Psych 250 > Chapter 9: Physical and Cognitive Development in Middle and Late Childhood > Flashcards

Chapter 9: Physical and Cognitive Development in Middle and Late Childhood Flashcards

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1
Q

Body Growth and Change

A
  • Growth averages 2-3 inches per year

- Weight gain averages 5 to 7 pounds a year

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2
Q

The Brain

A
  • Brain volume stabilizes
  • Significant changes in structures and regions occur, especially in the prefrontal cortex
  • Increases in cortical thickness
  • Activation of some brain areas increase while others decrease
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3
Q

Motor Development

A
  • Motor skills become smoother and more coordinated
  • Boys outperform girls in gross motor skills involving large muscle activity
  • Improvement of fine motor skills during middle and late childhood due to increased myelination of the central nervous system
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4
Q

Exercise

A
  • Higher level of physical activity is linked to:
    1. Lower level of metabolic disease risk based on measures of cholesterol, waist circumference, and insulin levels
  • Aerobic exercise benefits:
    1. Children’s attention
    2. Memory
    3. Effortful and goal-directed thinking and behavior
    4. Creativity
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5
Q

Exercise continued

A

Ways to get children to exercise:

  • Offer physical activity programs school facilities
  • Have children plan community and school activities
  • Encourage families to focus more on physical activity
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6
Q

Health, Illness, and Disease

A
  • Middle and late childhood is a time of excellent health
  • Accidents and Injuries
  • Cardiovascular disease
  • Cancer
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7
Q

Accidents and Injuries

A

Motor vehicle accidents are most common cause of sever injury

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8
Q

Cardiovascular disease

A

Uncommon in children but risk factors are present

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9
Q

Cancer

A
  • 2nd leading cause of death in children 5-14 years old
  • Most common child cancer in leukemia
  • Children with cancer are surviving longer because of advancements in cancer treatment
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10
Q

The Scope of Disabilities

A
  • Learning disabilities
  • Attention deficit hyperactivity disorder
  • Emotional and behavioral disorders
  • Autism spectrum disorders (ASD)
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11
Q

Learning disabilities

A

Difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

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12
Q

Dyslexia

A

Severe impairment in the ability to read and spell

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13
Q

Dysgraphia

A

Difficulty in handwriting

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14
Q

Dyscalculia

A

Developmental arithmetic disorder

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15
Q

Attention deficit hyperactivity disorder (ADHD)

A

Characterized by inattention, hyperactivity, and impulsivity

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16
Q

Number of children diagnosed has increased substantially

A

Possible causes:

  • Genetics
  • Brain damage during prenatal or potential development
  • Cigarette and alcohol exposure during prenatal development
  • Low birth weight
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17
Q

Emotional and behavioral disorders

A

Serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters as well as inappropriate socioemotional characteristics

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18
Q

Autism spectrum disorders (ASD)

A

Range from autistic disorder to Asperger syndrome

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19
Q

Autistic disorder

A

Deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped pattern of behavior
-Onset in the first three years of life

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20
Q

Asperger syndrome

A
  • Good verbal language skills
  • Milder nonverbal language problems
  • Restricted range of interests and relationships
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21
Q

Educational Issues

A
  • Individual Education Plan (IEP)
  • Least Restrictive Environment (LRE)
  • Inclusion
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22
Q

Individual Education Plan (IEP)

A

Written statement that is specifically tailored for the disable student

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23
Q

Least Restrictive Environment

A

Setting that is as similar as possible to the one in which non-disabled children are educated

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24
Q

Inclusion

A

Educating a child with special education needs full-time in the regular classroom

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25
Piaget's Cognitive Developmental Teory
- Concrete operational stage - Evaluating Piaget's concrete operational stage - Neo-Piagetians
26
Concrete operational stage
- Age 7 to 11 | - Children can perform concrete operations and reason logically, and are able to classify things into different sets
27
Seriation
Ability to order stimuli along a quantitative dimension
28
Transitivity
Ability to logically combine relations to understand certain conclusions
29
Evaluating Piaget's concrete operational stage
- Concrete operational abilities do not appear in synchrony | - Education and culture exert strong influences on children's development
30
Neo-Piagetians
Argue that Piaget got some things right but that his theory need considerable revision -Elaborated on Piaget's theory, giving more emphasis to information processing, strategies, and precise cognitive steps
31
Information Processing
- Long-term memory - Strategies - Fuzzy trace theory - Thinking - Creative thinking - Convergent thinking - Divergent thinking - Scientific thinking - Metacognition
32
Long-term memory
Increases with age during middle and late childhood - Knowledge and expertise 1. Experts have acquired extensive knowledge about a particular content area
33
Strategies
Deliberate metal activities that improve the processing of information - Elaboration - Engage in mental imagery - Understanding the material - Repeat with variation - Embed memory-relevant language`
34
Fuzzy trace theory
Considering two types of memory representations: 1. Verbatim memory trace 2. Gist
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Thinking
- Critical thinking | - Mindfulness
36
Critical thinking
Reflectively and productively, and evaluating evidence
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Mindfulness
Being alert, mentally present, and cognitively flexible
38
Creative thinking
Ability to think in novel and unusual ways | -Come up with unique solutions to problems
39
Convergent thinking
Produces one correct answer | -kind of thinking tested by standardized intelligence tests
40
Divergent thinking
Produces many answers to the same question | -Creativity
41
Scientific thinking
Asking fundamental and identifying causal relations questions about reality
42
Metacognition
Cognition about cognition
43
Metamemory
Knowledge about memory
44
Metamemory
Knowledge about memory
45
Intelligence
Ability to solve problems and to adapt and learn from experiences
46
Binet tests
- Mental age - Intelligence quotient (IQ) - Normal distribution
47
Mental Age
Individual's level of mental development relative to others
48
Intelligence quotient (IQ)
Person's mental age divided by chronological age, multiplied by 100
49
Normal distribution
Symmetrical distribution | -Most scores falling in the middle of this possible range of scores
50
Intelligence
Types of Intelligence
51
Sternberg's triarchic theory of intelligence
- Analytical intelligence - Creative intelligence - Practical Intelligence
52
Gardner's eight frames of mind
Evaluating multiple-intelligence approaches - Verbal - Mathematical - Spatial - Bodily-Kinesthetic - Musical - Interpersonal - Intrapersonal - Naturalist
53
Culture and intelligence
Interpreting differences in IQ scores
54
Interpreting differences in IQ scores
- Influences of genetics - Environmental influences - Group differences - Culture-fair tests: Designed to be free of cultural bias
55
Using Intelligence tests
- Avoid stereotyping and expectation - Know that IQ is not the sole indicator of competence - Use caution in interpreting an overall IQ score
56
Extremes of Intelligence
- Mental retardation | - Gifted
57
Mental retardation
Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life
58
Organic retardation
Caused by genetic disorder or brain damage
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Cultural-familial retardation
No evidence of organic brain damage | -IQ is generally between 50 and 70
60
Gifted
Above-average intelligence (an IQ of 130 or higher) and/or superior talent for something - Nature vs Nurture - Domain-specific giftedness and development - Educatiom of children who are gifted
61
Three criteria for being Gifted
- Precocity - Marching to their own drummer - A passion to master
62
Reading
- Whole-language approach | - Phonics approach
63
Whole-language approach
Reading instruction school parallel children's natural language learning
64
Phonics approach
Reading instruction should teach basic rules for translating written symbols into sounds
65
Writing
- Parents and teachers should encourage children's early writing - Not be concerned with the formation of letters or spelling
66
Bilingulism and Second-Language Learning
- Second-language learning | - Bilingual education
67
Second-language learning
Bilingualism has a positive effect on children's cognitive development -Subtractive biligualism
68
Bilingual education
Research supports bilingual education
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