chapter 7

Question 1

Middle childhood

Answer 1

Middle childhood
-Period between early childhood and early adolescence, approximately from ages 6 to 11
-Average child gains about 2 inches and 5 pounds per year (5 centimeters and 2 kilograms).
-Maintenance of good health related to adult instruction and regular medical care.

Question 2

Physical activity

Answer 2

Physical activity

Benefits of physical activity can last a lifetime.
-Contribute to physical, emotional, and mental health
-Cooperation, self-control, emotional regulation from team sport participation

Question 3

Body and mind
Fine motor skill development
-Physical activity cut in some schools; might cause less learning. (stereotype that

Fine motor skill development

Answer 3

Body and mind
-Physical activity cut in some schools; might cause less learning. (stereotype that more muscle leads to less intelligence)
-Brains benefit from exercise.

Fine motor skill development
-Continue to mature
-Aid in school achievement
-Promote executive functioning
—Selective attention(concentrating on some stimuli while ignoring others, improves with music, visual arts and drama)

Question 4

Music, art, and drama participation

Answer 4

Music, art, and drama participation
-Higher overall scores; embodied cognition
-Visual arts: better at fine motor skills (visual spatial memory)
-Music: better at executive control skills (memory, inhibition, and flexibility)
-Theater: brain maturation contribution

Question 5

embodied cognition

Answer 5

idea that our sensorimotor actions are closely linked to thinking

Question 6

Health problems: Childhood obesity

Answer 6

Health problems: Childhood obesity (BMI above 95th percentile)
-In 2016, 18 percent of U.S. 6- to 11-year-olds were obese.
-Immediate effects are psychological: depression, fewer friends
-Long-term effects: underlying cause of most serious adult diseases

Question 7

What affects children’s weight?
Prevention;

Answer 7

What affects children’s weight?
-Internal: Genes; microbiome
-External: Social context; cultural patterns
-Child pester power- the ability to get adults to do what they want, pestering their parents to buy calorie-dense snacks

Prevention; dynamic-systems approach(that consider individual differences)
-Individual differences, parenting practices, school lunches, fast-food restaurants, advertising, community norms

Question 8

Asthma
Definition
Incidence
Causes
Signs and symptoms
Hygiene hypothesis

Answer 8

Asthma
Definition-chronic inflammatory disorder of the airways that makes breathing difficult
Incidence- Rates have doubled 1 in every 10
Causes- (many: genetic, alleles, carpets, pollution, house pets)
-impedes learning, friendships, absence from school
Signs and symptoms-periodic attacks, rush to the hospital. asthma can be Fatal.
Hygiene hypothesis- “the immune system needs to tangle with microbes when we are young…. despite what our mothers told us=cleanliness sometimes lead to sickness

Question 9

Piaget and concrete thought
Concrete operational thought
Classification
Seriation

Answer 9

Piaget and concrete thought

Concrete operational thought
-Piaget’s term for the ability to reason logically about direct experiences and perceptions (emphasize productive thinking)

Classification
-Logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common (organize things into groups-> place things in a hierarchy and how it follows)

Seriation
-Things can be arranged in a series. Seriation is crucial for understanding the number sequence and logical series (alphabet)

( Piaget called middle childhood time for concrete operation thought)

Question 10

Vygotsky and mentors

Answer 10

Vygotsky and mentors
-Middle childhood time for much learning, with the specifics dependent on the family, school, and culture

Role of instruction
-Teachers and other mentors provide scaffold between potential and achievement via zone of proximal development.
-Culture affects how children learn.


-unlike Piaget who thought children discover most concepts themselves, vtgosky stressed instruction from teachers and other mentors, children should be taught logic

Question 11

working memory

Answer 11

current conscious mental activity improves in middle childhood

Question 12

knowledge base

Answer 12

broad body of knowledge for a particular subject

Question 13

Language
-Every aspect of language—vocabulary, comprehension, communication skill, and code-switching—advances each year from
Vocabulary

Answer 13

Language
-Every aspect of language—vocabulary, comprehension, communication skill, and code-switching—advances each year from age 6 to 11.

Vocabulary
-By age 6, every part of speech used; prefixes, suffixes, compound words, phrases, and metaphors are understood.

2 yr: egg
10yr: egg salad, egghead, …etc

Question 14

Language
Metaphors, jokes, and puns are comprehended.
Pragmatics mastery allows children to

Answer 14

Language

Metaphors, jokes, and puns are comprehended.
-Content specific, built on knowledge base

Pragmatics mastery allows children to change style of speech (linguistic codes), depending on audience. (when a child knows which words to use with teachers vs. friends)
-Formal code-academic contexts
-Informal code-used with friends

Question 15

Language context adjustment
Pragmatics

Answer 15

Language context adjustment
Pragmatics
-Is ability to use words and devices to communicate in various contexts.
-Allow children to change formal, informal, and linguistic codes to fit audience.


Question 16

Speaking two languages
-One U.S. school-age child in
-No brain differences between
-From about age 4 through adolescence, brain increasingly changes to

Answer 16

Speaking two languages
-One U.S. school-age child in four has home language that is not English.
-No brain differences between monolingual and bilingual children in first three years of life.
-From about age 4 through adolescence, brain increasingly changes to accommodate a second language.

Question 17

Socioeconomic status (SES)

Answer 17

Socioeconomic status (SES)

Language may be crucial factor between academic achievement and SES.
–Children from low-SES families: smaller vocabulary, simpler grammar, shorter sentences
—–Wide variety of underlying correlates(poor health, hunger, less books at home)

Language heard early on enhances child language development.
-Educational level of parents
-Family routine and stability

Question 18

comorbid

Answer 18

more than one problem is evident in the same person

Question 19

Children requiring particular education educational strategies
-Obvious physical disabilities:
-Something unusual in brain:
-Comorbidity considered the

Four general principles

Answer 19

Children requiring particular education educational strategies
-Obvious physical disabilities: 1 percent
-Something unusual in brain: 10 to 20 percent
-Comorbidity considered the rule, not the exception.


Four general principles
-Abnormality is normal.(everyone has aspects of behavior that are unusual)
-Disability changes year by year.- a severe disorder in childhood may become mild
-Plasticity and compensation are part of human nature.-conditions respond to treatment and maturation
-Diagnosis and treatment reflect the social context.

Question 20

Measuring the mind
-Aptitude-
-Achievement-

Answer 20

Measuring the mind
-Aptitude-ability to master a specific skill or learn a certain body of knowledge. someone can have aptitude to read, but never learn to read
-Achievement-is what is actually mastered
-Multiple intelligences
-IQ tests
Stanford–Binet; WISC, WAIS, WIPPSI
-g or general intelligence

Question 21

Plasticity and intelligence

Answer 21

Plasticity and intelligence

Aptitude tests do not reflect neurodiversity.
-Intelligence not fixed at birth or any age, it is plastic
-Genes and experiences produce variations in brain processing.
-Someone with low aptitude for a particular achievement may, with effort and practice, achieve what was difficult.

Question 22

neurodiversity

Answer 22

acknowledge, celebrate our differences

Question 23

Multiple intelligences:

Answer 23

Multiple intelligences: Gardner (we have multiple intelligences not just one)
-Seven intelligences: linguistic, logical mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential
-Eighth (naturalistic) and ninth (spiritual/existential) added later
-Each associated with a region of the brain

On education: Gardner
-Schools often are too narrow, teaching only some aspects of intelligence and thus stunting children’s learning.
-Schools, cultures, and families dampen or expand particular intelligences.

Question 24

Three disorders that affect learning

Answer 24

Three disorders that affect learning
Attention-deficit/hyperactivity disorder (ADHD)
Specific learning disorder
Autism spectrum disorder (ASD)

Question 25

Children with attention-deficit/hyperactivity disorder (ADHD)

Answer 25

-Inattention, impulsive, and active (cannot sit still, constantly fidgeting, injure themselves)
-Symptoms start before age 12
-8 percent of 4- to 11-year-olds, and 14 percent of 12- to 17-year-olds
-May be overuse of medication (keep a child quiet)
-Often gender differences in main symptoms
—Boys: hyperactivity (ADHD)
–Girls: inattentiveness (ADD)

Question 26

Specific learning disorder
Dyslexia
Dyscalculia
Dysgraphia

Answer 26

Specific learning disorder (cause low achievement in reading, math or writing)
-Marked deficit in a particular area of learning that is not caused by an apparent physical disability or by an unusually stressful home environment
-Often comorbid with other disorder/s
-Multisensory approach needed (hearing, vision, motor skills to overcome disability)

Dyslexia
-Unusual difficulty with reading; thought to be the result of some neurological underdevelopment

Dyscalculia
-Unusual difficulty with math, probably originating from a distinct part of the brain

Dysgraphia
-Difficulty in writing

Question 27

Autistic spectrum disorder (ASD)

Answer 27

Autistic spectrum disorder (ASD)

Developmental disorder marked by difficulty with social communication and interaction and restricted, repetitive patterns of behavior, interests, or activities
–Defining symptom still impaired social interaction
–Cause and treatment disputed
–Not caused by “refrigerator mothers”(cold mothers) or vaccinations
-theory of mind develops much later

Hypotheses about increases of autism
-Environment-chemicals, food, air
-Prenatal influences-mother who uses drugs
-Diagnosis increased, not ASD
-Expanded DSM-5 categories

Question 28

Special education
1975 Education of All Handicapped Children Act

Answer 28

Special education

1975 Education of All Handicapped Children Act (alll children can learn) (all children must be educated)
-Inclusion class; general classroom (least restrictive environment—LRE)
-Appropriate aids and services

Other strategies
-Response to intervention (RTI)- all children are taught specific skills, learning the sounds that various letters make-those who do not master receive special intervention. if multiple interventions are needed they are placed in special education

-Individual education plans (IEP)-when it is determined that a child needs special education, IEP is proposed.

-Often diagnosis and intervention occur too late, or not at all; wait to fail.
-Numbers of children in public schools who are designated as needing special education increase as children grow older.

Question 29

Gifted and talented

Answer 29

Gifted and talented

High-IQ, unusually talented, and unusually creative children may require special education.
-Needs of unusually gifted children not covered by U.S. federal laws.
-Each state selects and implements own system.
-Controversy about which system to use
—Both acceleration and home-schooling led to later social problems for gifted children
—Gifted and talented classes proposed by some