Cognitive Development Theory/Psychosocial Stages
Type of cognition marked by the ability to reason about the world in a more logical, adult way
Concrete Operational Thinking (8-11 years old)
What are the core qualities of a friendship?
Similarity, trust, and emotional support
A contemporary childhood concern where 1 or more children/adults harass or target a specific child for systematic abuse
Ages where children read familiar stories, self-correct when they make a mistake while reading aloud, and write by organizing stories in a logical sequence
Age 6-7
The belief that IQ scores top into the g-factor (general intelligence factor that Spearman claimed underlies all cognitive abilities), while others believe an IQ score can predict a person's cognitive potential in all life tasks
Pro "g"-factor
When people are eager to achieve, being more responsible, and recognize their talents + interests
Industry
They stimulate personal development, helps a child learn to manage emotions and handle conflicts (a symmetrical one-to-one relationship)
Friendships
Higher in proactive and reactive aggression (vs. victims and controls)
Bully
Ages where children read books independently, understand and use paragraphs, and correctly use punctuation
Age 7-8
The belief that IQ is only valid as a test of academic performance, while others think that the one-dimensional quality called "g" does not exist because people have unique intellectual talents
Anti "g"-factor
If no recognition from parents, teachers, peers, then children can develop a sense of inferiority and low self-esteem
Inferiority
A group concern
Popularity
Highest in reactive and proactive aggression (vs. all categories), the most aggressive group, and may demonstrate both external + internal tendencies
Bully-victim
Age where children explore, understand and analyze more complex tests, read to extract information, and identify metaphors and analogies
Age 9-13
The facet of intelligence involving performing well on academic-type problems
Analytic Intelligence
Tendency to to feel good or bad about ourselves
Self-Esteem
Does rational aggression and popularity work better for girls or boys?
Girls
Classic victim
WISC
The facet of intelligence involved in producing novel ideas or innovative work
Creative Intelligence
Academic, obedience, performance, popularity, and looks
Areas used to determine one's self-esteem
True or False: Friends don't protect and enhance the developing self
False
Anxious, shy, low on the social hierarchy, and unlikely to fight back
Internal Tendencies
How are the scores of a WISC test arranged?
The facet of intelligence involved in knowing how to act competently in real-world situations
Practical Intelligence