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44 Cards in this Set
- Front
- Back
social competence
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all the skills involved in child's ability to form and maintain positive relationships w/others
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3 contributions of friendship to social development
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1) appreciation of many points of view;
2) sensitivity to social norms & pressures of peer group; 3) value of emotional closeness to a peer |
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perspective taking
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an understanding of the limits of one's own point of view, developed as children interact w/peers who see the world differently
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conformity
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children learn to dress, talk, and joke in ways acceptable to their peers; they also limit certain emotional reactions in order to present a cool, competent public image to their peers.
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close friendships
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characterized by high levels of shared activity, companionship, ease of conflict resolution, etc
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cognitive restructuring techniques
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identify thoughts that increase strong emotions like anger, anxiety or sadness, challenge their accuracy, and replace them w/ interpretations more suitable to adaptive behavior.
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aggressive-rejected children
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Bullies;are more likely than non-aggressive children to attribute hostile intentions to others (see p 297).
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concrete operational thought
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new form of thinking that develops around age 6 or 7 which guides thought by imposing logical rules on one's own judgements, leading to acceptance of certain inferences that adhere to the logic as more compelling or convincing than others.
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withdrawn
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inhibited, anxious, and interpersonally reserved. Have a negative self-concept & tend to interpret negative peer reactions as resulting from their own personal failings
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aggressive withdrawn
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exhibit anxiety, poor self-control, & social withdrawal in addition to aggressive behavior
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operation
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an action performed on an object
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mental operation
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action carried out in thought rather than behavior
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concrete thinking
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thinking characterized by difficulty entertaining hypotheses or propositions. Focused on real objects that exist in the world.
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reciprocity
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when child can simultaneously manipulate 2 dimensions, such as circumference & thickness
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conservation
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physical matter does not magically appear or disappear despite changes in form, shape or container.
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classification
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ability to identify properties of categories, to relate categories or classes to one another, & to use categorical info to solve problems
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conservation of number
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understanding that certain physical transformations will not alter the number of units in a set. (acquired around age 6 or 7.)
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metacognition
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refers to a range of processes and strategies used to assess and monitor knowledge. Includes the feeling of knowing that accomplished problem solving..
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components of concrete operational thought
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Conservation; Classification; Computational Skills
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Computational Skills
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ability to understand that numbers represent quantities; ability to manipulate quantities using the operations of addition, subtraction, multiplication and division
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Piaget's 4 types of intelligence
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sensorimotor; representational; concrete operational; formal operational
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sensorimotor intelligence
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ability to know thru direct observation & manipulation of objects
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representational intelligence
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ability to distinguish b/w real & pretend; to think abou & represent objects and events that are not present
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concrete operational intelligence
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ability to detect logical relationships among objects, to place objects in sequences, & to comprehend & manipulate numbers
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formal operational intelligence
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ability to use experimental techniques & hypothetical reasoning to solve problems
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phonemic awareness
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knowing the sound of a letter
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reading fluency
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accuracy & speed w/which children read words in a text
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self evaluation
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process whereby children strive to match their achievements to internalized goals & self standards
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pride
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happiness felt at success in a task
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enactive attainments
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prior experiences of mastery in kind of tasks that are being confronted
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vicarious experience
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seeing another person similar to oneself perform a task successfully
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physical state
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people monitor their body states in making judgements about whether they can do well or not. If anxious or frightened, more likely to anticipate failure.
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verbal persuasion
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encouragement
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false prophecy
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false or inaccurate beliefs can produce a reality that corresponds to them
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illusions of incompetence
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when some children who perform well on academic tests perceive themselves as below average in academic ability
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illusions of competence
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substantial overestimate of abilities by children who perform in bottom % on academic tests
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inferiority
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feelings of worthlessness & inadequacy that come from the self & the social environment
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organ inferiority
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any physical or mental limitation that prevents acquisition of certain skills
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learned helplessness
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belief that success or failure have little to do with one's efforts & are largely outside of one's control
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competence
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ability to make sense of and master demands of a situation
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inertia
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antipathic counterpart to industry characterized by withdrawal & passivity & disbelief that one can master challenges
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posttraumatic stress disorder
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disorder that can result from grave threat to personal safety or injury, witnessing threat or injury to another person, or learning about threat or injury to loved one. Response of intense fear, helplessness or horror, vivid recollections or dreams of event with accompanying strong emotional reactions.
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hypervigilance
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increased arousal, directing attention to threat-related stimuli
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hyperarousal
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includes startle response, increases in heart rate, sleep disturbances, anxiety, motor hyperactivity or dissociation, gI upset, & pain.
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