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Developmental Psychology > Chapter 7 Middle and Late Childhood: Physical, Cognitive, and Socioemotional Development > Flashcards

Chapter 7 Middle and Late Childhood: Physical, Cognitive, and Socioemotional Development Flashcards

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1
Q

What is the average growth and weight gain per year during middle and late childhood?

A

2-3 inches and 5-7 lbs. per year

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2
Q

Is the process of bone formation

A

ossification of bones

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3
Q

Body Growth and Change:

Muscle mass and strength gradually
increase; _____ _____ decreases

A

baby fat

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4
Q

The Brain:

Brain ______ stabilizes

A

volume

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5
Q

The Brain:

Significant changes in __________ _______
– Improved attention, reasoning, and cognitive
control

A

prefrontal cortex

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6
Q

The Brain:

Increases in _________ ___________

A

cortical thickness

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7
Q

Motor Development

These motor skills become smoother and
more coordinated

A

Gross motor skills

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8
Q

Boys usually outperform girls on _____ motor skills

A

gross

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9
Q

Girls usually outperform boys on _____ motor skills

A

fine

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10
Q

The improvement of fine motor skills during
middle and late childhood is due to Increased ____________ of the CNS

A

myelination

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11
Q

is linked with low activity and obesity in children

A

Television watching

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12
Q

What are the three leading causes of death during middle and late childhood (10-14 years)?

A

Pneumonia
Accidental drowning and submersion
Other diseases of the nervous system

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13
Q

Middle and late childhood is usually a time of _________ health

A

excellent

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14
Q

They are more likely to be overweight.

A

Girls

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15
Q

Being overweight as a child is a risk factor
for being _______ as an adult

A

obese

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16
Q

_________ in diet and ______ _______ _______
may be one reason for increasing obesity
rates

A

Changes; total caloric intake

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17
Q

Overweight Children:
* Raises risks for many _______ and __________ problems
– Pulmonary problems, diabetes, high
blood pressure
– Low self-esteem, depression, exclusion
from peer groups

A

medical and
psychological

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18
Q

Definition of learning disability includes
three components:

– ____________ IQ level

A

Minimum

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19
Q

Definition of learning disability includes
three components:

–Significant difficulty in a _____________
area

A

school-related

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20
Q

Definition of learning disability includes
three components:

– Exclusion of severe _______ disorders,
second-language background, sensory
disabilities, and/or specific _________
deficits

A

emotional; neurological

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21
Q

In learning disabilities, boys are identified _______ times more frequently than girls

A

three

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22
Q

Learning Disability:

reading

A

Dyslexia

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23
Q

Learning Disability:

handwriting

A

Dysgraphia

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24
Q

Learning Disability:

math computation

A

Dyscalculia

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25
Q

Learning Disabilities:

  • Possible Causes:
    – ________ (many tend to run in families)
    – ___________ __________ (home reading habits)
    – Problems in integrating information from multiple ______ _________
    – Difficulties in brain _________ and ________
A

Genetics
Environmental influences
brain regions
structures and functions

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26
Q

Learning Disabilities:

  • Intervention:
    – Improving ________ _________ through intensive instruction
    – Educational intervention
    – can use other materials (audio)
A

reading ability

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27
Q

ADHD is characterized by:

difficulty focusing on one thing

A

Inattention

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28
Q

ADHD is characterized by:

constantly in motion

A

Hyperactivity

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29
Q

ADHD

  • Possible Causes:
    – __________
    – ______ ______ for cerebral cortex thickening
    – Brain damage during ________ or __________ development
    – _________ and _______ _________ during
    prenatal development
A

Genetics
Later peak
prenatal or postnatal
Cigarette and alcohol exposure

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29
Q

ADHD is characterized by:

not good with thinking before they act

A

Impulsivity

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30
Q
  • ADHD Treatment:
    – Stimulant medication (_______ or __________) is helpful
    – Combination of _________ and _________ ______________ seems to work best
    – _________ may reduce ADHD symptoms
A

Ritalin or Adderall
medication and behavior management
Exercise

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31
Q

ADHD: Critics argue that physicians are too _____ to prescribe medications

A

quick

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32
Q

These are characterized by problems in:
in:
1. social interactions
2. impairment in communication
3. restricted behavior, interests, and activities; repetitive behaviors

A

Autism Spectrum Disorders

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33
Q

In young children, ASD can be characterized by failure to engage in skills such as ____ _________

A

joint attention

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34
Q

Autism Spectrum Disorders
* Possible Causes:
– Brain dysfunction characterized by
abnormalities in _____ __________ and _________________
– Amygdala
– _______– exact genes responsible are
unknown
-– Research focus now: Genes responsible for Oxytocin
– Boys are identified _____ times more likely to
have ASD than girls

A

brain structure and neurotransmitters
Genetics
five

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35
Q

What is the research focus now in ASD?

A

Genes responsible for Oxytocin

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36
Q
  • ASD Treatment:
    – Children with ASD benefit from a well-structured classroom, individualized
    teaching, and small group instruction
    – _________ ___________ techniques
A

Behavior modification

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37
Q

– Ages 7 to 11
– Children can perform concrete
operations and reason logically
– Reasoning can only be applied to
specific, concrete examples

What stage of development?

A

Piaget’s Concrete Operational Stage

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38
Q

the ability to order stimuli along a quantitative dimension

example:
– Place 8 sticks in order according to
height
– Find your height during flag ceremony at
school

A

Seriation

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39
Q

the ability to logically
combine relations to understand certain
conclusions

example:
– ABC sticks of differing lengths
– Reverse actions
– 1+5=6, 5+1=6, 3+3=6

A

Transitivity

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40
Q

_____ _____ _________ increases with
age during middle and late childhood

A

long-term memory

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41
Q

Experts have acquired extensive knowledge
about a particular content area
– Influences how they _________, __________, and ___________ information

A

organize, represent, and interpret

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42
Q

Experts have acquired extensive knowledge
about a particular content area
– Affects ability to _______, ______, and _____ problems

A

remember, reason, and solve

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43
Q

Experts have acquired extensive knowledge
about a particular content area
– Older children usually have _____ __________ about a subject than younger children do

A

more expertise

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44
Q

What are the two important strategies on memory?

A

creating mental images
and elaborating on information

45
Q
  • engaging in more extensive processing of
    information
  • Relating the concept to personal experiences
A

Elaboration

46
Q

In this theory, there are two types of memory
representations: verbatim and gist.

A

Fuzzy Trace Theory

47
Q

Fuzzy Trace Theory

precise details of information

A

Verbatim memory trace

48
Q

central idea of information

A

Gist

49
Q

Older children begin to use ____ more; contributes to fuzzy traces

A

gist

50
Q

______ traces are more enduring than _______ traces

A

Fuzzy; verbatim

51
Q

thinking reflectively and
productively, and evaluating evidence

A

Critical Thinking

52
Q

the ability to think in novel
and unusual ways, and to come up with
unique solutions to problems

A

Creative Thinking

53
Q

produces one correct
answer

A

Convergent thinking

54
Q

produces many different
answers to the same question

A

Divergent thinking

55
Q

Children tend to:
* Ask fundamental questions about reality
* Place a great deal of emphasis on causal
mechanisms
* Be more influenced by chance events than by
overall patterns
* Maintain old theories regardless of evidence

What thinking is this?

A

Scientific Thinking

56
Q

problem-solving skills and the
ability to learn from and adapt to life’s
everyday experiences

A

Intelligence

57
Q

stable, consistent
ways in which people are different from
each other

A

Individual Differences

58
Q

According to him, intelligence comes in three forms.

A

Sternberg

59
Q

In this theory, intelligence comes in three forms.

A

Sternberg’s Triarchic Theory of Intelligence

60
Q

Sternberg’s Triarchic Theory of Intelligence:
intelligence comes in three forms. What are these?

A

Analytical Intelligence
Creative Intelligence
Practical Intelligence

61
Q

ability to analyze,
judge, evaluate, compare, and contrast

A

Analytical Intelligence

61
Q

ability to create,
design, invent, originate, and imagine

A

Creative Intelligence

62
Q

ability to use, apply,
implement, and put ideas into practice

A

Practical Intelligence

62
Q

Gardner’s Eight Frames of Mind:

ability to think in words and use language to express meaning

A

verbal

63
Q

Gardner’s Eight Frames of Mind:

ability to carry out mathematical operations

A

mathematical

64
Q

Gardner’s Eight Frames of Mind:

ability to think three-dimensionally

A

spatial

64
Q

Gardner’s Eight Frames of Mind:

ability to manipulate objects and be
physically adept

A

Bodily-Kinesthetic

65
Q

Gardner’s Eight Frames of Mind:

sensitivity to pitch, melody, rhythm, and tone

A

Musical

66
Q

Gardner’s Eight Frames of Mind:

ability to understand and interact effectively with others

A

Interpersonal

67
Q

Gardner’s Eight Frames of Mind:

ability to understand oneself

A

Intrapersonal

68
Q

Gardner’s Eight Frames of Mind:

ability to observe patterns in nature and understand natural and human-made systems

A

Naturalist

69
Q
  • The Self
    – Understanding Others
    • Children show an increase in ____________ _________ – the ability to assume other
      people’s perspectives and understand their
      thoughts and feelings
    • Children become increasingly _______ of
      others’ claims
A

perspective taking
skeptical

69
Q

The Self
* The Development of Self Understanding
– During middle and late childhood:
* Defining one’s “self” shifts to using
______ ________ or _______ _____.
* Children recognize ______ aspects of
the self
* _____ _________ increases

A

internal characteristics or personality
traits
social
Social comparison

70
Q

global evaluations of the self
– I am a good person

A

Self-esteem

71
Q

domain-specific evaluations of the self
– academic, athletic, appearance

A

Self-concept

72
Q

Children with high self-esteem
* Do not necessarily perform ______ in school
* Have greater _________ (can be positive or
negative)

A

better
initiative

73
Q
  • The Self
    – Four Ways to Improve Self-esteem
  • Identify _______ of low self-esteem
  • Provide _______ ______ and ______ _________
  • Help child ________
  • Help child _____
A

causes
emotional support and social approval
achieve
cope

74
Q

belief that one can master a situation
and produce favorable outcomes

A

Self-Efficacy

75
Q

– Increased capacity for self-regulation
* Deliberate efforts to manage one’s behavior,
emotions, and thoughts, leading to increased
______ ____________ and ______________

A

social competence and achievement

76
Q

children become interested in how
things work

A

Industry

77
Q

parents who see their children’s
efforts as mischief may encourage this

A

inferiority

78
Q

Emotional Development
– Coping with Stress:
* Older children generate more coping alternatives to stressful situations
– _________or changing their perception
* Coping with stressful events:
– By ___ ______ of age, most children are able to use cognitive strategies to cope with stress

A

Reframing
10 years

78
Q

Emotional Development
– Developmental Changes Include:
* Improved emotional ___________
* Increased understanding that _____ ____ ____ emotion can be experienced in a particular situation
* Increased __________ of the events leading to emotional reactions
* Ability to ______ or _______ negative emotional reactions
* Use of ___ ________ strategies for redirecting feelings
* A capacity for genuine ________

A

understanding
more than one
awareness
suppress or conceal
self-initiated
empathy

79
Q

Kohlberg’s Moral Development

Comprises Stage 1: Heteronomous Morality and Stage 2: Individualism, Purpose, and Exchange

No internalization

A

Level 1: Pre conventional Level

80
Q
  • Based on Piaget’s cognitive stages
  • Proposed 3 levels and 6 universal stages of moral development
  • Developed stages based on interviews using
    moral dilemmas
A

Lawrence Kohlberg’s Theory

81
Q

Kohlberg’s Moral Development

Comprises Stage 3: Mutual Interpersonal, Expectations, Relationships, and Interpersonal Conformity and Stage 4: Social System Morality

Intermediate Internalization

A

Level 2: Conventional Level

82
Q

Kohlberg’s Moral Development

Comprises Stage 5: Social Contract or Utility and Individual Rights and Stage 6: Universal Ethical Principles

Full Internalization

A

Level 3: Postconventional Level

83
Q

Kohlberg’s Moral Development

Children obey because adults tell them to obey. People base their moral decisions on fear of punishment.

A

Stage 1: Heteronomous Morality

84
Q

Kohlberg’s Moral Development

Individuals pursue their own interests but let others do the same. What is right involves equal exchange.

A

Stage 2: Individualism, Purpose, and Exchange

85
Q

Kohlberg’s Moral Development

Individuals value trust, caring, and loyalty to others as a basis for moral judgements.

A

Stage 3: Mutual Interpersonal, Expectations, Relationships, and Interpersonal Conformity

86
Q

Kohlberg’s Moral Development

Moral judgements are based on understanding of the social order, law, justice, and duty.

A

Stage 4: Social System Morality

87
Q

Kohlberg’s Moral Development

Individuals reason that values, rights, and principles undergird or transcend the law.

A

Stage 5: Social Contract or Utility and Individual Rights

88
Q

Kohlberg’s Moral Development

The person has developed moral judgments that are based on universal human rights. When faced with a dilemma between law and conscience, a personal, individualized conscience is followed.

A

Stage 6: Universal Ethical Principles

89
Q

Kohlberg’s Moral Development

  1. ___________
  2. _____exchange
    * If Elsa is good to you, you’ll be good too
  3. You want to be seen as _____ person
  4. Based on ______; doesn’t matter what’s the ________
    * stealing is against the law and you shouldn’t do it
  5. _______ ________, examining the law
    * emphasize basic rights and the democratic processes that give everyone a say;
  6. Your _____ ______ of what is wrong or right and you’re following that
    * at stage 6 they define the principles by which agreement will be most just
A

Punishment
Equal
loyal
laws; reason
Reason behind
own idea

90
Q

Families
* Developmental Changes in Parent-Child
Relationships
– Parents spend ____ _____ with children during
middle and late childhood
– Parents _____ and ________ children’s
academic achievement
– Parents use less ______ _____ of
punishment as children age

A

less time
support and stimulate
physical forms

91
Q

– Parents manage children’s opportunities, monitor behavior, and initiate social contact
– Important to maintain a structured and
organized family environment

A

Parents as Managers

92
Q

– Remarriages involving children has grown
steadily in recent years
* Half of all children from a divorced family will have a __________ within 4 years

A

step-parent

93
Q

More than 75% of adolescents in established
stepfamilies describe their relationships with
stepparents as “_____” or “____ _____”

A

close; very close

94
Q

Relationships usually better with __________ parents than with stepparents

A

custodial

95
Q

Peers
* Developmental Changes:
- ________ becomes increasingly important in peer interchanges during elementary school
- Size of peer group ________
- Peer interaction is less closely ________ by adults
- Children’s preference for _______ peer groups increases

A

Reciprocity increases
supervised
same-sex

96
Q

Typically characterized by similarity

A

Friends

97
Q

What are the 6 functions Friends served?

A
  • Companionship
  • Stimulation
  • Physical support
  • Ego support
  • Social comparison
  • Affection and intimacy
98
Q

Verbal or physical behavior intended to disturb
someone less powerful

A

Bullying

99
Q

70-80% of victims and bullies are in the _____
classroom

A

same

100
Q

Bullying:

____ and younger _______ _______ students are
most likely to be affected

A

Boys; middle school

101
Q

Outcomes of bullying

A
  • Depression, suicidal ideation, and attempted suicide
  • More health problems
102
Q

Identify which gender is more affected by the given form of bullying:

Belittled about race or religion

A

Males

103
Q

Identify which gender is more affected by the given form of bullying:

Belittled about looks or speech

A

females

104
Q

Identify which gender is more affected by the given form of bullying:

hit, slapped, or pushed

A

Males

105
Q

Identify which gender is more affected by the given form of bullying:

Subject of rumors

A

females

106
Q

Identify which gender is more affected by the given form of bullying:

Subject of sexual comments or gestures

A

females

Developmental Psychology (2 decks)

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