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Week 6 PSYC 201 Lifespan Development

by: Samantha Fore

Week 6 PSYC 201 Lifespan Development PSYC 201

Marketplace > Ivy Tech Community College > Psychlogy > PSYC 201 > Week 6 PSYC 201 Lifespan Development
Samantha Fore
Ivy Tech Community College
GPA 4.0

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About this Document

These notes cover week 6 (chapter 7) of a lifespan development course.
Lifespan Human Development
Class Notes
Psychology, lifespan development, PSYC 201, Human Development
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This 2 page Class Notes was uploaded by Samantha Fore on Wednesday January 6, 2016. The Class Notes belongs to PSYC 201 at Ivy Tech Community College taught by in Fall 2015. Since its upload, it has received 12 views. For similar materials see Lifespan Human Development in Psychlogy at Ivy Tech Community College.

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Date Created: 01/06/16
Chapter 7  Lateralization­ process through which brain functions are divided between the 2  hemispheres of the cerebral cortex  Child abuse­ psychical or psychological injury that results from an adult’s intentional  exposure of a child to potentially harmful physical stimuli, sexual acts, or neglect.    Neglect­ the failure of caregivers to provide emotional and physical support of a child  Risk factors of child abuse and neglect are­ sociocultural factors, characteristics of the  child, characteristics of the abuser, and family stresses  Constructive play­ by age 2 or so, kids use objects to build things  First pretend play­ Piaget believed this was used has an indicator of a kid’s capacity to  use symbols; pretending to drink from a toy cup  Substitute pretend play­ between 2­3, children begin to use objects to stand for something altogether different  Sociodramatic play­ preschool years; children engage in mutual pretense; being a doctor;  taking on roles  Rule­governed play­ age 5 or 6, children prefer rule­governed pretending and formal  games  Preoperational stage­ Piaget’s 2  stage of cognitive development, during which children  become proficient in the use of symbols in thinking and communicating but still have to  think logically  Egocentrism­ young child’s belief that everyone sees and experiences the world the way  they do  Centration­ lack of logic; young child’s tendency to think of the world in terms of one  variable at a time  Conservation­ logical thinking; understanding that matter can arrange in appearance  without changing quantity   Theory of mind­ a set of ideas constructed by a child or adult to explain other people’s  ideas, beliefs, desires, and behavior  False belief principle­ understanding that enables a child to look at a situation from  another pov and determine what kind of info will cause that person to have a false belief  Vygotsky’s private speech stage­ once the child begins to appreciate the symbolic  function of language, end of 3, he enters this stage; uses language as a guide to solving  problems  Over­regularization­ attachment of regular inflections to irregular words, like the  substitution of “go­ed” for “went”  Grammar explosion­ period during when the grammatical features of kid’s speech  become more similar to adult speech  Phonological awareness­ children’s understanding of the sound patterns of the language  they are acquiring  Invented spelling­ a strategy young children with good phonological awareness skills use  when they write  IQ (Intelligence Quotient) Scores­ ratios of mental age to chronological age; only  measures academic­wise  Reaction range­ range, established by one’s genes, between upper and lower boundaries  for traits like intelligence; one’s environment determines where, within those limits one  will bew


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