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Psych 250 > Chapter 9: Physical and Cognitive Development in Middle and Late Childhood > Flashcards

Chapter 9: Physical and Cognitive Development in Middle and Late Childhood Flashcards

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1
Q

Body Growth and Change

A
  • Growth averages 2-3 inches per year

- Weight gain averages 5 to 7 pounds a year

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2
Q

The Brain

A
  • Brain volume stabilizes
  • Significant changes in structures and regions occur, especially in the prefrontal cortex
  • Increases in cortical thickness
  • Activation of some brain areas increase while others decrease
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3
Q

Motor Development

A
  • Motor skills become smoother and more coordinated
  • Boys outperform girls in gross motor skills involving large muscle activity
  • Improvement of fine motor skills during middle and late childhood due to increased myelination of the central nervous system
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4
Q

Exercise

A
  • Higher level of physical activity is linked to:
    1. Lower level of metabolic disease risk based on measures of cholesterol, waist circumference, and insulin levels
  • Aerobic exercise benefits:
    1. Children’s attention
    2. Memory
    3. Effortful and goal-directed thinking and behavior
    4. Creativity
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5
Q

Exercise continued

A

Ways to get children to exercise:

  • Offer physical activity programs school facilities
  • Have children plan community and school activities
  • Encourage families to focus more on physical activity
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6
Q

Health, Illness, and Disease

A
  • Middle and late childhood is a time of excellent health
  • Accidents and Injuries
  • Cardiovascular disease
  • Cancer
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7
Q

Accidents and Injuries

A

Motor vehicle accidents are most common cause of sever injury

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8
Q

Cardiovascular disease

A

Uncommon in children but risk factors are present

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9
Q

Cancer

A
  • 2nd leading cause of death in children 5-14 years old
  • Most common child cancer in leukemia
  • Children with cancer are surviving longer because of advancements in cancer treatment
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10
Q

The Scope of Disabilities

A
  • Learning disabilities
  • Attention deficit hyperactivity disorder
  • Emotional and behavioral disorders
  • Autism spectrum disorders (ASD)
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11
Q

Learning disabilities

A

Difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

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12
Q

Dyslexia

A

Severe impairment in the ability to read and spell

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13
Q

Dysgraphia

A

Difficulty in handwriting

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14
Q

Dyscalculia

A

Developmental arithmetic disorder

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15
Q

Attention deficit hyperactivity disorder (ADHD)

A

Characterized by inattention, hyperactivity, and impulsivity

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16
Q

Number of children diagnosed has increased substantially

A

Possible causes:

  • Genetics
  • Brain damage during prenatal or potential development
  • Cigarette and alcohol exposure during prenatal development
  • Low birth weight
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17
Q

Emotional and behavioral disorders

A

Serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters as well as inappropriate socioemotional characteristics

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18
Q

Autism spectrum disorders (ASD)

A

Range from autistic disorder to Asperger syndrome

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19
Q

Autistic disorder

A

Deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped pattern of behavior
-Onset in the first three years of life

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20
Q

Asperger syndrome

A
  • Good verbal language skills
  • Milder nonverbal language problems
  • Restricted range of interests and relationships
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21
Q

Educational Issues

A
  • Individual Education Plan (IEP)
  • Least Restrictive Environment (LRE)
  • Inclusion
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22
Q

Individual Education Plan (IEP)

A

Written statement that is specifically tailored for the disable student

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23
Q

Least Restrictive Environment

A

Setting that is as similar as possible to the one in which non-disabled children are educated

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24
Q

Inclusion

A

Educating a child with special education needs full-time in the regular classroom

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25
Q

Piaget’s Cognitive Developmental Teory

A
  • Concrete operational stage
  • Evaluating Piaget’s concrete operational stage
  • Neo-Piagetians
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26
Q

Concrete operational stage

A
  • Age 7 to 11

- Children can perform concrete operations and reason logically, and are able to classify things into different sets

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27
Q

Seriation

A

Ability to order stimuli along a quantitative dimension

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28
Q

Transitivity

A

Ability to logically combine relations to understand certain conclusions

29
Q

Evaluating Piaget’s concrete operational stage

A
  • Concrete operational abilities do not appear in synchrony

- Education and culture exert strong influences on children’s development

30
Q

Neo-Piagetians

A

Argue that Piaget got some things right but that his theory need considerable revision
-Elaborated on Piaget’s theory, giving more emphasis to information processing, strategies, and precise cognitive steps

31
Q

Information Processing

A
  • Long-term memory
  • Strategies
  • Fuzzy trace theory
  • Thinking
  • Creative thinking
  • Convergent thinking
  • Divergent thinking
  • Scientific thinking
  • Metacognition
32
Q

Long-term memory

A

Increases with age during middle and late childhood

  • Knowledge and expertise
    1. Experts have acquired extensive knowledge about a particular content area
33
Q

Strategies

A

Deliberate metal activities that improve the processing of information

  • Elaboration
  • Engage in mental imagery
  • Understanding the material
  • Repeat with variation
  • Embed memory-relevant language`
34
Q

Fuzzy trace theory

A

Considering two types of memory representations:

  1. Verbatim memory trace
  2. Gist
35
Q

Thinking

A
  • Critical thinking

- Mindfulness

36
Q

Critical thinking

A

Reflectively and productively, and evaluating evidence

37
Q

Mindfulness

A

Being alert, mentally present, and cognitively flexible

38
Q

Creative thinking

A

Ability to think in novel and unusual ways

-Come up with unique solutions to problems

39
Q

Convergent thinking

A

Produces one correct answer

-kind of thinking tested by standardized intelligence tests

40
Q

Divergent thinking

A

Produces many answers to the same question

-Creativity

41
Q

Scientific thinking

A

Asking fundamental and identifying causal relations questions about reality

42
Q

Metacognition

A

Cognition about cognition

43
Q

Metamemory

A

Knowledge about memory

44
Q

Metamemory

A

Knowledge about memory

45
Q

Intelligence

A

Ability to solve problems and to adapt and learn from experiences

46
Q

Binet tests

A
  • Mental age
  • Intelligence quotient (IQ)
  • Normal distribution
47
Q

Mental Age

A

Individual’s level of mental development relative to others

48
Q

Intelligence quotient (IQ)

A

Person’s mental age divided by chronological age, multiplied by 100

49
Q

Normal distribution

A

Symmetrical distribution

-Most scores falling in the middle of this possible range of scores

50
Q

Intelligence

A

Types of Intelligence

51
Q

Sternberg’s triarchic theory of intelligence

A
  • Analytical intelligence
  • Creative intelligence
  • Practical Intelligence
52
Q

Gardner’s eight frames of mind

A

Evaluating multiple-intelligence approaches

  • Verbal
  • Mathematical
  • Spatial
  • Bodily-Kinesthetic
  • Musical
  • Interpersonal
  • Intrapersonal
  • Naturalist
53
Q

Culture and intelligence

A

Interpreting differences in IQ scores

54
Q

Interpreting differences in IQ scores

A
  • Influences of genetics
  • Environmental influences
  • Group differences
  • Culture-fair tests: Designed to be free of cultural bias
55
Q

Using Intelligence tests

A
  • Avoid stereotyping and expectation
  • Know that IQ is not the sole indicator of competence
  • Use caution in interpreting an overall IQ score
56
Q

Extremes of Intelligence

A
  • Mental retardation

- Gifted

57
Q

Mental retardation

A

Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life

58
Q

Organic retardation

A

Caused by genetic disorder or brain damage

59
Q

Cultural-familial retardation

A

No evidence of organic brain damage

-IQ is generally between 50 and 70

60
Q

Gifted

A

Above-average intelligence (an IQ of 130 or higher) and/or superior talent for something

  • Nature vs Nurture
  • Domain-specific giftedness and development
  • Educatiom of children who are gifted
61
Q

Three criteria for being Gifted

A
  • Precocity
  • Marching to their own drummer
  • A passion to master
62
Q

Reading

A
  • Whole-language approach

- Phonics approach

63
Q

Whole-language approach

A

Reading instruction school parallel children’s natural language learning

64
Q

Phonics approach

A

Reading instruction should teach basic rules for translating written symbols into sounds

65
Q

Writing

A
  • Parents and teachers should encourage children’s early writing
  • Not be concerned with the formation of letters or spelling
66
Q

Bilingulism and Second-Language Learning

A
  • Second-language learning

- Bilingual education

67
Q

Second-language learning

A

Bilingualism has a positive effect on children’s cognitive development
-Subtractive biligualism

68
Q

Bilingual education

A

Research supports bilingual education

Psych 250 (5 decks)

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