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Psyc: Human Development > Ch. 5 > Flashcards

Ch. 5 Flashcards

1
Q

Childhood substages: Piaget (2-7yrs)

A

Preoperational stage: development of symbolic thought marked by irreversibility, contraption, and egocentrism

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2
Q

Childhood substages: Erikson (2nd and 3rd yrs)

A

autonomy vs. shame and doubt: can I do things myself or must I always rely on others?

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3
Q

Childhood substages: Freud

A

anal stage: pleasure focuses on bowel and bladder elimination; coping with demands for control

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4
Q

Childhood substages: Kohlberg

A

naive reward orientation: right and wrong is determined by what is rewarded.

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5
Q

early childhood

A

age 3 through kindergarten

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6
Q

middle childhood

A

elementary school

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7
Q

what sets us apart from other animals?

A
  • ability to take another person’s perspective
  • mind reading skill (begins w/ joint attention)
  • language
  • memory
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8
Q

principles of physical growth

A
  • cephalocaudal sequence: bodies elongate and lengthen

- mass to specific sequence: physical abilities become more coordinated and precise

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9
Q

two types of physical skills

A
  1. gross motor skills: large muscle movement

2. fine motor skills: small coordinated movement

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10
Q

cerebral cortex

A

takes more than two full decades to mature

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11
Q

myelin sheath

A

fatty neural cover - grows into our twenties

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12
Q

synaptogenesis

A

the process of making billions of connections between neurons

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13
Q

frontal lobes

A

the area at the uppermost front of the brain, responsible for reasoning and planning our actions

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14
Q

slow growing frontal lobes

A
  • frontal lobe development is on a delayed timetable
  • as they mature throughout childhood and adolescence, our ability to think through, inhibit, and plan our actions gradually improves
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15
Q

selected motor skill milestones: at age 2

A
  • picks up small objects w/ thumb and forefinger, feeds self w/ spoon
  • walks unassisted
  • rolls or flings ball
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16
Q

selected motor skill milestones: at age 3

A
  • prints name
  • walks w/o support
  • tosses ball overhead w/ bent elbows
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17
Q

selected motor skill milestones: at age 4

A
  • cuts paper; approximates circle
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18
Q

selected motor skill milestones: at age 6

A
  • copies two short words
  • hops on each food, still holding on
  • catches and controls 10 inch ball with arms in front of body
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19
Q

main threat to growth and motor skills

A
  • lack of food
  • impairs gross and fine motor skills
  • compromises the development of the bones, muscles, and brain
  • undernutrition is the top ranking 21st century global physical threat
  • APA 2017 causes depression
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20
Q

Childhood obesity

A
  • monitored in the US by National Health and Nutrition Study (NHANES)
  • assessed by BMI = ratio of weight to height
  • overweight
    > at or over the 85% for the norms
  • obesity
    > BMI at or above the 95th percentile compared to US norms
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21
Q

Global epidemic

A
  • demographics differ within and between developed and developing worlds
  • obesity in the developed world:
    > children from low income families
    > in US, more prevalent among latino and African American children
  • obesity in the developing world:
    > most prevalent in cities and among affluent boys and girls
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22
Q

“obesogenic” factors

A
  • working parents w/ less time to prepare nutrition, sit down meals- very important in 2017
  • oversized portions of foods: restaurant foods, large servings, and caloric content - supersize it and “he man dinners for kids”
  • low cost, calorie dense food preferences
  • lack of exercise; bidirectional effect (when children feel bad about their big clumsy bodies they withdraw from physical activity)
  • healthy food costs more (CDC 2017)
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23
Q

epidemics epigenetic:

research

A
  • obesity is partly epigenetic, pre-birth root
  • events in womb and at birth may create obesity linked DNA changes
  • rapid weight gain during infancy and early childhood is stronger predictor of later obesity; outweighs genetics predisposition
  • fat cell development to age five and eat to maintain lifelong
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24
Q

obesity: Barriers to living a successful life

A
  • within and between culture variations
  • classic study in US demonstrated prejudiced attitudes toward obese peers by age 3 (pitrou and others)
  • less harsh attitudes in some other cultures
  • parental attitudes may affect unhealthy eating and obesity
  • research shows fat is not beautiful, it is a killer. high rates of suicide and suicide ideation, borderline personality disorder, depression, and major health factors leading to death (ex: stroke)
  • growing up, children do not like fat children. they get invited to less parties, last chosen or not chosen for class activity teams, and sports
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25
Q

limiting overweight

A
  • provide education for pregnant women, not dieting
  • limit excessive feeding during 1st year of life
  • understand limiting intake is difficult for overweight children
  • provide obesity control that are not perceived as insulting or damaging to child’s self esteem
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26
Q

Jean Piaget & Theory of Cognitive Dev.

A

intellectual development occurs

  • physical action on world
  • inner timetable and they will learn when cognitively ready
  • children explore and learn on their own when provided ample materials
  • thought evolves in stages through universal processes
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27
Q

Preoperational thinking

A

in Piaget’s theory, the type of cognition characteristic of children aged 2 to 7, marked by an inability to step back from one’s immediate perceptions and think conceptually.

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28
Q

Concrete operational thinking

A

in Piaget’s framework, the type of cognition characteristic of children aged 8 to 11, marked by the ability to reason about the world in a more logical, adult way

29
Q

Piaget’s stages: stage 1 (birth to 2 years)

A

sensorimotor period: coordination of sensory input and motor responses; development of object permanence

  • coordinate sense w/ motor output
  • sucking and mouth is critical
30
Q

Piaget’s stages: stage 2 (2 to 7 years)

A

preoperational stage: development of symbolic thought marked by irreversibility, centration, and egocentrism.

31
Q

Piaget’s stages: stage 3 (7 to 11 years)

A

concrete operational period: mental operations applied to concrete events; mastery of conservation, hierarchical classification

32
Q

Piaget’s stages: stage 4 (age 11 through adulthood)

A

formal operational period: mental operations applied to abstract ideas; logical, systematic thinking

33
Q

Conservation

A

knowledge that the amount of a given substance remains the same despite changes in its shape or form

34
Q

preop children and conservation:

A
  • reversibility inability

- centering inability

35
Q

Reversibility

A

the concrete operational child’s knowledge that a specific change in the way a given substance looks can be reversed.

36
Q

Centering

A

the preoperational child’s tendency to fix on the most visually striking feature of a substance and not take other dimensions into account.

37
Q

Decentering

A

the concrete operational child’s ability to look at several dimensions of an object or substance.

38
Q

preop children and class inclusion:

A
  • reversibility inability
39
Q

Class inclusion

A

the understanding that a general category can encompass several subordinate elements.

40
Q

Identity constancy

A

in Piaget’s theory, the preoperational child’s inability to grasp that a person’s core “self” stays the same despite changes in external appearance

41
Q

Animism

A

in Piaget’s theory, the preoperational child’s belief that inanimate objects are alive

42
Q

Artificialism

A

in Piaget’s theory, the preoperational child’s belief that human beings make everything in nature.

43
Q

Egocentrism

A

in piaget’s theory, the preoperational child’s inability to understand that other people have different points of view from their own.

44
Q

Lev Vygotsky (1896-1934, born same year as Piaget, died of tuberculosis in late 30’s)

A
  • emphasized language as front and center of everything learned
45
Q

Inner speech

A

repeating information silently or “out loud” in order to regulate behavior or to master cognitive challenges
- young children speak “out loud” to monitor their behavior

46
Q

zone of proximal development

A

the gap between a child’s ability to solve a problem totally on his own and his potential knowledge if taught by a more accomplished person

47
Q

scaffolding

A

teaching a child new skills by entering his zone of ZPD tailoring the teaching to a child’s competence level

48
Q

Bidirectional learning

A

partnering learning

49
Q

Vygotsky’s Theory

A
  1. interpersonal processes, the role of society, and instruction are critical to cognition development
  2. development is collaborative endeavor
  3. people (influential adults and others) cause cognitive growth
50
Q

Lev Vygotsky (1896-1934)

A

bio: Russian, jewish, communist, believed in Marx
interests: education, literature, literary criticism, wanted to know how to stimulate thinking
overall orientation: look at interpersonal processes and the role of society in cognition
basic ideas: we develop intellectually through social interactions, development is a collaborative endeavor, people cause cognitive growth
implications for education: instruction is critical to development. teachers should sensitively intervene within each child’s zone of proximal development

51
Q

Jean Piaget (1896-1980)

A

bio: swiss, middle class family
basic interests: biology, mollusks, wanted to trace the evolution of thought in stages
overall orientation: look for universal developmental processes
basic ideas: we develop intellectually through physically acting on the world, development takes place on our own timetable, when we are internally ready, we reach a higher level of cognitive development
implications for education: provide ample materials to let children explore and learn on their own

52
Q

Cognitive development: information-processing perspective

A
  • focuses on specific skills such as the development of memory, concentration, and the ability to inhibit and control actions
  • proposes mental growth occurs gradually, not in stages
  • attempts to decode the “processing steps” involved in thinking
53
Q

Information processing perspective

A

older children: rehearse information, selectively attend, manage inhibition

54
Q

working memory

A
  • holds many bits of information
  • keeps information in awareness; we either process information or discard it
  • executive processor: allows us to focus on important material to prepare for permanent storage
  • memory bin capacity expands between ages 2-7
  • allows for new understanding at around 7-8 (concrete operations)
55
Q

Executive functions

A
  • any frontal lobe ability that allows inhabitation of responses and intellectual planning and thinking
    > rehearsal
    > selective attention
    > inhibition
  • executive functions improve gradually over many years
56
Q

interventions

A
  • in early childhood, children often
    > do not remember without considerable prompting
    > struggle with inhibiting strong prepotent impulses
  • in middle childhood, children prosper from
    > active instruction in study skills such as rehearsal and selective attention strategies
    > scaffolding organizational strategies
    > promotion of selective attention
    > adult understanding that multitasking is problematic
57
Q

rehearsal

A

a learning strategy in which people repeat information to embed it in memory

58
Q

selective attention

A

a learning strategy in which people manage their awareness so as to attend only to what is relevant and to filter out unneeded information

59
Q

Attention Deficit/Hyperactivity Disorder (ADHD)

A

characteristics:
- excessive restlessness
- easily distracted
- difficulties focusing
- usually diagnosed in elementary school
- most often diagnosed in boys
- more often diagnosed in the US
- affects 1 in 9 or 10 girls and boys
- biological triggers: prenatal maternal smoking, breathing problems at birth

60
Q

other ideas about ADHD:

A
  • results from a lower than normal output of dopamine
  • caused by the delayed maturation of the frontal lobes
  • impairments in lower brain centers are to blame
  • neuropsychologists have linked symptoms to everything from smaller brain volume to structural abnormalities in specific cortical regions
61
Q

helping children with ADHD

A
  • well known treatment: psycho-stimulant medications
    > best when used with reinforcement for appropriate behavior
  • foster best person-environment fit
    > provide non distracting environment that demands selective attention (ex: homework)
62
Q

Developing speech

A

during early childhood, language explores:
- by age 2, children begin to put together words
> phonemes: individual word sounds of language
> morphemes: basic meaning units of language
> “mean length of utterance” (MLU): average number of morphemes in sentences
> syntax: system of grammatical rules in a particular language
- semantics: understanding word meanings
> about 10,000 words at age 6
> vocabulary continues to grow throughout life
- over regularization:
> puts irregular “casts” and “plurals” into regular form
- over/underextension:
> applies verbal labels too broadly/narrowly

63
Q

challenges on the language pathway

A
  • phonemes: has trouble forming sounds
  • morphemes: uses few meaning units per sentence
  • syntax (grammar): makes mistakes in applying rules for forming sentences
  • over/underextension: applies verbal labels too broadly/narrowly
  • overregularization: puts irregular pasts and plurals into regular forms
  • semantics: has problems understanding word meanings
64
Q

social cognitive skills

A

autobiographical memory: recollections of events and experiences that make up one’s life history
> scaffolded through past-talk conversations
- becomes more elaborate as children move from preschool to elementary school
- use experiences to connect with others

65
Q

theory of mind

A
  • understanding that other people have different beliefs and perspectives from one’s own
  • emerges about age 4-5
  • typical in western cultures
66
Q

“false belief” studies

A
  • “mean monkey” exercise

- studies proved Piaget’s belief’s about preoperational egocentrism had flaws

67
Q

differences in dev. of theory of mind

A

early dev. of theory of mind: having older siblings, advanced intellectual dev., bilingual preschoolers

later dev. of theory of mind: frontal lobe damage, autism “mind blindness”

68
Q

Autism Spectrum Disorders - DSM5

A
  • according to the new DSM-5 criteria, autism diagnosis guidelines include two criteria domains:
  • social interaction domain (including language and social communication deficits)
  • repetitive or restrictive behaviors
  • most children previously diagnosed with autistic disorder, Asperger’s disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS), or childhood disintegrative disorder are now diagnosed under the single title of ASD
  • to receive an ASD diagnosis, a child must also present with these symptoms during early childhood, and the symptoms must impair everyday function
  • the DMS-5 guidelines have sparked concern that the new ASD diagnosis will exclude many individuals with Asperger’s disorder and PDD-NOS. recent study reported that the DSM-5 diagnostic criteria can correctly diagnose most ASD cases, including those previously diagnosed with Asperger’s disorder or PDD-NOS as well as exclude individuals with closely related disorders that do not fall on the autism spectrum
  • causes: may have genetic causes and environmental risk factors
  • treatments: applied behavioral analysis (CBT)
69
Q

ASDs

A
  • routinely appear in early childhood and persist, wreaking lifelong havoc
  • deteriorating executive functions, poor social understanding, worsening vocational adjustment
  • rare, affecting 1 in every 88 children in the US
  • several times more common in boys than girls
  • run in families, may partly have genetic causes
  • environmental factors: air pollution, maternal abusive relationships, having a premature birth
  • older parents are at higher risk of having a child with this condition
  • medications are not effective with basic autistic symptoms, although they can make better the challenging behaviors and emotional distress the disease produces

Psyc: Human Development (5 decks)

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