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family development > ch 7: physical and cognitive dev. in middle childhood > Flashcards

ch 7: physical and cognitive dev. in middle childhood Flashcards

1
Q

differences in physical growth between girls and boys in middle chidhood

A

they are basically the same at the begining, but at the end the girls are usually larger than the boys

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2
Q

development of motor skills at middle childhood

A
  • they are becoming more dexterous and stronger

- they are getting better at typing and writing and other fine motor skills

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3
Q

gender differences in motor skills

A
  • girls are usually better at fine motor skills, and ones that depend on flexibility and balance
  • boys are better at motor skills that require strength
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4
Q

benifits of physical fitness in middle childhood

A
  • promotes growth of muscles and bones
  • increases flexibility
  • promotes good balance and posture
  • helps maintain healthy weight
  • improves fitness
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5
Q

what do kids need in terms of physical health

A
  • healthy balanced diet
  • at least 1hr of moderate-vigorous activity per day
  • vigorous activity at least 3 times a week
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6
Q

benefits of participating in sports

A
  • improve motor skills
  • enhance self esteem
  • help kids learn initiative
  • teach kids teamwork
  • use strategic planning and cognitive skills
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7
Q

the dissadvantages to sports being arranged by adults

A
  • there may be too much stress on winning, and not enough on skill development
  • adults may control too much and not leave room for kids to lead
  • they make it more like work and less like play
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8
Q

how much sleep do kids in middle childhood need?

A
  • about 10hr at the begining
  • but closer to 8hr at the middle of the stage
  • it really varies from kid to kid
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9
Q

piagets idea of middle childhood

A

she thinks that now they are passing the preoperational stage and are moving onto the concrete operational stage

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10
Q

piaget: concrete operational stage

A
  • here there is a decline of egocentrism
  • they see that appearances can be decieving
  • the use mental operations: cognitive actions that can be performed on objects and ideas
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11
Q

working memory

A

a small amount of things can be stored briefly

-this is where your current thoughts are taking place

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12
Q

long-term memory

A

permanent storehouse for memories that has unlimited capacity

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13
Q

memory strategies: rehearsal

A

remembering by repitition

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14
Q

memory strategies: organization

A

structuring information to be remembered so that related info is placed together (so grouping bits of info so that it is easier to remember)

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15
Q

memory strategies: elaboration

A

embellishing information to be remembered to make it more memorable

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16
Q

metacognition

A

metacognitive knowledge is the knowledge and awareness of cognitive processes
-including metamemory: the understanding of memory and strategies (memory is falliable, and some ways or memorizing things are easier for others)

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17
Q

psychometrician

A

a psychologist that measures stuff like intellegence and personality

  • they usually give many tests and look for patterns
  • if many tests are highly correlated with one another they may represent a single trait or ability
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18
Q

spearman and intellegence

A

he found high correlations among many tests and suggested a general intellegece (aka: g)

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19
Q

thurstone and thurstone

A

they said that there were 7 clusters of correlated intelligence tests

  1. perceptual speed
  2. word comprehension
  3. word fluency
  4. space
  5. number
  6. memory
  7. induction
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20
Q

john carroll and intelligence

A

he says that you need a combination of things

  1. a general intelligence that influences others
  2. second level of more specific abilities
  3. 3rd level that lists specific skills attached to each ability
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21
Q

howard gardner and intelligence

A

says that there is no overarching “g”, and says instead that there are distinct intelligences

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22
Q

what was howard gardner’s theory based on?

A
  • research in child development
  • studies of brain damaged people
  • studies of really talented people
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23
Q

howard gardner: what makes a distinct intelligence

A
  • unique developmental history
  • regulation by distinct areas of the brain
  • special cases of talented individuals
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24
Q

howard gardner: emotional intelligence

A

this is the ability to use ones own and others emotions effectly for solving problems and living happily
-this one was proposed by researchers that were inspired by gardner

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25
Q

robert sterberg and intelligence

A

he considers intelligence in terms of solving problems and achieving goals, he suggests 3 interacting abilities
-this is the theory of successful intelligence

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26
Q

robert sternberg: 3 types of interacting abilities

A

1: analytic ability: analysing problems and generating different solutions
2. creative ability: dealing adaptively with unique situations and problems
3. practical ability: know what will actually work in the situation

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27
Q

robert sternberg: important things that were considered

A
  • education is most effective when tailored to the kid’s strengths
  • goals vary from one context to the next so intelligent behaviour does as well
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28
Q

binet and simon

A

they developed a test that would tell them which kids would learn well in school and which kids would find it difficult

29
Q

mental age (in intelligence testing)

A

this is a measure of a kid’s performance corresponding to the age of most people with that intelligence

30
Q

the stanford-binet

A

lewis terman revised the test that binet and simon made (the binet-simon) and applied a new scorign method
-this introduced the intelligence quotient (IQ): mathematical representation of how a person scores on an intelligence test in relations to people of the same age

31
Q

what are IQ tests good at predicting?

A
  • school sucess
  • prestige of job
  • amount of success for people in scientific fields
  • job performance anywhere
32
Q

what is the impact of heredity on intelligence?

A
  • quite a bit

- adopted kids’ intelligence is more like their biological parents

33
Q

impact of environment on intelligence?

A
  • there is a correlation IQ and sleep
  • if the home is more organized and has appropriate toys there is higher IQ
  • IQ increases across generations
34
Q

the impact of social class on IQ

A

-if the social class is lower the intelligence is generally lower

35
Q

genetics and IQ

A

there is evidence that genetics effect individual IQ, but not whole groups (ethnicities)

36
Q

culture fair intelligence tests

A

these are tests devised using items common to many cultures

37
Q

differences in the ways that kids from different SES, and cultures answer IQ tests

A

kids from cultures that encourage collaboration, and discourage individual excellence do poorly
-kids from low SES are wary about some questions because of an unfamiliar person asking them

38
Q

stereotype threat: IQ tests

A

a belief about a group of people that affects how we interpret new information
-the threat is that if you know about your own stereotypes it may lead to the self fulfilling prophecy and performance consistent with the stereotype

39
Q

things to keep in mind when interpreting test scores

A
  • tests assess successful adaption to a particular environment
  • your ability can be influenced by interventions
  • group differenced do not negate individual differenced within each group
40
Q

physical growth of middle childhood

A
  • the average is about 5-7cm per year
  • gains over 3kg per year
  • more of the growth is in the legs
  • they need more calories at this point in life
41
Q

what is necessary for exceptional talent

A
  • love of what you are doing and the desire to master it
  • instruction fr. an early age and from really good teacher
  • support from parents
42
Q

correcting stereotypes about gifted kids

A
  • they are actually more mature than their friends
  • have fewer emotional problems
  • they are usually very satisfied with their overall life
43
Q

convergent thinking

A

using info to arive at one standard and correct answer (good for IQ tests)

44
Q

divergent thinking

A

thinking in novel and unusual directions (better for being creative)

45
Q

intellectual impairment

A

this is what you should be saying instead of mental retardation
-it is when the level of intellectual functioning is low

46
Q

4 risk factors for having a kid with intellectual dissability

A
  1. biomedical factors including chromosomal dissorders, malnutrition, and traumatic brain injury
  2. social factors, such as poverty and impaired parent-child interactions
  3. behavioural factors such as: child neglect or domestic abuse
  4. educational factors: impaired parenting and inadequate special education services
47
Q

what kids would be condidered ones with intellectual dissabilities?

A

-everything from people who need constant care and attention, to people that go to school and become employed

48
Q

learning dissability

A

when a kid with a normal IQ has difficulty learning at least one academic subject (reading, math, ect)

49
Q

developmental dyslexia (define, and what would benefit kids with it)

A

this is when you have difficulty distinguishing sounds in written and oral language
-kids would benefit from: training in phonological awareness, and explicit training in letter-sound connections

50
Q

impaired reading comprehension (and what kids with this would benefit from)

A

involves difficulty understanding what is read, despite being able to read difficult words
-thye would benefit from: extensive instruction in vocabulary and other language skill that dont involve reading

51
Q

mathematical learning dissability

A

involves:
- difficulties counting
- using inefficient methods for computing solutions
- poor sense of numbers
- cant retrieve math facts from memory very well

52
Q

3 major symptoms of ADHD

A

overactivity
inattention
impulsivity

53
Q

common myths of ADHD

A
  • it is caused by allergies, tv, sugar, or poor home life
  • kids grow out of it
  • healthy kids are misdiagnosed with it
54
Q

does treatment of adhd in childhood negate problems in later life

A

no, it is a chronic ongoing condition

55
Q

reading: word recognition

A

the process of identifying a unique pattern of letters

56
Q

reading: comprehension

A

the process of extracting meaning from a sequence of words

57
Q

development of reading comprehension

A

once kids can recognize words, reading comprehension progress with gradual improvement with exposure (same as speech comprehension)

58
Q

things that contribute to improvements in comprehension

A
  • kids become more skilled at recognizing words, which means that thier memory can focus on the comprehension
  • kids are aquiring more general knowledge of life
  • with experience they use reading strategies that work for them
  • with experience they also get better at monitoring how much they are comprehending
59
Q

comprehension: gough and tunmer

A

reading comprehension=word decoding+language comprehension

60
Q

writing: knowledge telling strategy

A

writing stuff down as soon as it is retrieved from memory (common with young writers)

61
Q

writing: knowledge transforming strategy

A

deciding what info is best to add and hwo to best organize it to make the point (seen near the end of elementary school)

62
Q

what do the mechanics of writing have to do with content

A

kids are focusing on spelling and punctuation so it takes away from what they are deciding to write, as skills in the mechanics of writing increase so does the composing

63
Q

math skills in elementary school

A

addition and subtraction is often done using fingers

  • by grade 1-2 kids are counting mentally
  • by age 8-9 kids have many addition and subtraction facts memorized
64
Q

canadian students in comparison to other countries

A

canada is placed 6th best out of 65 countries

65
Q

charactaristics of schools where kids are very successful

A

-staff and students understand that academic excellence is the main goal
-the school is safe and nurturing
-parents are involved
-the progress of students, teachers, and programs is monitored
-

66
Q

what do some teachers do to make teaching most effective

A
  • manage the classroom in a way that most of the time is focused on giving instruction
  • take responsibility for the students’ learning
  • emphasize mastery of things
  • teach actively
  • pace things well
  • value tutoring
  • teach kids ways to monitor their own learning
67
Q

amount of time per day that is taught in french in french immersion

A
  • 100% in kindergarten
  • 75-80% in grade 1-6
  • 50-80% in grade 7-12
68
Q

bialystok, majumder, and martin on second language education

A
  • bilingual kids have an advantage in word and syntactic awareness
  • there is no consistent effect on phonological awareness
  • french immersion students’ oral french is better than written

family development (13 decks)

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