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Life-span Psych > Chapter 7 > Flashcards

Chapter 7 Flashcards

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1
Q

Middle childhood

A

Period between early childhood and early adolescence, approximately from ages 6 to 11
• Nature and nurture make these the healthiest years of life.
• Safeguarded by genetic and environmental factors
– Genetic diseases are more threatening in early infancy or old age
– Infectious diseases are kept away via immunization
– Fatal accidents
—The most common cause of child death—are relatively uncommon

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2
Q

Evolutionary perspective

Middle Childhood

A

Genes protect children who have already survived the hazards of birth and early childhood

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3
Q

Lower death rates

A Healthy Time

A
  • Immunizations

* Less lethal accidents and fatal illnesses

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4
Q

Fewer chronic conditions

A Healthy Time

A
  • Better diagnostic and preventive medical care
  • Less secondhand smoke
  • Better health habits: healthier food sources
  • Specialized programs: Centers for gifted, deficit and typical
  • Improved oral health
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5
Q

Slow and Steady Growth

A

• Middle childhood is a time of slow and steady growth
– Average child gains about 2 inches and 5 pounds per year
• Maintenance of good health related to adult instruction and regular medical care
• Camps for children with special health needs are beneficial

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6
Q

Health Problems: Obesity

A

• Many 6- to 11-year-olds eat too much, exercise too little, and become overweight or obese as a result.
• Excessive weight contributes to future health risk increases, average achievement decreases, self-esteem failures, and loneliness.
– Childhood obesity is increasing worldwide, having more than doubled since 1980 in all three North American nations.

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7
Q

Body mass index (BMI)

Health Problems

A

Ratio of weight to height, calculated by dividing a person’s body weight in pounds by the square of his or her height in inches

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8
Q

Childhood overweight

Health Problems

A

In a child, having a BMI above the 85th percentile, according to the U.S. Centers for Disease Control’s 1980 standards for children of a given age

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9
Q

Childhood obesity

Health Problems

A

In a child, having a BMI above the 95th percentile, according to the U.S. Centers for Disease Control’s 1980 standards for children of a given age

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10
Q

Genetic influences

Obesity

A

Dozen of genes affect weight by influencing activity level, hunger, food preference, body type, and metabolism.

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11
Q

Parenting practices

Obesity

A
  • Infants—No breast feeding and solid foods before 4 months
  • Preschoolers—Bedroom TV watching and soda consumption
  • School-agers—Insufficient sleep, extensive screen time, little active play
  • Schools in US: Even when schools mandate gym, classes may be too full for active play, or requirements may be ignored.
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12
Q

Asthma, Definition

Health Problems: Asthma

A

A chronic disease of the respiratory system in which inflammation narrows the airways from the nose and mouth to the lungs

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13
Q

Incidence

Health Problems: Asthma

A

childhood asthma rates have tripled since 1980

– Parents report 15% of U.S. 5-11 year-olds diagnosed with at some point in time and almost 11% still suffer

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14
Q

Signs and symptoms

Health Problems: Asthma

A

Wheezing, shortness of breath, chest tightness, and coughing, difficulty in breathing

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15
Q

Hygiene hypothesis

Health Problems: Asthma

A

Carpets, pollution, house pets, airtight windows, parental smoking, cockroaches, dust mites, less outdoor play— correlate with asthma attacks, but again no single factor is the cause.

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16
Q

Concrete operational thought

Cognition

A

Piaget’s term for the ability to reason logically about direct experiences and perceptions

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17
Q

Classification

Cognition

A

Logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common

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18
Q

Seriation

Cognition

A

Things can be arranged in a series. Seriation is crucial for understanding the number sequence

Piaget recognized that connections allow logical ideas to be applied to many specifics.

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19
Q

Children’s Cognition in Math

A
  • Children do not suddenly grasp the logic of number system (Piaget).
  • Math knowledge accrues gradually (Siegler).
  • Some early math achievements (i.e., counting) do not correlate with later math achievements (information-processing theory).
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20
Q

Sensory memory

Memory

A

Component of the information processing system in which incoming stimulus information is stored for a split second to allow it to be processed (sensory register).
– E.g., when a person sees an object briefly before it disappears. Once the object is gone, it is still retained in the memory for a very short period of time.

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21
Q

Working memory

Memory

A

Component of the information processing system in which current, conscious mental activity occurs (short-term memory).
– E.g., phone numbers
– Working memory improves gradually and markedly through processing.
– Information from working memory is transferred to long-term memory.

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22
Q

Long-term memory

Memory

A

Component of the information processing system in which virtually limitless amounts of information can be stored indefinitely.
• Memory storage expands over childhood, but more important is retrieval.

23
Q

Reaction time

Information Processing and the Brain

A

Time it takes to respond to a stimulus, either physically (with a reflexive movement such as an eye blink) or cognitively (with a thought)

24
Q

Automatization

Information Processing and the Brain

A

Process in which repetition of a sequence of thoughts and actions makes the sequence routine, so that it no longer requires conscious thought; required in academic skill development

25
Q

Selective attention

Information Processing and the Brain

A

Ability to concentrate on some stimuli while ignoring others

26
Q

Knowledge base

Information Processing and the Brain

A 
Extensive knowledge base makes it easier to master new, related information.
•  Factors influencing knowledge base
–  Experience
–  Current opportunity 
–  Personal motivation
27
Q

Control processes

Information Processing and the Brain

A

– Emotional regulation

– Selective attention

28
Q

Metacognition

Information Processing and the Brain

A

Awareness and understanding of one’s own thought processes
• Involves understanding one’s own learning
• Can be considered the ultimate control process
• Improves each year of middle childhood

29
Q

Vocabulary

Teaching and Learning: Language

A

• By age 6
– Know most of the basic vocabulary and grammar of their first language
– May speak a second language

• In middle childhood
– Learn thousands of new words and how to apply complex grammar
– Become more flexible and logical
– Can understand prefixes, suffixes, compound words,
phrases, metaphors, and figures of speech

30
Q

International Achievement Test Scores

Learning in School

A

– Progress in International Reading Literacy Study (PIRLS)

– Trends in Math and Science Study (TIMSS)

31
Q

Progress in International Reading Literacy Study (PIRLS)

Learning in School

A

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32
Q

Trends in Math and Science Study (TIMSS)

Learning in School

A

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33
Q

Gender differences in school performances

Learning in School

A
  • PIRLS: Girls ahead of boys in verbal skills in every nation
  • TIMSS: Gender differences among fourth-grader math have narrowed or disappeared
  • Gender-similarities hypothesis: Males and females are similar on most tests with trivial exceptions
  • STEM majors: Fewer women in these majors

Schools in the U.S.: Children NOT at top of international rankings
• 11th in math (TIMSS)
• 6th in reading achievement (PIRLS)

34
Q

What’s Causing Low Scores: Types

Choices and Complications

A
  • Public schools
  • Charter schools
  • Private schools
  • Home schooling
35
Q

What’s Causing Low Scores: Overview

Choices and Complications

A

• Role of community control and parental choice in
education
• Most funding from local jurisdictions

36
Q

Four general principles

Learning Problems: Developmental Psychopathology

A
  • Abnormality is normal.
  • Disability changes year by year.
  • Life may get better or worse.
  • Diagnosis and treatment reflect the social context.
37
Q

Aptitude

Measuring the Mind

A

Aptitude tests are designed to measure learning potential; achievement tests are designed to measure what a child has learned.
– Intellectual aptitude is often measured by IQ tests

38
Q

Achievement tests

Measuring the Mind

A

An achievement test is a test of developed skill or knowledge
– The most common type is a standardized test developed to measure skills and knowledge learned in a given grade level

39
Q

IQ tests: Stanford-Bine Intelligence Scale

Measuring the Mind

A

An individually administered intelligence test that was revised from the original Binet-Simon Scale by Lewis M. Terman, a psychologist at Stanford University.

40
Q

IQ tests: Wechsler Intelligence Scale for Children (WISC)

Measuring the Mind

A

Developed by David Wechsler, is an individually

administered intelligence test for children between the ages of 6 and 16.

41
Q

IQ tests: Flynn effect

Measuring the Mind

A

The average IQ scores of nations have increased, a phenomenon called the Flynn effect.

42
Q

Multiple intelligences: Gardner

Measuring the Mind

A

– Seven intelligences: linguistic, logical mathematical, musical, spatial, bodily- kinesthetic, interpersonal, intrapersonal, naturalistic, and existential
–Each associated with a region of the brain
– Used in education

43
Q

Developmental Psychopathology

Special Needs in Middle Childhood

A

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Two basic principles of developmental psychopathology complicate diagnosis and treatment.
• Multifinality
• Equifinality

44
Q

Multifinality

A 
literally means “many ends.” This refers to people having
similar histories (e.g., child sexual abuse, death of a parent, or a secure attachment history) yet their developmental outcomes can vary widely.
45
Q

Equifinality

A

how different early experiences in life (e.g., parental divorce, physical abuse, parental substance abuse) can lead to similar outcomes (e.g., childhood depression). In other words, there are many different early experiences that can lead to the same psychological disorder.

46
Q

Attention-deficit/hyperactivity disorder (ADHD)

Special Needs in Middle Childhood

A

Condition in which a person is inattentive, impulsive, and overactive and has great difficulty concentrating for more than a few moments

47
Q

Drug abuse

Special Needs in Middle Childhood

A

Ritalin is the common name for methylphenidate, classified by the Drug Enforcement Administration as a Schedule II narcotic—the same classification as cocaine, morphine and amphetamines
– It is abused by teens for its stimulant effects.

48
Q

Increasing incidence concerns

Special Needs in Middle Childhood

A
  • Misdiagnosis
  • Drug abuse
  • Normal behavior considered pathological: Energetic, excited, physical
49
Q

Specific learning disorder

DSM-5 Diagnosis of Specific Learning Disorder

A

Marked deficit in a particular area of learning that is not caused by an apparent physical disability or by an unusually stressful home environment

50
Q

Dyslexia

DSM-5 Diagnosis of Specific Learning Disorder

A

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

51
Q

Dyscalculia

DSM-5 Diagnosis of Specific Learning Disorder

A

Unusual difficulty with MATH, probably originating from a distinct part of the brain

52
Q

Autistic spectrum disorder (ASD)

Specific Learning Disorder: Au?sm Spectrum Disorder

A

Any of several disorders characterized by poor social understanding, impaired language, and unusual patterns of play
– Cause and treatment disputed
– Equifinality applies
– Most diagnosis at age 4 or later
– 46 percent in normal or above range on IQ tests
– Gender and ethnic differences in rates
• Three categories: Mild, moderate, severe

53
Q

Special Education: Labels, laws, and learning

A 
•  1975 Education of All Handicapped Children Act 
–  Inclusion class; general classroom
–  Appropriate aids and services
•  Other strategies
–  Response to intervention (RTI) 
–  Individual education plans (IEP)
54
Q

Gifted and Talented Education in School

A

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

Life-span Psych (10 decks)

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