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Child Psychology > Chapters 11/12/13 > Flashcards

Chapters 11/12/13 Flashcards

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1
Q

11.1 Patterns of Growth in Middle Childhood

A
  • 2 inches per year (boys and girls), doesn’t vary until growth spurt
  • average weight gain between 6-12 years is 5-7 pounds per year
  • become less stocky and more slender
  • growing pains
  • adult teeth grow in
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2
Q

growth spurt

A

period during which growth advances at a dramatically rapid rate compared with other periods

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3
Q

11.1 Brain Development

A
  • myelation continues

- frontal cortex still developing-gaining control of the situation

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4
Q

11.1 Nutrition and Growth

A
  • body weight doubles
  • more play/exercise; need more calories per day (2,000)
  • poverty=worse diets
  • food pyramid
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5
Q

11.1 Gender Differences in Growth Patterns

A
  • 9/10 boys are heavier and taller than girls
  • girls spurt first and pass boys
  • boys spurt at 13/14
  • increase in muscular strength for both
  • males=muscle tissue growth, females=fatty tissue growth at age 11
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6
Q

11.1 Vision and Hearing Development

A
  • nearsighted=25% of kids, 60% of young adults

- ear infections=6-12 years old not as likely as 5 and under kids

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7
Q

11.2 Overweight Kids in the US

A
  • 16-25% of children and teens
  • doubled in the last 20 years, Latino boys, African American girls are more likely
  • high blood pressure, high cholesterol, diabetes, and respiratory problems
  • overweight kids tend to become overweight adults
  • low self-image, depression, and anxiety, less liked by peers
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8
Q

11.2 Causes of Being Overweight

A
  • heredity=tendency to burn up extra calories or turn extra calories into fat
  • high sugar, unhealthy foods, and low physical activity
  • amount of fat cells, environmental influences, amount of TV, stressors, and emotional reactions
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9
Q

11.3 Prevalence of Asthma

A

more likely in wealthy nations

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10
Q

11.3 Factors that Increase Asthma

A

respiratory infections and skin imitations, family history, and lower socioeconomic status

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11
Q

11.3 Treatment of Asthma

A

corticosteroids, removing of dust, and it may improve with age

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12
Q

11.4 Gross Motor Skills

A
  • steady improvement; group games and sports, balance, coordination, and strength
  • muscles growing, increasing myelation, gradually increased reaction time
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13
Q

reaction time

A

amount of time required to respond to a stimulus, individual differences can be huge

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14
Q

11.4 Fine Motor Skills

A

keep improving; zippers, buttons, forks and knives

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15
Q

11.4 Gender Differences in Motor Development

A
  • boys have greater overall strength
  • girls have grater limb coordination and overall flexibility
  • boys are shown more support and more likely to participate in sports
  • physical active decreases with age (both genders)
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16
Q

11.4 Children in the US and Motor Development

A
  • 2/3 of children are not physically fit

- TV and sports that are not physically intense

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17
Q

11.4 How to Improve Physical Fitness

A
  • encouragement from role models, family activities, decrease TV time, and increase outdoor play
  • focus on physical fitness, not winning
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18
Q

11.5 ADHD

A
  • behavior disorder characterized by excessive inattention, impulsiveness, and hyperactivity
  • onset occurs by age 7, for at least 6 months of persistent symptoms, impair function in school, and difficulty getting along with others
  • 11% of children, twice as often for boys
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19
Q

11.5 Is ADHD Over-Diagnosed?

A

many professionals believe so; medication is misused

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20
Q

11.5 Causes of ADHD

A
  • run in families
  • how bring processes dopamine and serotonin
  • coexists with anxiety disorders
  • brain chemistry is different-failure to exercise adequate inhibitory processes (can’t control impulses)
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21
Q

stimulants

A
  • drugs that increase the activity of the nervous system

- blocks reuptake of dopamine and noradrenaline

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22
Q

11.5 Treatment of ADHD

A
  • stimulants

- cognitive behavioral therapy=increase self control and problem solving abilities

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23
Q

learning disability

A

groups of disorders characterized by inadequate development of specific academic, language, and speech skills

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24
Q

11.5 Dyslexia

A
  • reading disorder characterized by patterns such as letter reversals, mirror reading, slow reading, and reduced comprehension
  • 5-17.5% of US children, more common in boys
  • treatment=remediatoin-highly structured exercises (early in life), accommodation-extra time to complete tasks (later in life)
  • causes=sensory and neurological problems, genetics, Wernicke’s, difficulty controlling eye movements
25
Q

double-deficit hypothesis

A

theory that suggests that dyslexic children have biological deficits in two areas; phonological processing (interpreting sounds) and naming speed

26
Q

11.5 Communication Disorders

A
  • persistent problems in understanding.producing language
  • expressive language disorder=impairment of use of spoken language
  • mixed receptive/expressive LD=difficulties understanding and producing speech
  • phonological LD=difficulty articulating the sounds of speech (mispronunciation)
  • stuttering=disturbance in the ability to speak fluently with appropriate timing of speech sounds
27
Q

mainstream

A

placing children with disabilities in classrooms of children without disabilities

28
Q

concrete operations

A

Piaget’s 3rd stage, characterized by flexible, reversible thought concerning tangible objects and events, 7-12 years old, less egocentric, different perspectives and views have expanded greatly

29
Q

reversibility

A
  • recognition that processes can be undone, leaving things as they were before
  • factor in conversation
  • concrete-ops are able to do this
  • ex: adding and subtracting
30
Q

decentration

A

simultaneous focusing on more than on aspect/dimension of a problem/situation

31
Q

conservation

A
  • concrete-ops understands this

- mass usually develops first, then weight, then volume

32
Q

transitivity

A
  • principle that if it is greater than B in a property and Bis greater than C, then A is greater than C
  • concrete-ops posses this
33
Q

seriation

A
  • placing objects in an order/series according to a property or trait
  • achieve this systematically and without error
  • may be able to do this earlier than what Piaget suggested
34
Q

class inclusion

A
  • principle that one category/class of things can include several subclasses
  • concreteops can do so
  • may even soon, but language barrier
35
Q

12.1 Piaget’s Theory in Education

A
  • learning involves active discovery, geared to child’s level of development, take in perspectives of others, group discussions, and interactions
  • Piaget underestimated children abilities at various ages
  • may develop more independently and continuous than what Piaget believes (not in stages)
36
Q

moral realism

A

children judge acts as moral when they conform to authority or to the rules of the game; morality is perceived as embedded in the structure of the universe

37
Q

12.2 Piaget’s View on Moral Reasoning

A
  • moral realism
  • object morality
  • emerges around age 5->”because Mom says so”, right and wrong appear to be black and white
  • immanent justice
  • strict-don’t allow excuses
  • autonomous morality
38
Q

object morality

A

perception of mortality as objective, or as existing outside the cognitive functioning of people

39
Q

immanent justice

A

view that a negative experience is a direct consequence of wrongdoing, reflecting the relief that morality is embedded within the structure of the universe

40
Q

autonomous morality

A
  • children base moral judgements on the intentions of the wrongdoer more so than on the amount of damage done
  • around ages 9-11, social rules can changes, empathy, result of cooperative peer relationships, parents help foster
41
Q

12.2 Kohlberg’s View on Development

A
  • emphasized the importance of being able to view the moral world from the perspective of another person
  • 3 levels and 6 stages
42
Q

preconventional level

A
  • period during which more judgements are based largely on expectations of rewards or punishments
  • stage 1=guided by obedience and avoidance of punishment
  • stage 2=satisfy their own needs
  • ages 7-10
43
Q

conventional level

A
  • period during which moral judgements largely reflect social skills and conventions
  • stage 3=good boy/girl, moral behavior is “normal”, socially approved, role of sympathy
  • stage 4=law and order, respect for authority
  • middle childhood
44
Q

postconventional level

A
  • period during which moral judgements are derived from moral principles and people look to themselves to set moral standards
  • stage 5=human needs vs. society’s need
  • stage6=universal moral/ethical principles
45
Q

information processing

A

view in which cognitive processes are compared to the functions of computers

46
Q

12.3 Development of Selective Attention

A

ability to focus on the elements of a problem and find solutions

47
Q

memory

A

processes by which we store and retrieve information

48
Q

sensory memory

A

structure of memory that is first encountered by sensory input

49
Q

working memory

A

structure of memory that can hold a sensory stimulus up to 30 seconds after the trace decays

50
Q

encode

A

to transform sensory input into a form that is moe readily processed

51
Q

12.3 Capacity of Short-Term Memory

A
  • chunks of information are 7 pieces (+/-2) at a time
  • 5-6 year olds can hold 2
  • rote learning-based on memorization (like learning the alphabet)
52
Q

long-term memory

A
  • memory structure capable of relatively permanent storage of information
  • memory is not lost-simply hidden
  • rehearsal=process of put short term memory into long term
  • elaborative and semantic codes
  • gradually gets organized into categories
  • kids have superior capacity compared to adults
53
Q

metacognition

A
  • awareness of and control of one’s cognitive abilities; shown by the intentional use of cognitive strategies in solving problems
  • older kids are able to asses themselves more accurately
54
Q

metamemory

A

knowledge of the functions and processes involved in one’s storage and retrieval of info

55
Q

intelligence

A
  • capacity to understand the world and the resourcefulness to cope with its challenges and make adaptive choices
  • many theories and many debates
56
Q

achievement

A
  • attained by one’s efforts and presumed to be made possible by one’s abilities
  • gained by experience
57
Q

factors

A

condition/quality that brings about a result- “intelligent behavior”

58
Q

factor analysis

A

statistical technique that enables researchers to determine the relationships among a large number of times, such as test exams

Child Psychology (5 decks)

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