Taxonomy Virtual Child Terms

Each week you will be given a list of words that you must identify in the textbook chapters, paraphrase and input into your taxonomy, using words or pictures. Most weeks require that you find the definition of the terms on your own, this week, the definitions are provided. You still must paraphrase, meaning put the definition in your own words or identify a visual to support your understanding of the term.

All terms from the Virtual Child list should be inputted into your taxonomy.

Extra Credit: Each time these terms appear throughout your virtual child program - put a check next to the word in your taxonomy. At the end of the quarter, I will provide extra credit for students that kept track of words from the list below and how often they were used in the VC program.

Virtual Child Terms:

  1. Temperament (introduction): emotional reactions and behavior patterns that appear early in life and are fairly stable over time.
  2. Authoritative parenting style (introduction): parents who are high in demands and responsiveness and who listen to the child and provide explanations
  3. Authoritarian parenting style (introduction): parents who are high in demands and low in responsiveness
  4. and who are rigid and punitive
  5. Permissive parenting style (introduction): parents who are low in demands and high in responsiveness and who provide little feedback and too much autonomy
  6. Neglecting parenting style (introduction): parents who are low in demands and responsiveness and who are indifferent and uninvolved with their child
  7. Easy temperament (question set 1): baby has mostly positive and low intensity emotional reactions and is adaptable and curious about new situations
  8. Difficult temperament (question set 1): baby has mostly negative and high intensity emotional reactions and tends to withdraw from new situations
  9. Slow-to-warm-up temperament (question set 1): baby adapts slowly to new situations but once adapted has relatively calm and positive emotions
  10. Attachment (question set 1): emotional bond that develops between the baby and another person Secure attachment pattern (question set 1): the baby uses the attachment figure as a secure base, is generally content when s/he is present, happy to see her/him after an absence, and can be soothed when upset
  11. Avoidant attachment pattern (question set 1): the baby does not seek to be close to the attachment figure, is generally not upset when s/he is gone and avoids her/him after an absence
  12. Ambivalent attachment pattern (question set 1): the baby is anxious and clinging in a new environment, quite upset when the attachment figure is absent, and is difficult for him/her to soothe when upset
  13. Object permanence (8 months): the understanding that people and objects exist even when they cannot be seen
  14. Bayley Scales of Infant Intelligence (pediatrician’s report): a set of tasks appropriate for children age 1 month to 3 1/2 years assessing motor, cognitive and language development
  15. Behavior genetics (temperament box-12 months): study of the influence of heredity and environment on behavior and psychological characteristics such as IQ and temperament
  16. Longitudinal evidence (temperament box-12 months): in this case, evidence that temperamental characteristics are stable over time in an individual child
  17. Attention Deficit Disorder with Hyperactivity (temperament box-12 months): diagnosis given to a child who has a combination of low attentiveness, high distractibility, and/or frequent inappropriate behavior or activity levels
  18. Moderate novelty (temperament box-12 months): the concept that children respond more when an event, activity or stimulus is somewhat novel, but not too novel
  19. Self awareness (18 months): knowledge of oneself; one test is to put a spot of rouge on the child's nose and note whether the child touches it when looking into a mirror
  20. Fine-motor coordination (18 months): skill in using small muscles, primarily of the hands and fingers, e.g., grasping, holding and manipulating small objects
  21. Aware of basic categories (18 months): infants of 18 months can actively group similar items together
  22. (e.g., in little piles) and this helps them understand the nature and function of objects
  23. Time out (assessment-19 months): A discipline technique where a child is asked to sit quietly in a spot away from other people in the group for a few minutes
  24. Language comprehension (assessment-19 months): the ability to understand language, typically tested by asking the child to point to pictures named by the examiner or act on verbal requests by the examiner Language production (assessment-19 months): the ability to express oneself with language, typically tested by asking the child to name pictures or answer open-ended questions and analyzing the child's vocabulary and grammar
  25. Gross motor development (assessment-19 months): development of the use of large muscles, such as leg, trunk and arms (e.g., walking, running, kicking, throwing)
  26. 104
  27. Toddler (question set 3): a child generally of age 12-30 months who is walking
  28. Self control (question set 3): also referred to as emotional self-regulation, which is the ability to adjust emotions to a comfortable level and to cope with negative emotions
  29. Symbolic thinking (2 years): the ability to use one object to stand for another as for example in make- believe play or in language, where a word can stand for an action or a thing
  30. Regressing (3 years): Acting more immaturely, perhaps out of emotional insecurity or a desire for more attention
  31. Theory of mind (3 years, 11 months): understanding of how the mind works and how it affects people's behavior
  32. Androgynous (4 years): having behavioral characteristics, attitudes and interests thought to be typical of both sexes in a given culture or society
  33. Phonological awareness (6 years): the ability to reflect on and manipulate the sound structure of spoken
  34. language (e.g., identify the third phoneme in "split")
  35. Decoding (6 years): the ability to pronounce an unfamiliar word using knowledge of the sounds that go with each letter
  36. Tomboyish (8 years): American term describing a girl who has some traditionally masculine interests and behavior (e.g., spitting, wrestling, climbing trees)
  37. Pre-conventional (8 years, 9 months): Kohlberg's first level of moral development: the concrete interests of the individual are evaluated in terms of rewards and punishments
  38. Wechsler Intelligence Scales for Children (psychologist report-9 years):Math concepts (psychologist report-9 years): Test of understanding of math principles (e.g., negative numbers)
    1. Intelligence test providing separate estimates of Verbal and Performance (nonverbal) intelligence and a combined score Information (psychologist report-9 years):
    2. Wechsler Verbal subtest requiring knowledge of various facts Vocabulary (psychologist report-9 years): Wechsler Verbal subtest requiring children to define words Similarities (psychologist report-9 years):
    3. Wechsler Verbal subtest requiring children to explain why two words go together (e.g., arm and leg) Comprehension (psychologist report-9 years):
    4. Wechsler Verbal subtest requiring children to makejudgments about the best course of action in a given situation (e.g., getting lost in a store)
  40. Math applications (psychologist report-9 years): Math word problems
  41. Math computation (psychologist report-9 years): Test of ability to solve arithmetic problems or equations Spatial rotation (psychologist report-9 years): Nonverbal test requiring children to rotate geometric designs and other more abstract figures to match a sample figure
  42. Copying of designs (psychologist report-9 years): Nonverbal test requiring children to copy increasingly complex designs and figures
  43. Impulsivity (psychologist report-9 years): one of the three main symptoms of Attention Deficit Disorder with Hyperactivity:tendency to act on impulse or without thinking ahead, to say or do inappropriate things Inattentiveness (psychologist report-9 years): one of the three main symptoms of Attention Deficit Disorder with Hyperactivity: inability to concentrate or sustain attention during demanding or distracting conditions Hyperactivity (psychologist report-9 years): one of the three main symptoms of Attention Deficit Disorder with Hyperactivity: excessive fidgeting or activity level
  44. Academic skills (psychologist report-9 years): Performance on traditional school subjects: reading, writing, oral language, math, science and social studies
  45. Conventional level (12 years): Kohlberg's second level of moral development: children approach morality as a matter of doing what is defined as right by their family, community or society