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Developmental Psychology > ASU Chapter 9: Physical and Cognitive Development In Middle and Late Childhood > Flashcards

ASU Chapter 9: Physical and Cognitive Development In Middle and Late Childhood Flashcards

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1
Q

BODY GROWTH and CHANGE:
Growth averages _______ inches per year

A

2-3

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2
Q

BODY GROWTH and CHANGE:
Weight gain averages _______ pounds a year

A

5-7

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3
Q

BODY GROWTH and CHANGE:
TRUE or FALSE: Head circumference and waist circumference increase in relation to body height in middle and late childhood

A

FALSE. It decreases.

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4
Q

BODY GROWTH and CHANGE:
TRUE or FALSE: (1) Do bones continue to ossify during middle and late childhood, and (2) do they usually fail in yielding to pressure and pull more than mature bones?

A

(1) TRUE
(2) FALSE, They do yield to pressure and pull more than their mature counterparts

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5
Q

THE BRAIN:
Significant changes in structure and regions occur, most especially in the _______ part of the brain.

A

Prefrontal Cortex

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6
Q

MOTOR DEVELOPMENT:
TRUE or FALSE: Girls outperform boys in their use of fine motor skills

A

TRUE

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7
Q

MOTOR DEVELOPMENT:
Improvement of fine motor skills during middle and late childhood occur due to increased ________ of the central nervous system.

A

Myelination

(Definition: formation of the myelin sheath around a nerve to allow for improved conduction)

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8
Q

Formation of the myelin sheath around a nerve to allow for improved conduction.

A

Myelination

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9
Q

EXERCISE:
Higher level of physical activity is linked to lower level of metabolic disease risk based on the following (3) measures, which are…?

A
  • Cholesterol
  • Waist Circumference
  • Insulin Levels
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10
Q

EXERCISE:
This form of exercise improves a child’s attention and memory, goal-oriented thinking, and their creativity

A

Aerobic Exercise

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11
Q

HEALTH, ILLNESS, AND DISEASE:
TRUE or FALSE: Middle and late childhood is considered to be a time wherein it’s the most awful in terms of health

A

FALSE, it’s a time of excellent health.

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12
Q

HEALTH, ILLNESS, AND DISEASE:
What is considered to be the most common cause of severe injury in middle and late childhood?

A

Motor Vehicle Accidents

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13
Q

HEALTH, ILLNESS, AND DISEASE:
What are the (2) causes of overweight gain in children?

A
  • Heredity
  • Environmental Contexts
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14
Q

HEALTH, ILLNESS, AND DISEASE:
What are the (3) consequences of overweight gain in children?

A
  • Diabetes
  • Hypertension
  • Elevated Blood Cholesterol
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15
Q

HEALTH, ILLNESS, AND DISEASE:
What type of disease involving a particular organ is considered uncommon in children, however with present risk factors?

A

Cardiovascular Disease

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16
Q

HEALTH, ILLNESS, AND DISEASE:
This disease is considered to be the second leading cause of death in children 5-14 years old.

A

Cancer

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17
Q

HEALTH, ILLNESS, AND DISEASE:
What is the most common form of cancer in children?

A

Leukemia

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18
Q

SCOPE OF DISABILITIES:
A form of disability wherein a child experiences difficulty in learning that involves understanding or using of spoken or written language - appearing in their listening, thinking, reading, writing and spelling skills.

A

Learning Disability

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19
Q

SCOPE OF DISABILITIES:
A learning disability wherein one experiences severe impairment in the ability to read and spell.

A

Dyslexia

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20
Q

SCOPE OF DISABILITIES:
A learning disability wherein one experiences difficulty in writing.

A

Dysgraphia

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21
Q

SCOPE OF DISABILITIES:
A learning disability wherein it’s considered a developmental arithmetic disorder.

A

Dyscalculia

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22
Q

SCOPE OF DISABILITIES:
A disorder characterized by inattention, hyperactivity and impulsivity

A

ADHD (Attention Deficit Hyperactivity Disorder)

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23
Q

SCOPE OF DISABILITIES:
What does ADHD stand for?

A

Attention
Deficit
Hyperactivity
Disorder

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24
Q

SCOPE OF DISABILITIES:
Enumerate the (4) possible causes of ADHD.

A
  • Genetics
  • Brain damage during Prenatal or Postnatal Development
  • Cigarette/Alcohol Exposure during Prenatal Development
  • Low Birth weight
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25
Q

SCOPE OF DISABILITIES:
A category of disorders that are serious and persistent problems involving inappropriate socioemotional characteristics and emotional distress involving personal or academic matters.

A

Emotional and Behavioral Disorders

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26
Q

SCOPE OF DISABILITIES:
What does ASD stand for?

A

Autism
Spectrum
Disorders

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27
Q

SCOPE OF DISABILITIES:
A form of ASD that is onset within the first three years of life and involves deficiencies in social relationships, abnormalities in communication, and repetitive patterns of behavior.

A

Autistic Disorder

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28
Q

SCOPE OF DISABILITIES:
A form of ASD wherein one has good verbal language skills and milder nonverbal language problems, as well as a restricted range of interests and relationships.

A

Asperger Syndrome

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29
Q

EDUCATIONAL ISSUES:
A written statement that is specifically tailored for a disabled student.

A

Individualized Education Plan (IEP)

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30
Q

EDUCATIONAL ISSUES:
An environmental setting that is similar as possible to the one in which non-disabled children are educated.

A

Least Restrictive Environment (LRE)

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31
Q

EDUCATIONAL ISSUES:
What does IEP stand for?

A

Individualized Education Plan

32
Q

EDUCATIONAL ISSUES:
What does LRE stand for?

A

Least Restrictive Environment

33
Q

EDUCATIONAL ISSUES:
Involves educating a child with special education needs full- time in a regular classroom.

A

Inclusion

34
Q

COGNITIVE CHANGES:
Cognitive Developmental Theory: What is the age range for the concrete operational stage?

A

7-11

35
Q

COGNITIVE CHANGES:
Cognitive Developmental Theory: One’s ability to order stimuli along a quantitative dimension.

A

Seriation

36
Q

COGNITIVE CHANGES:
Cognitive Developmental Theory: One’s ability to combine relations to understand certain conclusions.

A

Transitivity

37
Q

COGNITIVE CHANGES:
Cognitive Developmental Theory: These people argue that Piaget got some things right, but that his theory needs considerable revision.

A

Neo-Piagetians

38
Q

COGNITIVE CHANGES:
Cognitive Developmental Theory: The Neo-Piagetians elaborated, and gave more emphasis on these (3) concepts in Piaget’s theory.

A
  • Information Processing
  • Strategies
  • Precise Cognitive Steps
39
Q

INFORMATION PROCESSING:
This form of memory increases with age during middle and late childhood.

A

Long-term Memory

40
Q

INFORMATION PROCESSING:
This form of memory is a passive storehouse to keep information until moved to long-term memory.

A

Working Memory

41
Q

INFORMATION PROCESSING:
Which form of memory is considered to be a “mental workbench”?

A

Working Memory

42
Q

INFORMATION PROCESSING:
The one key component of working memory is the…?

A

Central Executive

43
Q

INFORMATION PROCESSING:
A form of memory that holds significant events and experiences in one’s life.

A

Autobiographical Memory

44
Q

INFORMATION PROCESSING:
Deliberate mental activities that improve the processing of information.

A

Strategies

45
Q

INFORMATION PROCESSING:
Enumerate at least (2) out of the (5) strategies to improve information processing.

A
  • Elaboration
  • Engagement in Mental Imagery
  • Understanding of Material
  • Varied Repitition
  • Embedding of Memory-relevant Language
46
Q

INFORMATION PROCESSING:
A strategy that involves engaging in a more extensive processing of information.

A

Elaboration

47
Q

INFORMATION PROCESSING:
A theory wherein memory is best understood by considering verbatim memory trace and gist.

A

Fuzzy Trace Theory

48
Q

INFORMATION PROCESSING:
Enumerate the (3) dimensions of executive function which are considered the be the most important for cognitive development and academic success

A
  • Self Control/Inhibition
  • Working Memory
  • Flexibility
49
Q

INFORMATION PROCESSING:
A form of thinking that involves reflectively and productively evaluating evidence.

A

Critical Thinking

50
Q

INFORMATION PROCESSING:
A form of thinking that involves the ability to think in novel and unusual ways.

A

Creative Thinking

51
Q

INFORMATION PROCESSING:
Being alert, mentally present and cognitively flexible are key to one’s…?

A

Mindfulness

52
Q

INFORMATION PROCESSING:
A form of thinking wherein one produces one correct answer and is characteristic of a kind of thinking tested by standardized intelligence tests.

A

Convergent Thinking

53
Q

INFORMATION PROCESSING:
A form of thinking wherein one produces many answers to the same question and is characteristic of creativity.

A

Divergent Thinking

54
Q

INFORMATION PROCESSING:
A form of thinking wherein one asks fundamental questions about reality and identifies causal relations.

A

Scientific Thinking

55
Q

INFORMATION PROCESSING:
Cognition about cognition.

A

Metacognition

56
Q

INFORMATION PROCESSING:
Knowledge about memory.

A

Metamemory

57
Q

INTELLIGENCE:
Stable and consistent ways in which people differ from each other.

A

Individual Differences

58
Q

INTELLIGENCE:
What are the (3) types of Binet Tests?

A

Mental Age (MA)
Intelligence Quotient (IQ)
Normal Distribution

59
Q

INTELLIGENCE:
A type of Binet Test that is an individual’s level of mental development relative to others.

A

Mental Age (MA)

60
Q

INTELLIGENCE:
A type of Binet Test wherein a person’s mental age is divided by their chronological age and multiplied by 100

A

Intelligence Quotient (IQ)

61
Q

INTELLIGENCE:
These provide an overall IQ score and yield (3) composite indexes.

A

Wechsler Scales

62
Q

INTELLIGENCE:
Enumerate the (3) composite indexes under the Wechsler Scales

A
  • Verbal Comprehension Index
  • Working Memory Index
  • Processing Speed Index
63
Q

INTELLIGENCE:
Enumerate the (3) forms of intelligence under the Triarchic Theory of Intelligence

A
  • Analytical Intelligence
  • Creative Intelligence
  • Practical Intelligence
64
Q

INTELLIGENCE:
Enumerate the (8) frames of mind according to Gardner.

A
  • Verbal
  • Mathematical
  • Spatial
  • Bodily-Kinesthetic
  • Musical
  • Interpersonal
  • Intrapersonal
  • Naturalist
65
Q

INTELLIGENCE:
Enumerate the (4) factors one must consider in interpreting differences in IQ scores.

A
  • Genetic Influence
  • Environmental Influence
  • Group Difference
  • Culture- fair Tests
66
Q

INTELLIGENCE:
TRUE or FALSE: IQ is the sole indicator of competence.

A

FALSE, it is not.

67
Q

INTELLIGENCE:
What does IQ stand for?

A

Intelligence Quotient

68
Q

EXTREMES OF INTELLIGENCE:
A form of disability wherein one has limited mental ability due to low IQ,and therefore had difficulty adapting to everyday life.

A

Intellectual Disability

69
Q

EXTREMES OF INTELLIGENCE:
An intellectual disability caused by a genetic disorder or brain damage.

A

Organic Intellectual Disability

70
Q

EXTREMES OF INTELLIGENCE:
An intellectual disability with no evidence of organic brain damage, wherein an individual will have a general IQ of 50-70.

A

Cultural-familial Retardation

71
Q

EXTREMES OF INTELLIGENCE:
A person with above-average intelligence (IQ of 130 or higher) and/or has superior talent for something.

A

Gifted

72
Q

EXTREMES OF INTELLIGENCE:
Enumerate the (3) criteria to determine if someone is gifted.

A
  • Precocity
  • Has a Passion to Master
  • Marches to their own Beat
73
Q

VOCABULARY, GRAMMAR AND METALINGUISTIC AWARENESS:
Knowledge about language.

A

Metalinguistic Awareness

74
Q

READING:
An approach to reading wherein the reading instruction should parallel a child’s natural language learning.

A

Whole-language Approach

75
Q

READING:
An approach to reading wherein the reading instruction should teach basic rules for translating written symbols into sounds.

A

Phonics Approach

76
Q

WRITING:
TRUE or FALSE: Bilinguilism has a positive effect on children’s cognitive development.

A

TRUE

77
Q

WRITING:
TRUE or FALSE: Research supports bilingual education.

A

TRUE

Developmental Psychology (28 decks)

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