of memory span |
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| a memory strategy that involves repeating over and over the information that needs to be remembered |
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| organizational strategies |
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Definition
| in memory tasks, strategies that involve putting material that needs to be remembered into an orderly framework |
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Definition
| the strategy of creating a relationship between two objects in order to help remember an association between them |
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| knowledge about memory itself |
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| a statistical measure of spread or distribution of data around a mean |
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| the upward trend of IQ scores in 20th century |
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| theory of multiple intelligences |
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Definition
| Gardner's theory proposing that intelligence is not a single unitary phenomenon but a collection of many different kinds of abilities |
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| middle childhood components of self-concept |
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Definition
physical appearance
competence-- scholastic and athletic
behavioral conduct
social acceptance
global self-esteem |
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Term
| middle childhood defining oneself |
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Definition
age
gender
ethnicity/race
sexual interests |
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Definition
move from focus on concrete characteristics to also add external beliefs and ideas to concept of self
begin to focus on competence levels, competition
beginning of peer groups and pressure to conform/be accepted
heterosexuality is typical model for sexuaity |
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Definition
| combination of confidence and comfortability while trying new things |
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Term
| Turiel's domains of reasoning |
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Definition
| moral, social-conventional, psychological |
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Term
| moral domain of reasoning |
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Definition
| justice, welfare, rights, FAIRNESS |
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| social-conventional domain of reasoning |
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Definition
| customs, rights, etiquette, cultural traditions |
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| psychological domain of reasoning |
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Definition
| personal choice, individual prerogative, friendships |
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Definition
gender, race, appearance
children will hang out with children who are similar to themselves in order to strengthen their own sense of self; they understand that exclusion is unfair |
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Definition
| involves the feeling that one is or is not a good person with a worthwhile life |
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Term
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Definition
believes the components of self-concept of middle childhood are:
-global self-esteem
-social acceptance
-physical appearance
-athletic competence
-scholastic competence
-behavioral conduct |
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Term
| sexuality in middle childhood |
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Definition
age 10 is age when children become acutely aware of attraction and sexuality
heterosexuality is typical expectation |
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Term
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Definition
| when children focus more on consequences of actions |
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Term
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Definition
| when children focus more on intentions' underlying actions; where moral rules are increasingly seen as a product of interactions and agreement within a social group |
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Definition
| process of parent and child jointly planning a regulating child's behavior |
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Term
| sibling influence on social development |
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Definition
siblings can affect one another directly, but can also influence one another indirectly though their impact on other family members and family systems
children who believe that they receive less loving parental treatment than siblings exhibit behavioral and emotional problems |
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Term
| parental influence on social development |
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Definition
| children whose parents are involved with their activities and are sensitive to their needs, yet willing and able to set limits, are more likely than others to behave in socially approved ways |
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Term
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Definition
| the tendency of boys to want to play exclusively with other boys and girls to want to play with other girls; this peaks during middle childhood |
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Term
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Definition
| Thorne and Maccoby's theory that gender segregation is sufficiently complete during middle childhood, that is as though boys and girls live in two different cultures |
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Definition
| quantitative methods for assessing the qualities of different children's peer status within a defined group, such as a classroom |
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Definition
| a status in which children receive many positive nominations (for liking) and few negative nominations (for disliking) from members in a peer group |
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| sociometrically controversial |
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Definition
| a status in which children receive many positive nominations (for liking) and many negative nominations (for disliking) from members in a peer group |
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Term
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Definition
| a status in which children receive many few nominations (for liking) and many negative nominations (for disliking) from members in a peer group |
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| sociometrically neglected |
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Definition
| a status in which children receive few positive nominations (for liking) and few negative nominations (for disliking) from members in a peer group |
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Term
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Definition
| a status in which children receive an average number of positive nominations (for liking) and an average number of negative nominations (for disliking) from members in a peer group |
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Term
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Definition
| a child with the characteristics of both bully and victim; most are at risk for social and emotional problems |
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Term
| bullying in middle childhood |
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Definition
bullying occurs when a more powerful person attacks a less powerful one repeatedly over time; these attacks may consist of physical or verbal aggression
friendships are helpful in protecting children against victimization by peers |
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Term
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Definition
40% of waking hours are spent in company of peers
formed from proximity and similarity (gender/race/appearance)
tend to adopt to similar dress and appearance |
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Term
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Definition
becomes a mutually agreed upon relationship
personal qualities, trust becomes important
children are more selective in choosing friends based on similarities
friendships can last several years
friends influence each other's behavior |
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Term
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Definition
diagram compiled from nominations or rating scale that shows relationships among peers
research categorizes children as: popular, rejected, controversial, neglected, average
about 2/3 of children fit into a category |
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Term
| significance of peer relations |
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Definition
children who are successful with peers are on track for adaptive and psychologically healthy outcomes
peer status and friendship are predictive of emotional, social, and academic status |
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Term
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Definition
| refers to the likability OR the extent to which a child's agemates view the child as a worthy social partner |
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| sociometrically popular-prosocial |
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Definition
children will use popularity to help others
tend to have power throughout life |
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Term
| sociometrically popular-antisocial |
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Definition
children will use popularity to hurt others
children are often smart, manipulative
tend to have power throughout life |
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Term
| sociometrically rejected-aggressive |
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Definition
children know that they are disliked
use aggressive behavior to attempt inclusion
tend to remain on outside of peer groups |
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Term
| sociometrically rejected-withdrawn |
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Definition
children are often socially inept
have few friends, shy
tend to remain on outside of peer groups
usually have worst outcome in life |
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Term
| sociometrically controversial outcome |
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Definition
children are hostile and disruptive
some kids are receptive to them, others are not
they tend to engage in high rates of positive, prosocial acts
will usually figure social skills out as they get older |
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Term
| sociometrically neglected outcome |
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Definition
children are usually well-adjusted
shy, but socially skilled
will often watch and learn social skills before engaging in them |
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Term
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Definition
aggressive without provocation
high social skills used antisocially
have theory of mind--know effects they have on other kids
bully to gain power/initiate interactions |
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Term
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Definition
not rejected by whole group, but actively harmed by a minority of group
lose tempers easily, difficulty paying attention
act in immature, dependent ways
often are rejected or controversial children |
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