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CLEP Human Growth And Development

Subjects : clep, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Sternberg's theory that intelligence consists of analytical intelligence - creative intelligence - and practical intelligence.






2. Father of attachment theory






3. Proposed that challenging children with complex words helps them to develop their language more rapidly.






4. The appropriate use of language in different contexts






5. Infant who appears withdrawn - depressed - and is losing all interest in the world is expressing symptoms of this






6. Term for practical intelligence






7. Big 5 trait that increases for both sexes over their lifetimes






8. This system and organ are most susceptible to teratogens after conception






9. This causes more deaths in children than physical abuse






10. The principle that development proceeds from the center of the body outward






11. The understanding that a certain object or event can be simultaneously perceived by more than one sensory system






12. Stage of development when organism is most vulnerable to teratogens.






13. 1896-1934; russian developmental psychologist who emphasized the role of the social environment on cognitive development and proposed the idea of zones of proximal development






14. When more categories are added to one's self-description






15. Fourth of Piaget's. characterized by the ability to perform hypothetical reasoning and think abstractly.






16. Unresponsiveness to others - oc behaviors - anger outburst - social avoidance - regression in behavior/language (4x more prevalent in boys)






17. Occurs when grammatical rules are incorrectly generalized to irregular cases where they do not apply






18. The generation of adults who simultaneously try to meet the competing needs of their parents and their children






19. From Lev Vygotsky's theory. the difference between what a child can do with help and what the child can do without any help or guidance.






20. When children are most sensitive to the effects of stimuli. different ages for different stimuli.






21. Sense that is least well-developed at birth






22. A period of time in the development of identity in which a person delays making a decision about important issues but actively explores various alternatives






23. Freud's third aspect of our personality to develop - involved an overriding moral guidepost - transmitted to the child in great part through adult authority figures






24. Gifted children grow up to be more well-adjusted - more successful - healthier adults






25. Infant startle response to sudden - intense noise or movement. When startled the newborn arches its back - throws back its head - and flings out its arms and legs.






26. Child has smaller-than normal brain leading to other disabilities






27. Form of indirect aggression - prevalent in girls - involving spreading rumors - gossiping - and nonverbal putdowns for the purpose of social manipulation






28. Psychologist to propose the Ecological Systems Theory - views child as developing within a complex system of relationships from microsystem to macrosystem






29. Introduced the concept of fast mapping. calculated that children between the ages of 1.5 and 6 learn an average of nine new words per day.






30. Joy - Anger - Fear - Surprise - Interest - Disgust - Distress - Sadness






31. Ability to become increasingly more effective in solving problems as more problems are solved. term coined by Harry Harlow.






32. An explicit understanding of how learning works and an awareness of yourself as a learner.






33. We don't inherit a specific IQ; rather we have a range of academic potential






34. Hall and Gesel launched this approach in which measures of behavior are taken on large numbers of individuals and age-related averages are computed to represent typical development






35. The fact that children can map a word onto an underlying concept after only a single exposure






36. Increased exposure to stimuli - enhanced encoding (storing) of information in long-term memory - and increased ease and efficiency in retrieving the stored information will improve this






37. This action during pregnancy may be associated with poor academic performance by the child later on






38. Psychologist who researched the relationship of body contact and nourishment to attachment - using infant monkeys and artificial mothers






39. Loss of elasticity of the lens and thus loss of ability to see close objects as a result of the aging process






40. Inflicting harm in order to obtain something of value






41. Those with this disease are often normal weight






42. When infants display a decrease in interest toward an object






43. A theory of development that takes its cue in many ways from evolutionary theory - concentrating on traits that are inborn or dependent on 'critical periods' for their eventual emergence






44. In Bronfenbrenner's bioecological approach - settings not experienced directly by individuals still influence their development (for example - effects of events at a parent's workplace on children's development).






45. Defined the theory of 3 levels of moral development. there are two stages within each level. to achieve advanced moral development - children must be exposed to both sides of moral dilemmas






46. First of Piaget's. lasts from birth to acquisition of language. cognitive devmt begins and children learn causality - object permanence towards end






47. Play by infants and toddlers. activity that involves simple - repetitive movements and no symbolic thinking required. eg. sand shoveling - splashing water - pushing a toy






48. According to Piaget - we possess these to create abstract - generalized account of repeated events






49. Behavior that benefits someone else or society but that generally offers no obvious benefit to the person performing it; can be taught through positive reinforcement - observational learning - modeling - and assignment of responsibilities designed to






50. In Piaget's theory these are flexible and reversible