Chapter 9: Physical and Cognitive Development in Middle Childhood Flashcards

1
Q

Prefrontal cortex

A

Executive functioning and thinking, regulates thoughts, emotions, and behavior

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2
Q

Gray matter

A

Unmyelinated neurons

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3
Q

White matter

A

Myelinated brain tissue (myelination speeds up transmission)

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4
Q

Hippocampus

A

Increased neural connections to prefrontal and parietal, increased ability to experience and remember things, episodic memory (specific details)

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5
Q

Adrenarche

A

“Pre-puberty”, trigger adrenal glands to increase amount of fat before puberty begins. Body hair and odor, first molars.

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6
Q

Brain development

A

Growth of cerebellum and connections to parietal lobe. Balance, coordination, speed. Complex movements and fine motor skills.

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7
Q

Physical activity

A

60+ min a day recommended for children. Lowers anxiety and improves mental health, associated with cognitive and physical health.

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8
Q

____ socioeconomic homes have higher rates of injury

A

low

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9
Q

BMI

A

body mass index, calculated based on height and weight. Obesity is being above the 95th percentile for age and height.

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10
Q

Obesity can lead to….

A

Depression, low self-esteem, orthopedic problems

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11
Q

Developmental disabilities

A

ADHD, autism, specific learning disorders (dyslexia, dyscalculia, dysgraphia)

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12
Q

ADHD

A

Attention-deficit/hyperactivity disorder: persistent attention difficulties and/or hyperactivity/impulsivity. Structural abnormalities in the brain. Interferes with daily functioning. More common in boys, 80% heritable.

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13
Q

ADHD treatment

A

Medication, symptoms decline with age, behavioral strategies

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14
Q

ADHD patterns

A
  • Inattentive - difficulty with attention, careless mistakes, not listening well or following directions, trouble organizing. More difficult to diagnose, “head in the clouds”
  • Hyper-active impulsive - fidgeting, trouble sitting still in class. Easier to diagnose.
  • Combined presentation
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15
Q

Autism spectrum disorder

A

Family of neurodevelopmental disorders, difficulty in social engagement behavior, repetitive disorders, effect on intellectual functioning, difficulty with working memory. More common in males and epigenetic.

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16
Q

Autism spectrum disorder strategies

A

Use of a first/then chart to provide structure and additional time to process information, use of visual tools

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17
Q

Three specific learning disorders

A

Dyslexia, dyscalculia, dysgraphia

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18
Q

Specific learning disorders

A

Children who demonstrate a difference between aptitude (intelligence, genetics) and achievement. Can be affected by race and socioeconomic status for diagnosis and treatment.

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19
Q

Developmental dyslexia

A

Reading difficulty, trouble distinguishing sounds and how they come together. It doesn’t affect memory if the individual can comprehend the passage, but would struggle to read it alone.

20
Q

Development dyscalculia

A

Math difficulty, poor executive function and working memory, concept of “taking away” is hard to grasp.

21
Q

Developmental dysgraphia

A

Difficulty with written language, not necessarily penmanship but with spelling or conveying thoughts onto paper. May struggle with grammar, spacing, labeling a drawing, poor posture, poor pencil grip, poor motivation, and feeling of incompetency.

22
Q

Classification

A

Part of Piaget’s concrete operational reasoning. Ability to consider relations to categories, organize objects by physical dimension.

23
Q

Transitive inference

A

Part of Piaget’s classification. Inferring the relationship between two objects by understanding their relationships with a third

A —-
B ———-
C ———————-

A is shorter than B
B is longer than A
B is shorter than C
C is longer than B
A is shorter than C
C is longer than A

24
Q

Seriation

A

Part of Piaget’s classification. Order objects according to a dimension

25
Q

Class inclusion

A

Part of Piaget’s classification. Understanding hierarchical relationships among items.

26
Q

Conservation

A

Part of Piaget’s concrete operational reasoning. Characteristics of an object do not change despite a change in appearance. Includes reversibility, where a child recognizes objects can be returned to their original state.

27
Q

Information processing

A

Working memory and executive function, metacognition, metamemory, memory strategies

28
Q

Working memory and executive function

A

Storing memory, completing complex tasks, focused attention, where all thinking takes place. Executive functioning is how kids think about, initiate, and complete tasks.

29
Q

Metacognition

A

Awareness of one’s thoughts, becoming better at planning

30
Q

Metamemory

A

Understanding of one’s memory and the ability to enhance it, evaluate and adjust actions. Use of proper writing/language rules.

31
Q

Memory stratgies

A

Rehearsal (repetition), organization (categorizing/chunking), elaboration (imaginary story to relate to material)

32
Q

Intelligence

A

The ability to adapt to the world in which we live

33
Q

Wechsler intelligence scale

A

Measures intellectual aptitude/capacity to learn through 10 subtests and five indexes that test processing speed, working memory, verbal, and nonverbal abilities.

34
Q

Flynn effect

A

Intelligence is increasing 9 IQ points for every generation

35
Q

History of IQ

A

Poor origin, used to prove group “superiority”. Improper ability to measure different contexts. Wasn’t designed for all groups to be successful.

36
Q

Stereotype threat (IQ)

A

Black children may perform poorer if told the examination is a test rather than if they weren’t told

37
Q

Gardner’s multiple intelligences

A

Intelligence is more broad. It is the ability to solve problems or create culturally-valuable products.

38
Q

Gardener’s 8 types of intelligence

A
  • Naturalist - understanding livings things and reading nature
  • Spatial - visualizing the world in 3D
  • Linguistic - finding the right words to express what you mean
  • Intra-personal - understanding yourself, what you feel, and what you want
  • Interpersonal - sensing people’s feelings and motives
  • Logical-mathematical - quantifying things, making hypotheses and proving them
  • Musical - discerning sounds, their pitch, tone, rhythm, and timbre
  • Bodily-kinesthetic - coordinating your mind with your body
39
Q

Stenberg’s triarchic theory of intelligence

A

Three categories of intelligence
- Analytical: information processing, acquiring knowledge, problem-solving
- Creative: insight, pair new info to what’s known already, high learning capacity
- Practical: modify info to your needs, how well you evaluate your environment

40
Q

Children expand their vocabulary ___x in elementary school

A

4

41
Q

Grammar development in middle childhood

A

Hear yourself speaking and self correct, metalinguistic awareness

42
Q

Pragmatics

A

Changing speech to match the listener and situation, social situation

43
Q

Bilingual language learning forms

A
  • ESL through English immersion - place foreign-speaking children in English-speaking classes
  • Bilingual learning - learn native language, then English
  • Dual-language learning - equal importance on each language
44
Q

Two approaches to teaching

A
  • Teacher-centered: the instructor is the holder of knowledge, traditional lecture, drills, quizzes, memorization
  • Student-centered: instructor encourages children in problem-solving, children structure their own learning
45
Q

Phonics instruction

A

The teaching of sounds and how they come together rather than single word instruction. Generally more effective.