1.
Concrete Operations (7-12)
- 3rd stage of piagetian
cognitive development
- Children develop logical but
not abstract thinking
2. Spatial Thinking
- Can use a map to search
- Can give someone directions
- Can estimate distances
3. Cause and effect
- Knows which physical
attributes of objects on each
side of a scale will affect the
result.
4. Categorization
- Can sort objects intro
categories
- Knows that a subclasshas
fewer members than the
class.
5. Seriation
- Can arrange a group of
sticks in order from the
shortest to the longest.
- Ability to order items along a
dimension.
6. Inductive and Deductive reasoning
- inductive conclusions are
based on particular premises
and are less certain than
deductive conclusions.
7. Conservation
- Still contains the same
amount/weight.
8. Number and Mathematics
- Can count and do simple
story problems.
9. Transitive inferences
- Understanding the
relationship between two
objects by knowing the
relationship of each to a third
object.
10. Class inclusion (7 or 8)
- Understanding the
relationship between a whole
and its parts.
11. Why concrete operational thinkers
succeed at conservation task:
- The principle of identity
- The principle of reversibility.
- Decentering
12. Number:
● Computational estimation
- Estimating the sum in
an addition problem
● Numerosity estimation
- Estimating the
number of candies in
a jar.
● Measurement estimation
- Estimating the length
of a line.
13. Executive Function
- Conscious control of
thoughts, emotions, actions
to accomplish goals or solve
problems.
14. Development of Prefrontal cortex
- Planning, judgment,
decision-making etc.
15. Pruning
- Faster reaction time
 16. Selective attention
- Ability to deliberately direct
one’ attention and shut out
distractions.
17. Inhibitory control
- Voluntary suppression of
unwanted responses.
Gardner’s 8 Types of Intelligences
18. Linguistic intelligence
- Use, understand words and
nuances of meaning
- Writing, editing, translating
19. Logical-mathematical intelligence
- Manipulate numbers and
solve logical problems.
- Science, business, medicine
20. Spatial intelligence
- Find one’s way around the
environment and judge
relationships between
objects in space.
- Architecture, carpentry, city
planning
21. Musical intelligence
- Perceive and create patterns
of pitch and rhythm.
- Musical composition,
conducting
22. Bodily-kinesthetic intelligence
- To move with precision
- Dancing, athletic, surgery
23. Interpersonal intelligence
- Understand and
communicate with others.
- Teaching, acting, politics
24. intrapersonal
- To understand the self
- Counseling, psychiatry,
spiritual leadership
25. naturalist
- Distinguish species and their
characteristics
- Hunting, fishing, farming,
gardening, cooking
Sternberg’s Triarchic Theory of Intelligence
26. Componential (Analytical) Element
- Analytic aspect of
intelligence
- Academic problem solving
and computation
27. Experiential (creative) Element
- insightful/creativeaspect of
intelligence
- Approaching novel tasks
- Imaginative and innovative
problem solving.
28. Contextual (practical) Element
- Ability to size up a situation
and decide what to do.
- Street smarts and common
sense.
Mental Disorders in Childhood
29. Intellectual disability
- Significantly subnormal
cognitive functioning
- Intellectual developmental
disorder/mental retardation.
30. Learning disabilities (LDs)
- Disorders that interfere with
specific aspects of learning
and school achievement.
- Dyscalculia, dysgraphia,
dyslexia
31. Attention-deficit/hyperactivity
disorder (ADHD)
- Syndrome characterized by
persistent inattention and
distractability, impulsivity, low
tolerance for frustration, and
inappropriate overactivity.
32. Giftedness
- 130 IQ or higher
33. Enrichment programs
- Educating the gifted to
broaden and deepen
knowledge.
34. Acceleration programs
- Move them through the
curriculum at an unusually
rapid pace.
35. Creativity
- Ability to see situations in a
new way, to produce
innovations, or to discern
previously unidentified
problems and find novel
solutions.
36. Convergent thinking
- Thinking aimed at finding the
one right answer to a
problem.
37. Divergent thinking
- Thinking that produces a
variety of fresh, diverse
possibilities.
38. Representational systems (7 or 8)
- Broad, inclusive self-
concepts that integrate
various aspects of the self.
39. Industry vs Inferiority
- Fourth stage of psychosocial
development
- Children must learn
productive skills their culture
requires or else face feeling
of inferiority.
40. Coregulation
- Transitional stage in the
control of behavior in which
parents exercise general
supervision and children
exercise moment-to-moment
self-regulation
41. Joint custody
- Living part-time with both
parents.
42. Co-parenting
- Parenting relationship in
which two people work
together in a cooperative
fashion to raise a child.
43. One-parent families
- Many of the negative effects
of single parenthood appear
to be driven by lower
socioeconomic status
44. Cohabiting Family
- Cohabitating couples from
higher class = step to
marriage
- Cohabitating couples from
lower class = more likely for
rs to end
45. Stepfamily
- A child’s loyalties to an
absent/dead parent may
 interfere with forming ties to
a stepparent.
46. Living w/ gay/lesbian parents
- No consistent difference
between homosexual and
heterosexual parents in
emotional health/parenting
skills and attitudes.
Selman’s Stages of Friendship
47. Stage 0: Momentary playmateship
(3-7)
- Children only think about
want they want from this
relationship.
- She lives on my street or he
has power rangers.
48. Stage 1: One-way assistance (4-9)
- A good friend does what the
child wants the friend to do.
- She’s not my friend anymore
because she wouldn’t go with
me when I wanted her to.”
49. Stage 2: Two-way fair-weather
cooperation (6-12)
- Reciprocal level overlaps
stage 1.
- Give-and-take but still serves
may separate self-interests.
- A friend is someone who play
with you when you don’t
have anybody else to play
with.
50. Stage 3: Intimate, mutually shared
relationships (9-15)
- Mutual level
- Ongoing, systematic,
committed relationship.
- Friends become possessive
and demand exclusivity.
- It takes a long time to make a
close friend, so you really
feel bad if you find out that
your friend is trying to make
other friends too.
51. Stage 4: Autonomous Independence
(12)
- Interdependent stage
- Children respect friends’
needs for both dependency
and autonomy.
- A good friendship is a real
commitment; you have to
support and trust and give,
but you have to be able to let
go too.
52. Internalizing behaviors
- Behaviors in which emotional
problems are turned inwards.
- Anxiety,
fearfulness/depression.
53. Externalizing behaviors
- Behaviours in which a child
acts out emotional difficulties
- Fighting, disobedience,
aggression/hostility.
54. Oppositional Defianat Disorder
(ODD)
- Pattern of behavior,
persisting into middle
childhood, marked by
negativity, hostility and
defiance
55. Conduct Disorder (CD)
- Repetitive, persistent pattern
of aggressive, antisocial
behavior violating societal
norms or the rights of others.
56. School phobia
- Unrealistic fear of going to
school.
- May be a form of separation
anxiety or social phobia.

57. Separation anxiety phobia

- Condition involving
excessive, prolonged anxiety
concerning separation from
home or from people to
whom a person is attached.

58. Social Phobia

- Extreme fear/avoidance of
social situations.

59. Generalized anxiety disorder

- Anxiety not focused on any
single target.

60. Obsessive compulsive disorder

(OCD)
- Anxiety aroused by
repetitive, intrusive thoughts,
images or impulses, often
leading to compulsive ritual
behaviors.

61. Childhood depression

- Mood disorder characterized
by such symptoms as a
prolonged sense of
friendlessness, inability to
have fun or concentrate,
fatigue, extreme activity or
apathy, feeling of
worthlessness, weight
change, physical complaints,
and thoughts of death or
suicide.