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Week 8 PSYC 201 Lifespan Development

by: Samantha Fore

Week 8 PSYC 201 Lifespan Development PSYC 201

Marketplace > Ivy Tech Community College > Psychlogy > PSYC 201 > Week 8 PSYC 201 Lifespan Development
Samantha Fore
Ivy Tech Community College
GPA 4.0

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About this Document

These notes cover week 8 (chapter 9 and 10) of a lifespan development course.
Lifespan Human Development
Class Notes
Psychology, lifespan development, PSYC 201, Human Development
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This 3 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 13 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 9 and 10  Childhood obesity­ 1963­1965= 4.2% were obese in U.S.; 2007­2008= 19.6% were obese in U.S.; what contributes? Fast food, lack of exercise, indulging?   Piaget’s concrete operational stage­ by ages 6­12, children construct schemes that enable  them to think logically about objects and events  Reversibility­ understanding that both physical actions and mental operations can be  reversed  Inductive logic­ type of reasoning in which general principle are inferred from specific  experiences  Deductive logic­ type of reasoning based on hypothetical premises, that requires  predicting a specific outcome from a general principle  Automaticity­ ability to recall info from long­term memory without using short term  memory capacity  Systemic and explicit phonics­ planned, specific instruction in sound­letter  correspondences  Guided reading­ teaches work with small groups of children on reading book that are  challenging   Problems with IQ Tests­ do no measure all the factors of a child’s functioning that are  relevant; based in a way that some groups are more likely to score higher or lower;  culturally biased; self­fulfilling prophecy  Emotional intelligence­ most theories assert that it has several components, including  awareness of one’s own emotions, ability to express appropriately, and capacity to  channel emotions into the pursuit of goals  Analytical style­ tendency to focus on the details of a task  Relational style­ tendency to ignore the details of a task in order to focus on the “big  picture”  Dyslexia­ problems in reading or inability to read  Inclusive education­ general term for education programs in which children with  disabilities are taught in regular classrooms  ADHD­ mental disorder that causes children to have difficulty attending to and  completing task  Learning disabilities­ autism, learning problems, speaking problems, physical problems  Industry vs. inferiority­ children develop a sense of their own competence through the  achievement of culturally defined learning goals  Reciprocal determination­ Bandura’s model in which personal, behavioral, and  environmental factors interact to influence personality development  Self­efficacy­ belief in one’s capacity to cause an intended event to occur or to perform a  task  Social comparisons­ process of drawing conclusions about the self, based on comparisons to others  Psychological descriptions­ goes from physical descriptions to abstract from ages 6­8;  Moral realism stage­ first of Piaget’s stages of moral development, in which children  believe rules are flexible  Moral relativism stage­ second of Piaget’s stages of moral development; children  understand that many rules can be changed through social agreement  Friendships­ appearance of the “best­friend” comes into play in middle childhood;  segregate and stay with their same gander; boys= rough; girls=disclose secrets,  supportive  Relational aggression­ aimed at damaging another person’s self­esteem or peer  relationships, such as by ostracism or threats of ostracism; cruel gossiping, or facial  expressions of disdain  Popular­ attractive and physically larger kids tend to be popular; behave positively,  supportive, non­punitive, and nonaggressive  Rejected­ withdrawn­ realize that they are disliked; aggressive, disruptive, bossy,  uncooperative, believe they are liked  Neglected­ less stable over time than rejected; sometimes more to popular category when  they become part of a new group; prone to depressions and loneliness  Effects of poverty­ chaotic environments, highly stressed, fewer psychological and social  resources; parents talk to kids less, provide fewer age­appropriate toys, explain things  less, and more stricter and physical in discipline; more ill; lower average IQ; more  behavior problems


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