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psyc210: developmental psychology > Chapter 7: Physical and cognitive Development in Middle and Late childhood > Flashcards

Chapter 7: Physical and cognitive Development in Middle and Late childhood Flashcards

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1
Q

What characterizes children’s bodies during middle and late childhood

A

Continued growth and change in proportions
Motor skills improve

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2
Q

How is growth during middle and late childhood

A

Slow and consistent growth

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3
Q

What is weight increase mainly due to

A

An increase in the size of the skeletal and muscular systems, as well as the size of some body organs.

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4
Q

What are some proportional changes in physical changes in this stage

A
  • Head and waist circumference decrease
  • Bones continue to ossify
  • Muscle mass and strength gradually increase
  • Children double their strength
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5
Q

What happens to brain volume in the end of late childhood

A

Total brain volume stabilizes, but significant changes in various structures and regions of the brain continue to occur.

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6
Q

What happens to brain activation as children develop

A

Brain activation increases in some areas and decreases in others.

One shift in activation that occurs is from diffuse, larger areas to more focal, smaller areas. -> this shift is characterized by synaptic pruning

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7
Q

What is synaptic pruning

A

Areas of the brain that are being used show increased connections and areas that are not being used lose synaptic connections.

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8
Q

What is the she shift in brain activation accompanied by

A

increased efficiency in cognitive performance (esp. cognitive control)

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9
Q

What causes improved fine motor skills

A

Increased myelination of the central nervous system

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10
Q

Positive impact of exercise

A
  • lower body fat
  • lower fasting insulin
  • decreased inflammatory markers
  • increased physical fitness

theres also a link to improvement in attention, executive function, and academic achievement

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11
Q

What can screen time do to the brain

A
  • lower connectivity between brian regions
  • lower levels of language skills
  • cognitive control
  • Higher rates of disruptive behavior
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12
Q

How is general health during this stage

A

Disease and death are less prevalent at this time

But many children in this age group have health problems that threaten their development

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13
Q

What are some causes of being overweight during childhood

A
  • Heredity
  • Availability of food (Esp. high in fat)
  • Declining physical activity
  • Screen time
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14
Q

What are some consequences of being overweight in childhood

A
  • Diabetes
  • Hypertension (high blood pressure)
  • Elevated blood cholesterol levels
  • Sleep problems
  • More likely to have problems of depression and anxiety
  • Low self-esteem
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15
Q

What are some interventions programs for overweight`

A

Combination of diet, exercise, behavior modification

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16
Q

What difficulties do people with learning disabilities

A
  • Difficulty in learning that involves understanding or using spoken or written language
  • Difficulty can appear in listening, thinking, reading, writing and spelling.
  • Could also involve difficulty in math
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17
Q

What does a disability need to be classified as a learning disability

A
  • not be the result of visual, hearing, motor disabilities, intellectual disability, emotional disorders, environmental cultural or economic disadvantages
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18
Q

What are 3 types of learning disabilities

A
  • Dyslexia
  • Dysgraphia
  • Dyscalculia
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19
Q

What is dyslexia

A

Severe impairment in their ability to read and spell.

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20
Q

What is Dysgraphia

A

learning disability- involves difficulty in handwriting.

  • Children with it may write very slowly
  • writing may be virtually illegible
  • numerous spelling error because of inability to match up sounds and letters
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21
Q

What is Dyscalculia

A

Known as developmental arithmetic disorder

= learning disability that involves difficulty in math computation.

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22
Q

What are learning disabilities usually due to

A

Problems integrating information from multiple brain regions

or subtle difficulties in brain structures and functions

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23
Q

What is ADHD

A

dyability in which children show: for a long period of time

  • inattention
  • hyperactivity
  • impulsivity
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24
Q

Depending on the characteristics that children with adhd display, what are the three types of adhd

A

1) ADHD with predominantly inattention
2) ADHD with predominantly hyperactivity/impulsivity
3) ADHD with both inattention and hyperactivity/impulsivity

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25
Q

Reasons for the frequent diagnosis of ADHD

A
  • heightened awareness of the disorder
  • incorrect diagnosis
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26
Q

Development in children with adhd

A
  • adjustment and optimal development are difficult
  • increased risk of lower academic achievement
  • problematic peer relations
  • school dropout
  • disordered eating
  • adolescent pregnancy
  • substance use problems
  • antisocial behavior
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27
Q

What are some causes of ADHD

A
  • tendency from parents
  • damage to the brain during prenatal or postnatal dev
  • cigarette and alcohol exposure
  • low birth weight and preterm birth
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28
Q

What are the recent three types of training exercises might reduce ADHD

A
  • neurofeedback
  • mindfulness
  • Physical exercise
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29
Q

What are autism spectrum disorders (ASD) characterized by

A

By problems in social interaction, problems in verbal and nonverbal communication, and repetitive behavior.

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30
Q

When can AD be detected

A

as young as 1 to 3 years

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31
Q

What are the main reasons for the increase in ASD

A
  • increased awareness
  • more services available to treat it
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32
Q

Early signs of ASD

A
  • Lack of social gestures at 12 months
  • No meaningful words at 18 months
  • no interest in other children
    no spontaneous 2-word phrases at 24 months
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33
Q

What causes ASD

A

Common consensus is that it’s a brain dysfunction characterized by abnormalities in brain structure and neurtransmitters

genetic factors also play a role

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34
Q

What is an IEP

A

a customized program specifically tailored for each student with a disability.

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35
Q

What does Least Restrictive Environment (LRE) aim

A

to place children in settings similar to those for children without disabilities, often supporting their education in general classrooms.

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36
Q

what is inclusion

A

practice of educating students with special needs full-time in the regular classroom.

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37
Q

How long does the concrete operational stage last

A

from 7 to 11

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38
Q

Can children in the concrete operational thought reason

A

Yes as long as reasoning can be applied to specific or concrete examples

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39
Q

What are operations

A

Mental actions that are reversible

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40
Q

What are concrete operations

A

Operations that are applied to real, concrete objects

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41
Q

What is an indicator that a child is capable of concrete operations

A

That they pass the conservation tasks

42
Q

What other abilities are characteristic of children who have reach the concrete operational stage

A
  • ability to classify or divide things into different sets or subset and consider their interrelationships
  • Seriation (ability to order stimuli alon a qualitative dimension like length)
  • Transitivity (ability to logically combine relations to understand certain conclusions
43
Q

Some critics of Piaget’s concrete operatonal stage

A
  • some abilities don’t appear at the same time/in synchrony
  • Education and culture exert stronger influences on children’s development than Piaget reasoned.
44
Q

How are neo-Piagetians different than Piaget

A
  • more emphasis on how children use attention, memory and strategies to process info
  • speed of information processing
  • …
45
Q

What happens to attention during those years

A

Most children dramatically improve their ability to sustain and control attention

46
Q

When does short-term memory stop showing an increase

A

after 7

47
Q

What’s a more dynamic term to encompass short-term memory

A

Working memory

48
Q

How does Alan Baddeley define working memory

A

as a kind of mental ‘workbench’ where individuals manipulate and assemble info when they make decision, solve problems and comprehend language.

49
Q

What does working memory involve

A

Bringing info to mind and mentally work with it or update it,

50
Q

What brain region plays a key role in the development of working memory

A

The frontoparietal brain network

51
Q

What’s the link between ADHD and working memory

A

Children with ADHD have working memory deficits

52
Q

What is long-term memory

A

Relatively permanent and unlimited type of memory

it increases with age

53
Q

Link between expertise and memory

A

Expertise in something gives superior memory

54
Q

What are strategies

A

Deliberate mental activities that improve the processing of information.

55
Q

What does elaboration involve

A

More extensive processing of information, it makes the info more meaningful

56
Q

Effective strategies to improve memory skills

A
  • Elaboration
  • Mental imagery
  • Understand material, not memorize
57
Q

Is rehearsal effective long-term

A

No it’s more effective short term

58
Q

What is thinking

A

Manipulating and transforming info in memory

59
Q

What are 2 important aspects of thinking

A

Thinking critically and creatively

60
Q

What is critical thinking

A

Involves thinking reflectively and productively and evaluating evidence

61
Q

When does Deep understanding occur

A

When students are stimulated to rethink previously held ideas

62
Q

What’s a critic about school regarding thinking

A

They ask childrens to recite, define, describe, list etc
rather than to analyze, infer, connect, synthesize evaluate etc

They don’t make them think critically and deeply

63
Q

What is creative thinking

A

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

64
Q

What difference between intelligence and creativity did J.P Guilford recognize

A

He distinguished between convergent thinking and divergent thinking

65
Q

What’s convergent thinking

A

Produces one correct answer

usually the thinking required on intelligence tests

66
Q

What is divergent thinking

A

Produces many different asnwers to the same question

characterizes creativity

67
Q

What is metacognition

A

It’s cognition about cognition, or knowing about knowing

68
Q

What is metamemory

A

Knowledge about memory

  • General knowledge about memory
  • Knowledge of one’s own memory
69
Q

What does conceptualization of metacognition consist of

A

several dimensions of executive function, like planning and self-regulation

70
Q

What are some dimensions of executive function that are most imp for 4 to 11 yo’s cognitive dev

A
  • self-control/inhibition
  • working memory
  • Flexibility (consider diff strategies and perspectives)
71
Q

What is Intelligence

A

The ability to solve problems and to adapt and learn from experiences

72
Q

Who developed the 1905 scale test

A

Alfred Binet and his student Theophile Simon

73
Q

Who developed the concept of Mental Age (MA)

A

Binet

74
Q

What is Mental Age (MA)

A

Individuals level of mental development relative to others

75
Q

Who created the concept Intelligence quotient (IQ)

A

William Stern

76
Q

What is IQ

A

A person’s mental age divided by chronological age (CA) multiplied by 100

77
Q

What is IQ if mental age = chronological age

A

100

78
Q

What are the Stanford-Binet tests

A

Revisions of the Binet test

79
Q

How are the scores o the Stanford-Binet test

A

They approximate a normal distribution

Most scores are in the middle, and few scores on the extremities

79
Q

What’s another set of tests used for intelligence other than the stanford binet

A

Wechsler scales

80
Q

What does the WISC-V show

A

Overall IQ + 5 composite scores :

  • verbal comprehension
  • workign memory
  • processing speed
  • flid reasoning
  • visual spatial
81
Q

How many subscales in the Weschler scales

A

16 verbal and nonverbal

82
Q

Give 3 examples of weschler subscales

A

Verbal sc:
- Similarities: child must think logically and abstractly to to answer a number of questions about how things are similar
- Comprehension: Designed to measure individuals judgmeent and common sense

Nonverbal
- Block design : child must assenble a number of multicolored block to match designs the examinor shows

83
Q

What’s Sternberg’s Theory

A

Triarchic theory

= intelligence comes in 3 forms
- Analytical
- Creative intelligence
- Practical intelligence

84
Q

What are Gardner’s 8 Frames of Mind

A

Frames of mind = types of intelligence

  • Verbal
  • Mathematical
  • Spatial
  • Bodily-kinesthetic
  • Musical
  • Interpersonal (understand and effectively interact with others
  • Intrapersonal (understand oneself)
  • Naturalist (observe patterns in nature and udners)
85
Q

What’s a potential influence on intelligence test performance

A

Stereotype threat : anxiety that one’s behavior might confirm a negative stereotype about one’s group

86
Q

What is intellectual disability

A

Limited mental ability
IQ usually below 70 + difficulty adapting to demands of daily life

87
Q

What can be the origin of intellectual disability

A

Organic or sociocultural

88
Q

What is organic intellectual disability

A
  • caused by genetic disorder or brain damage
89
Q

What is Cultural-familial intellectual disability

A

Mental deficit with no evidence of organic brain damage

90
Q

What are gifted people

A

People with above-average intelligence

IQ of 130 or more, or superior talent for smth, or both

91
Q

What are the three criteria that characterize gifted children

A
  1. Precocity = begin to master an area earlier than their peers
  2. Marching to a different drummer = learn in a qualitatively different way from ordinary children
         = need minimal help or scaffolding from adults to learn
  3. Passion to master = driven to understand, display intense and obsessive interest and ability to focus
92
Q

What is the alphabetic principle

A

Concept that the letters of the alphabet represent sounds of the language

93
Q

What are the vocab and grammar advances accompanied by

A

The development of metalinguistic awarness

94
Q

What is metalinguistic awarness

A

knowledge about language.

it improves a lot during elementary school years

95
Q

What are pragmatics

A

Understanding how to use language in culturally appropriate ways

96
Q

Is vocab development important in reading comprehension

A

yes

97
Q

How should children be taught to read

A

The phonics approach

= teaches children to connect letters with their corresponding sounds = learning basic sound-letter rules

98
Q

Do adults learn a second language faster

A

Yes, but language mastery is not as high as children

99
Q

What’s the dual language approach in language learning

A

Instructions given both in ELL child’s home language and English for varying amounts of time

psyc210: developmental psychology (5 decks)

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