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Exam 3 Study Guide

by: Mikaela Spence

Exam 3 Study Guide CDFS 110

Mikaela Spence

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About this Document

Study Guide for Exam 3
Families Across the Life-Span
Katie Snider
Study Guide
CDFS110, CDFS 110, Snider, WVU, West Virginia University
50 ?




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This 6 page Study Guide was uploaded by Mikaela Spence on Monday April 11, 2016. The Study Guide belongs to CDFS 110 at West Virginia University taught by Katie Snider in Winter 2016. Since its upload, it has received 19 views. For similar materials see Families Across the Life-Span in Child Development at West Virginia University.

Similar to CDFS 110 at WVU

Popular in Child Development


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Date Created: 04/11/16
CDFS 110 Exam 3 Study Guide Gardener’s Multiple • Linguistic Intelligence • Logico Mathematical • Musical • Spatial • Bodily Kinesthetic • Naturalistic • Interpersonal • Intrapersonal Neglected Children • Don’t have many friends • Shy, but adjust well Puberty • Process of becoming sexually mature • Physical changes • Different for boys and girls Menarche • Maturation of reproductive organs in girls Spermarche • Maturation of reproductive organs in boys Controversial Children • Both liked and disliked by people • Generally more aggressive than popular children Malnutrition in Middle • Been proven to cause permanent physical and Childhood mental damage Rejected Children • Usually disliked by peers • They are generally unhappy and perform poorly in schooling • Social problems o Loners Growing Pains • Typically occurring in children ages 7-11 • Muscles are adapting to the child’s bone structure growing Analytical Intelligence • Sternberg’s Triarchiac Theory o Information processing skills Creative Intelligence • Sternberg’s Triarchiac Theory o Solve novel problems using a creative approach Puberty • Boys finish puberty usually at age 17 Boys vs Girls • Girls finish puberty usually at age 19 Bulimia • Emotional disorder and desire to lose weight • Usually overeating followed by depression and making themselves vomit Practical Intelligence • Sternberg’s Triarchiac Theory o Application of intellectual skills in everyday life Mastery- Oriented • Children who have high motivation and self- Attributions esteem academically • Give credit of success to ability Anorexia • Emotional disorder by an obsessive desire to lose weight by refusing to eat Gender Gross Motor Skills • Girls o Typically better at handwriting and drawing • Boys o Typically better at throwing and kicking Learned Helplessness • Children give credit of failures to ability o Having “bad luck” • They believe trying hard will not improve anything Constructivist Classroom • Groups or individuals solving self chosen problems • Teaches guide students towards their final answers • Students are actively involved in learning experience Popular Children • Well liked by peers • Generally do better in schooling and adjustments • Receive positive feedback Rough and Tumble Play • Kids can see how strong they are compared to other kids • Helps kids realize their strength and not challenge bigger kids Social Comparison • Process when children define who they are by comparing themselves to their peers o Physical o Social Emotional Understanding • Understand mixed emotions and feelings • Feel empathetic to other people • Explain emotions using internal states Clique • Group of 5-7 close friends • Usually made by common interests or involvements • Have a social status of either popular or unpopular Free Radicals • Chemicals that harm body tissue o Start destructive chain reactions in molecules of body cells Vocational Development • Fantasy period o Fantasize career options • Tentative period o (11-16) Think about careers in terms of interests • Realistic Period o (17-23) Narrow options, gather information of realistic possibilities Hypothetical Deductive • Deductive hypothesis from a theory Reasoning Piaget’s Limitation of • Kids mental operations work poorly with Children’s Thinking abstract ideas. Senescence • Process of deterioration with age Dualistic Thinking • Things are classified as good or bad objectively Identity Achievement • High level of commitment • High level of exploration Identity Foreclosure • High level of commitment • Low level of exploration Moratorium • Low level of commitment • High level of exploration Identity Diffusion • Low level of commitment • Low level of exploration Self-esteem in Middle • Constantly motivated by peer approval Childhood Crowd • Larger than a clique • Several cliques together • Usually formed by reputation or stereotypes Cognitive- Affective • Awareness of positive and negative feelings Complexity • Coordination of them into a complex and organized structure Kohlberg’s Stages of Moral • Stage 3: Good boy- Good girl Development o Morality of interpersonal cooperation • Stage 4: Maintaining Social Order • Stage 5: Social Contract • Stage 6: Universal Ethical Principle Adolescent Friendships • Stress intimacy and loyalty to one another • If they are similar, they become even more similar Social Clock • Age-graded expectations for life experiences Selecting a Mate • Women o Look for intelligence, finances, ambition • Men o Look for attractive mates that can cook and clean Cohabitation Couples • Increasing amount of unmarried couples living together • Could be in preparation of marriage • North Americans who cohabit before marriage are more likely to divorce


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