c10: Physical and Cognitive Development in Middle Childhood Flashcards
Slow, consistent growth
Period of calm before the rapid growth spurt of adolescence
Average growth is 2 to 3 inches (~6cm) and 5 to 7 (2-3 kg) pounds per year
Proportional changes
Muscle mass and strength gradually increase
“body fat” decreases
Body Growth and Change
Girls’ growth rate is faster than boys
This is the only time during the life span when girls are, on average, taller than boys
Girls have slightly more fat and less muscle
Girls’ coordination is better
Girls’ growth rate is faster than boys’ until roughly 13 year—possibly linked with puberty
Gender Differences in Physical Changes
Much smoother and more coordinated
Gross motor skills: Running, climbing, swimming, bicycle riding, skating Balance improves
Fine motor skills
Gains are especially evident in writing and drawings
Girls usually outperform boys on fine motor skills
Motor Development
Exercise plays an important role in children’s growth and development
Elementary school children become more fatigued by long periods of sitting than by running, jumping, or bicycling
Are children getting enough exercise?
Exercise and Sports
Considered to be obese when the weight is 20 percent or more over the maximum desirable weight for the height
Being overweight as a child is a risk factor for being obese as an adult
Girls are more likely than boys to be overweight
Obesity
the Causes of obesity
changes in diet tv watching smart phone salty snacks video game parents soft drinks lack of exercise genetic factor parents
the consequences of obesity
high blood pressure low self esteem elevated blood cholesterol levels diabete depression peer rejection
Ages 7 to 11
Children can perform concrete operations and reason logically
Preoperational vs. Concrete Operational
Limitations of preoperational thought?
Are they still going to be limitations of concrete operational thought?
However, reasoning can only be applied to specific, concrete examples difficulty understanding abstract or hypothetical concepts
Ages 7 to 11
Children can perform concrete operations and reason logically
Preoperational vs. Concrete Operational
Limitations of preoperational thought?
Are they still going to be limitations of concrete operational thought?
However, reasoning can only be applied to specific, concrete examples difficulty understanding abstract or hypothetical concepts
The type of thinking < how children handle information
Information Processing
memory process
Encoding (recorded in memory): keyboard
Storage (saved in memory): hard drive
retrieved (brought into awareness): on screen
Memory Strategies: repeating the information to himself
Rehearsal
Memory Strategies: grouping related items
Organization
Memory Strategies: creating a relationship or shared meaning between two or more pieces of information
Elaboration
Knowledge about memory
e. g., student’s ability to monitor whether she has studied enough for a test that is coming
e. g., knowing that taking a note would help remember
Metamemory
The capacity to understand the world, think rationally, and use resources effectively when faced with challenges
Intelligence
Intelligence Tests: Designed to identify children with difficulty learning in school Chronological age (CA): actual age of the child Mental age (MA): an individual’s level of mental development relative to others Intelligence quotient (IQ) IQ = MA/CA * 100
Binet
Tests
Intelligence Tests: Revised version of the Binet test
Scores approximate a normal distribution—a bell-shaped curve
Stanford-Binet Tests
Intelligence Tests: Give scores on several composite indices
Various versions for different age groups
Wechsler Test
What do IQ scores from these tests mean?
Reasonably good predictors of school performance
NOT good predictors of performance outside of school
Frequently inaccurate at predicting future success, income, etc.!
The intelligence tests frequently used in schools assume that intelligence is a single, mental ability.
Many theorists now dispute the notion that intelligence is unidimensional
Gardner’s Multiple Intelligence Theory: ability to carry out mathematical operations
Mathematical
Gardner’s Multiple Intelligence Theory: ability to think in words and use language to express meaning
Verbal
Gardner’s Multiple Intelligence Theory: ability to observe patterns in nature and understand natural and human-made systems
Naturalist
Gardner’s Multiple Intelligence Theory: ability to manipulate objects and be physically adept
Bodily-Kinesthetic
Gardner’s Multiple Intelligence Theory: sensitivity to pitch, melody, rhythm, and tone
Musical
Gardner’s Multiple Intelligence Theory: ability to understand and interact effectively with others
Interpersonal
Gardner’s Multiple Intelligence Theory: ability to think three-dimensionally
Spatial
Gardner’s Multiple Intelligence Theory: ability to understand oneself
Intrapersonal
Language Development
Vocabulary continues to increase during the school years
School-age children’s mastery of grammar improves
Improved logical reasoning/analytical skills
