Ch 7-11 Flashcards
ADHD
difficulty concentrating for more than a few moments; inattentive, impulsive, & overactive, ‘externalizing problem’
4 lessons from developmental psychopathology
- abnormality is normal
- disability changes year by year
- adulthood may be better or worse
- diagnosis & treatment depends on social context
Criticisms of IQ testing
no one can measure potential without also measuring achievement; every test score reflects the culture of people who wrote and administer it; intellectual potential changes over time (lifespan); humans could have multiple intelligence’s
mental retardation
slow or late thinking; score below a 70 on IQ test and markedly behind peers in adaptation to daily life
Weschler Intelligence scale for children
an IQ test designed for school-age children that assesses potential in many areas including vocabulary, general knowledge, memory, spatial comprehension
Flynn Effect
rise in average IQ scores that’s occurred over the decades in many nations; believed to be an increase in abstract problem solving; no intelligence
Aptitude
POTENTIAL to master a particular skill or learn a particular body of knowledge
Achievement
MASTERY or PROFICIENCY in reading, math, writing, and science
Measuring the ‘mind’
repeated brain scans such as FMRI; the cortex (top layers of the brain) is relatively thin @ the beginning of childhood then grows thicker during school years peak at about age 8
Advances in Brain Functioning
Increasing myelination result at 7 or 8 yrs. in a massively interconnected brain; reaction time, selective attention, automatization (repetition of thoughts makes sequence routine)
Physical Development
Physical activity; active play benefits children in every way; benefits that can last a lifetime-better overall health, less obesity; appreciation of cooperation & fair play; improved problem-solving abilities, respect for teammates and opponents
Influences for size & shape
genetic component (activity level, body type); environmental effects (a. caloric intake v. consumption, b. child-rearing, embedded in the context, c. active v. passive lifestyle hobbies
Middle Childhood: Size & Shape
rate of GROWTH SLOWS down allowing school-age children to undertake their basic self-care; muscles grow stronger; children can master any motor skill; lung capacity expands- children can run faster, without breathing heavily
‘Middle Childhood’
between early childhood and early adolescence approx. age 7-11, genetic and environmental factors safeguard children most fatal diseases and accidents occur before age 7
Bullying Aggression
unprovoked, REPEATED physical or verbal attacks, especially on a victim UNLIKELY to defend themselves
Reactive Aggression
an impulsive retaliation for another person’s intentional or accidental actions, physical/verbal
Instrumental Aggression
hurtful behavior that’s intended to get or keep something that another person has
Punishment techniques (3)
time-outs (must be used consistently), withdrawal of love (questionable),induction (increases emotional closeness and fosters social cognitive development
Discipline & Punishment
- clarity & consistency 2. remember what child’s able to do, we often forget how immature children’s control over bodies and minds is
Authoritarian Parenting
raise children who become conscientious, obedient, and quiet, but not exactly happy; INTERNALIZING difficulties; guilty/depressed; blaming others, often rebellious as adolescents; high behavior standards punishment of misconduct; coercion (in your face, explicit discipline), psychological control (invasion of privacy, manipulative, withdrawal of love)
Permissive Parenting
high nurture and communication but RARELY punishment, guidance or control; unhappy kids, lack self-control, inadequate emotional regulation, immature, trouble in friendships; dependent on parents; EXTERNALIZING DIFFICULTIES
Authoritative Parenting
BEST=authoritative, sets limits, but listens to children and are flexible; higher academic and pro social behavior
Emotional Balance
Externalizing difficulties: difficulty with emotional regulation that involves expressing emotion in uncontrolled ways; aggression in early childhood
Internalizing difficulties: turning emotional distress inward, feeling excessively guilty, ashamed, or worthless
social withdrawal/depression
Erikson’s initiative v. guilt
-Adaptive emotional development (secure attachment) facilitates initiative & agency (dependence)
Guilt: blaming oneself for doing something wrong
Shame: people feel others are blaming them
Secondary, ‘complex’ emotions
key to emerging emotional regulation and effortful control; require more advanced social cognitive skills, social learning/socialization, comes basic understanding of rule and norms
fast-mapping
speed, sometimes imprecise, way children learn new words by tentatively placing them in mental categories according to their perceived meaning
Zone of Proximal Development
skills that a person can exercise ONLY with assistance, not yet independently
Scaffolding
temporary support tailored to a learner’s needs and abilities aimed at helping the learner master the NEXT task
Vygotsky’s Social Learning
FOCUSED ON POTENTIAL
emphasized each person’s thinking is shaped by wishes and goals; MENTORS matter; cognitive development is embedded in SOCIAL CONTEXT children are curious and observant
Obstacles to Logical Operation
- centration
- egocentrism
- focus on appearance
- static reasoning
- irreversibility
[Piaget’s] Preoperational Intelligence
2 to 6 years language and imagination; senses and motor skills of infancy; logic, operational thinking is not yet possible; challenges understanding conservation
Consequences of Child Maltreatment
injured, hospitalized social issues, bullies or victims or both
bio-social effects: stress may have averse effects on the brain, depends on severity and level o social support
social-cognitive: mental representations of people and social interactions develop; stored in LTM; activated in subsequent social encounters
3 Levels of Maltreatment Prevention
primary, secondary, tertiary
Child Neglect
FAILURE to meet a child’s basic needs of physical, emotional, or educational needs
Child Maltreatment
INTENTIONAL HARM to, or avoidable endangerment of anyone under 18
a. reported- harm/endangerment which authorities were notified
b. substained- has been reported, investigated, and verified
Motor kills
maturations of the prefrontal cortex improves impulse control; myelination of the corpus callosum & lateralization of the brain permits better coordination; Fine Motor Skills: during play years, children are imaginative, creative, and not yet very self-critical, artistic, maturation of the brain is gradual and comes with practice
Emotions: The Limbic System
Amygdala, Hippocampus, Hypothalamus
Amygdala
Registers emotions, particularly fear & anxiety
Hippocampus
center processor of memory, especially the memory of location
Hypothalamus
responds to the amygdala and the hippocampus, to produce hormones that active other parts of the brain and body
Goal-Oriented Action & Attention
prefrontal cortex, higher-order cognition like planning and goal-oriented behavior; “executive” part; maturation occurs from ages 2 to 6, sleep regulation and tantrums decrease; major function to focus attention and curb impulsiveness; preservation, tendency to stick to one thought occurs
left half of the brain
the left half controls the RIGHT side of the body and controls the areas dedicated to logical reasoning, detailed analysis and the basics of language
Right half of the brain
controls the LEFT side of the body and contains areas generalized emotion and creative impulses, including appreciation of art, music, and poetry
connecting the brain’s hemispheres
- CORPUS CALLOSUM: long band of nerve fibers that connect the left and right hemispheres of the brain
- LATERALIZATION: the specialization of certain functions by each side of the brain; one side dominant for each activity
Brain development: Speed of Thought
after infancy, continued proliferation of communication pathways (axons & dendrites), results in some brain growth
the effects of MYELINATION are most noticeable in early childhood- axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron
Why/How Attachment affects Social Development:
- A fundamental emotional experience activated in close relationships
- Internal working model of relationships (activated from LTM in social encounters; situation-specific information processing & behavior)
- increasing understanding of paternal attachment
- Psychologically relationship has no source
Disorganized attachment
infant’s inconsistent reactions to caregivers departure/return; mother leaves- may yell, stare, look scared/confused, mother returns- may act odd, scream, hit self, throw things
Insecure/Resistant-Ambivalent Attachment
anxiety & uncertainty evident, as when infant’s very upset at separation from the caregiver and both resists/seeks comfort in the reunion; child may cry, hit mother, angry when she returns, future child may have low self-esteem, depression, internalizing difficulties
Insecure-Avoidant Attachment
avoids connection with caregiver, doesn’t care about presence, return or departure
future: externalizing difficulties; behavioral aggression
Secure Attachment
infant obtains both comfort and confidence from caregiver; caregiver is a base for exploration, contact-maintaining; mother leaves= child pauses, unhappy, welcomes returns and plays
Attachment
“an affectional tie” (Ainsworth) Strange Situation
Early parent-child interactions described as synchrony, mutual exchange that requires split-second timing evident first three months, then becomes more frequent and elaborate
[Erikson] Trust & Autonomy
Trust v. Mistrust: infants learn whether the world can be trusted to satisfy basic needs
Autonomy vs. Shame/Doubt (18 months): self-awareness emerges desire autonomy over bodies and actions; without it they feel shame/doubt
Temperament
inborn, biologically-based differences in emotions, activity, and self-control; originates from GENES, but implications for adjustment depend on NURTURE (epigenetic)
Core, ‘primary’, emotions
present already in infants, universal, require no to little social LEARNING; thought to have deep BIOLOGICAL ROOTS (evolutionary theory)
Fully Formed Fear (@ 9 months)
stranger wariness: no longer smiles at friendly faces, and cries if unfamiliar person moves to close
separation anxiety: tears, dismay, or anger when familiar caregiver leaves normally at age 1, intensifies at age 2, subsidies after that
Early Emotions
infants progress from pleasure to pain; happy and relaxed when feed & drift off to sleep; cry when hurt or hungry, are tried; @ 6 weeks smiles are evoked by human face–anger evident @ 6 months, sadness= increased CORTISOL levels
Evolutionary Theory: Early Dev.
Emotions for survival oxytocin increases bond to others, needed for caregiving; over human history, attachment, with proximity- seeking and contact- maintaining, promoted species survival by keeping toddlers near caregivers
Cognitive Theory: Early Dev.
Early experiences help infants develop a “working model”–a set of assumptions that individual uses to organize perceptions & experiences; infants INTERPRETATION of early experiences is pivotal
Behaviorism: Early Dev.
Infants learn from people (social learning), Bandura “Bobo” experiment,
proximal parenting: physically close to baby, holding & touching
distal parenting: caregiver distant from baby, providing toys, food face-to-face but minimal touching and holding
Freud: Oral & Anal Stages
Part of the Psychoanalytical Theory
First yr. ORAL STAGE: mouth is the primary source of gratification
Second yr: ANAL STAGE pleasure from satisfaction of bowel movements
oral fixation if not satisfied anal- self-control
3 dimensions of temperament
effortful control- able to regulate attention and emotion to self-soothe
negative mood: fearful, angry, unhappy
Exuberant: active, social, not shy
Parents Role in Temperament
infant temperament often changes with adult guidance
parents should find a GOODNESS OF FIT= similarity of temperament and values that produces a smooth interaction between an individual & his/her social context
