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Term 5: Behavioral Science > 6/1- School-aged Child > Flashcards

6/1- School-aged Child Flashcards

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1
Q

Different main temperament types, their percentages, and descriptions?

A

Elements of temperament tend to cluster/group over time

- Easy (40%): positive mood, easy-going, predictable

- Difficult (10%): active, irritable, irregular, slow to adapt, resistant/reactive to change

- Slow to warm up (15%): inactive, moody, respond to novelty poorly [intermediate to easy and difficult]

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2
Q

Biological contributions to temperament?

A
  • Identical twins > fraternal twins
  • Variability in temperament even when parenting practices are accounted for
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3
Q

Neurological contributions to temperament?

A
  • ^ R cerebral hemisphere activity in infants distressed by novelty
  • ^ R frontal lobe activation (vs. L) in kids with inhibited style
  • High reactive (i.e. inhibited) 5 & 7 year olds had ^ sympathetic reactivity than low-reactive when stressed
  • 4 mo olds who responded to stimuli with robust motor activity, muscle tension, and frequently crying (also had low threshold of excitability in amygdala) were more likely to be inhibited at age 2
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4
Q

Cultural differences in regards to temperament?

A

Culture sets diff contexts by which particular temperaments are tolerated

  • e.g. more reserved kids in China are perceived as more socially mature by teachers and more populate with peers (opposite of the US)
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5
Q

The “slow-to-warm-up” temperament tend to develop what?

A

Increased anxiety

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6
Q

The “difficult” temperament tend to develop what?

A
  • 70% developed a behavior disorder by age 9
  • 30% who functioned well were provide with opportunities to settle and adapt in their own time, were not put down for negative mood (even when intensely expressed)
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7
Q

So temperament doesn’t just depend on biology, what else determines it?

A

“Goodness of fit” (another Thomas and Chess idea)

  • Development is optimized when parents’ parenting practices are sensitively adapted to the child’s characteristics
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8
Q

Temperament vs. Personality (basic defs)

A
  • Temperament = biological in nature, appears early in life
  • Personality = broader realm of individual characteristics that develop over time with experience
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9
Q

What factor plus temperament results in personality?

A

Experience

Temperament + Experience = Personality

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10
Q

Fund of knowledge: 5-6 yo?

A
  • Recite alphabet
  • Count > 20
  • Writes first and last name
  • Recognizes printed letters and numbers
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11
Q

Piaget’s cognitive development stages?

A

- Sensorimotor (infancy, 0-2)

- Peoperational (preschool - early elementary, 2-7)

- Concrete operations (middle - late elementary, 7-11)

- Formal operations (adolescence - adulthood, 11+)

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12
Q

Characteristics/goals of the pre-operational stage (2-7 yrs)?

A
  • Mastered object permanence (typ by 18 mo)
  • Ability to understand symbols (waving = “bye”)
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13
Q

Characteristics of pre-operational development stage (2-7)?

A

Child displays:

  • Egocentrism
  • Animism
  • Centration
  • Appearance as reality
  • Causality
  • Difficulty with the concept of reversibility

(juice glass levels, no. of quarters, cracker division)

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14
Q

What is appearance as reality?

A

Object’s appearance conveys what the object is really like

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15
Q

What is causality?

A

If 2 events are correlated, one must have caused the other

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16
Q

What is centration?

A

Narrowly focused type of thought; looking at only one detail when multiple exist

  • e.g. how much is in glass determined only on height (not also width/volume)—-this experiment also exhibits the concept of reversability
  • e.g. number of quarters based on length of row
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17
Q

What is reversibility?

A

Cannot think back to how an object was prior to change (cannot mentally undo an action)

  • e.g. volume level in glass- thought changed even though watched juice being poured
  • e.g. can think about ice melting, but not water freezing
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18
Q

Concrete operation characteristics (7-11 yrs)?

A
  • Masters conservation/de-centration concepts (can simultaneously focus on multiple aspects of an object at the same time)
  • Relational logic (e.g. line up by height, age…)
  • Transitivity
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19
Q

What is conservation/de-centration?

A

Can simultaneously focus on multiple aspects of an object at the same time

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20
Q

What is relational logic?

A

Can mentally arrange items along a quantifiable dimension (such as arrange people in order of height)

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21
Q

What is transitivity?

A

Necessary relations among elements in a series

( if A>B and B>C then A>C)

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22
Q

Fund of knowledge (10-11 yrs)?

A
  • Reads aloud and to self with comprehension
  • Double digit addition and subtraction in head; multiplies, divides and does fractions on paper
  • Historical figures, geography, body systems (gaining much knowledge during this time period)
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23
Q

Formal operation characteristics (11+ years)?

A
  • Hypothetico-deductive reasoning
  • Inductive reasoning
  • Ability to think about thinking, and to think abstractly
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24
Q

What is hypothetico-deductive reasoning?

A
  • Ability to think hypothetically e.g. algebra

(if 3x = 12, what does x equal?)

25
Q

What is inductive reasoning?

A

A scientific reasoning where hypotheses are generated and then systematically tested in experiments- beginnings of the scientific method

26
Q

Does everyone reach formal operations?

A
  • Cross-cultural research suggests necessity of schooling/emphasis on logic, math, science
  • Piaget noted late in his career that many do so only on areas of interest of importance to them
27
Q

How do kids learn (2 different theories)?

A
  • Piaget’s theory
  • Vygotsky’s theory
28
Q

Piaget’s Theory of Learning (elements)?

A
  • Schemas:
  • Equilibrium:
  • Assimilation
  • Accommodation
  • Organization
29
Q

What are schemas (Piaget’s Theory)?

A
  • Schemas: generating maps/organizational methods (e.g. seeing a class, and chairs, place of learning)
30
Q

What is equilibrium (Piaget’s Theory)?

A
  • Equilibrium: harmony between one’s schemes and one’s experience. (Toddler who has never seen anything fly but birds thinks that all flying objects are “birdies”)
31
Q

What is assimilation (Piaget’s Theory)?

A
  • Assimilation: tries to adapt a new experience by interpreting it in terms of existing schemes (Seeing an airplane in the sky prompts child to call the flying object a birdie)

Fit practice to theory: this is complex, but familiar objects are simplified to fit pre-existent categories in your head

Fit theory to practice: you have to change the ideas in your head to fit the reality of external objects

32
Q

What is accommodation (Piaget’s Theory)?

A
  • Accommodation: modifies existing schemes to better account for puzzling new experience

(Toddler who experiences conflict/disequilibrium upon noticing that the new birdies has no feathers and doesn’t flap it wings. Concludes not a bird and invents a new name or asks for it)

33
Q

What is organization (Piaget’s Theory)?

A
  • Organization: rearranges existing schemes into new and more complex structures; forms hierarchical scheme consisting of a superordinate class (flying objects) and two subordinate classes (birdies and airplanes).

The goal of organization is to promote accommodation

34
Q

What did Vygotsky base his theory of learning on?

A

Sociocultural theory of learning (Russian psychologist)

35
Q

What was Vygotsky’s theory of learning basics?

A
  • Society provides tools of intellectual adaptation
  • Learning occurs through dialogues with a skillful tutor
  • Dialogues occur within the zone of proximal development
  • Learning works best by scaffolding (contingent responses- hinting)
36
Q

Implications of the different theories of learning for education?

A
  • Piaget: independent, discovery-based activities
  • Vygotsky: guided participation that is tailored to child’s current activities; cooperative learning exercises where students assist each other (think Montossori)
37
Q

Motor development (10-22 years)?

A

Gross motor

  • Balance is good and can walk in tandem
  • Accurate distinction between right and left
  • Can elaborate with movements

Fine motor

  • Can copy diamond
  • Can copy an asterisk
  • Can copy a 5-pointed star
  • Cube can be drawn after prior exposure
38
Q

Gender differences in motor skills?

A

Girls > Boys

  • Fine motor skills (dexterity)
  • Gross motor skills (flexibility and balance)

Boys > Girls

  • Gross motor skills (strength)
39
Q

Physical fitness recommendations?

A

(US Department of Health and Human Services- 2008)

  • 60 min of physical activity daily
  • Muscle strength (3x/week)
  • Bone strength (3x/week)
40
Q

How much exercise do kids actually get?

A

Elementary school children > adolescents

  • Grades 1-3 (3 hours daily)
  • Grades 4-6 (2 hours daily)

Also depends on:

  • Parental encouragement
  • Parental activity
41
Q

Developmentally focused youth sports programs for 3rd-8th grade girls (girls on the run/on track) found what?

A
  • More physical activity
  • More self esteem
  • More body satisfaction
  • Also positive findings towards feelings of physical competence, body image, and presence of desirable “masculine” attributes (like assertiveness)
42
Q

Positives and negatives of athletics?

A

Positives:

  • Improved motor skills
  • Exercise
  • Self esteem
  • Initiative
  • Social skills (complementary roles)
  • Cognitive skills (strategies, modified rules)

Negatives:

  • Delinquent and antisocial behavior (but mostly good, tempered by adults involved)
43
Q

Sleep recommendations by age?

A

Newborns: 16-18 hours a day

Preschool-aged: 11-12 hours a day

School-aged: at least 10 hours a day

Teens: 9-10 hours a day

Adults (incl elderly): 7-8 hours a day

44
Q

Erickson’s psychosocial stage for preschool age?

A

Initiative vs. Guilt

  • Initiate projects or actions. If encouraged without being burdened by being “wrong” or “stupid”, will develop a feeling of initiative
  • Parents must juggle allowing a child space and encouragement while keeping them from dangerous situations
45
Q

Erickson’s psychosocial stage for school age?

A

Industry vs. inferiority

  • Developing skills and sense of purposeful activity. Failures (academic or if child is still denied opportunity to discover) results in feeling useless and inferior; audition for being productive in work life later
  • This stage is like a rehearsal for being productive and valued at work later in life
46
Q

What is self-esteem?

A

Kids with self esteem recognize their strengths and weaknesses but are positive about themselves overall:

  • Scholastic competence
  • Social acceptance
  • Physical appearance
  • Athletic competence
  • Behavioral conduct
47
Q

Self esteem in 4-7 years?

A
  • Self ratings are modestly correlated with teacher ratings
  • Researchers think higher ratings are related to a desire to be like or good at activities rather than solid sense of self worth
48
Q

Self esteem in 8 year olds?

A
  • Self ratings are similar to teachers in all categories EXCEPT behavioral conduct
49
Q

Self esteem in adolescence?

A
  • By adolescence, girls with higher self esteem are those with more supportive relationships with friends
  • Boys with higher self esteem feel able to influence friends
  • Girls (more than boys) experience a dip in self-esteem in junior high (multiple stressors)
50
Q

Influences on self esteem?

A

Family

  • Secure attachment
  • Authoritative parenting style (positive acceptance/responsiveness, nurturing, warmth)

Peers

  • 4-5 yrs: start of self-comparison, which increases with age
  • Less in communally reared children (Kibbutz)- more about cooperation and teamwork
51
Q

What did Harlow find with monkeys in regard to peer influences?

A

Peers contribute as much/more to a child’s development as parents:

  • Mother only: avoidance or aggression
  • Peer only: strong reciprocal attachments, with non-peer monkeys were aggressive
52
Q

Basis of peer relationships by age?

A

- 3-6 yo: any positive interaction = “friend” (e.g. like same toys)

- 6-8 yo: basis for friendship is shared activities (usually one’s own interests)

- 8-10 yo: friends are psychologically similar based on reciprocal relationships; mutual liking

- adolescents: reciprocal emotional commitments; trust is a higher priority

53
Q

Importance of peer relationships?

A
  • Friends provide security and support
  • At least one friend can reduce loneliness of unpopular children
  • Friends contribute to social problem-solving skills
54
Q

Peer classification?

A
  • Popular: liked by many, dislike by few
  • Neglected: seem invisible to peers *
  • Rejected: disliked by many, like by few **
  • Controversial: liked by many, disliked by many
  • Average: liked (or disliked) by moderate number

* Neglected kids are more likely to attain improved status if they enter a new setting

** Rejected kids feel the most left out and run the greatest risk of displaying deviant, antisocial behavior and other serious mental health problems later in life

55
Q

Characteristics of popular peers?

A

Outgoing, friendly, cooperative, good social-cognitive skills

56
Q

Characteristics of neglected peers?

A

More shy and quiet, fewer attempts to enter social group, behavior seems to originate from their own anxiety rather than active ostracism

57
Q

Characteristics of rejected peers?

A
  • Aggressive- more aggressive, disrupted, critical, low levels of pro-social behavior, overestimate their social standing
  • Withdrawn- behaviorally awkward, immature, insensitive to peer group expectations, feel lonely
58
Q

Other topics helpful for this age group:

  • Attention Deficit Hyperactivity Disorders (next week)
  • Bullying (next week)
  • ADHD demonstration lectures (last week)
  • Autism spectrum disorders and developmental disorders (last week)
A

(:

Term 5: Behavioral Science (24 decks)

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