Chapters 11/12/13 Flashcards
11.1 Patterns of Growth in Middle Childhood
- 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
growth spurt
period during which growth advances at a dramatically rapid rate compared with other periods
11.1 Brain Development
- myelation continues
- frontal cortex still developing-gaining control of the situation
11.1 Nutrition and Growth
- body weight doubles
- more play/exercise; need more calories per day (2,000)
- poverty=worse diets
- food pyramid
11.1 Gender Differences in Growth Patterns
- 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
11.1 Vision and Hearing Development
- nearsighted=25% of kids, 60% of young adults
- ear infections=6-12 years old not as likely as 5 and under kids
11.2 Overweight Kids in the US
- 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
11.2 Causes of Being Overweight
- 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
11.3 Prevalence of Asthma
more likely in wealthy nations
11.3 Factors that Increase Asthma
respiratory infections and skin imitations, family history, and lower socioeconomic status
11.3 Treatment of Asthma
corticosteroids, removing of dust, and it may improve with age
11.4 Gross Motor Skills
- steady improvement; group games and sports, balance, coordination, and strength
- muscles growing, increasing myelation, gradually increased reaction time
reaction time
amount of time required to respond to a stimulus, individual differences can be huge
11.4 Fine Motor Skills
keep improving; zippers, buttons, forks and knives
11.4 Gender Differences in Motor Development
- 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)
11.4 Children in the US and Motor Development
- 2/3 of children are not physically fit
- TV and sports that are not physically intense
11.4 How to Improve Physical Fitness
- encouragement from role models, family activities, decrease TV time, and increase outdoor play
- focus on physical fitness, not winning
11.5 ADHD
- 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
11.5 Is ADHD Over-Diagnosed?
many professionals believe so; medication is misused
11.5 Causes of ADHD
- 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)
stimulants
- drugs that increase the activity of the nervous system
- blocks reuptake of dopamine and noradrenaline
11.5 Treatment of ADHD
- stimulants
- cognitive behavioral therapy=increase self control and problem solving abilities
learning disability
groups of disorders characterized by inadequate development of specific academic, language, and speech skills
11.5 Dyslexia
- 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
double-deficit hypothesis
theory that suggests that dyslexic children have biological deficits in two areas; phonological processing (interpreting sounds) and naming speed
11.5 Communication Disorders
- 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
mainstream
placing children with disabilities in classrooms of children without disabilities
concrete operations
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
reversibility
- 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
decentration
simultaneous focusing on more than on aspect/dimension of a problem/situation
conservation
- concrete-ops understands this
- mass usually develops first, then weight, then volume
transitivity
- 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
seriation
- 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
class inclusion
- principle that one category/class of things can include several subclasses
- concreteops can do so
- may even soon, but language barrier
12.1 Piaget’s Theory in Education
- 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)
moral realism
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
12.2 Piaget’s View on Moral Reasoning
- 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
object morality
perception of mortality as objective, or as existing outside the cognitive functioning of people
immanent justice
view that a negative experience is a direct consequence of wrongdoing, reflecting the relief that morality is embedded within the structure of the universe
autonomous morality
- 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
12.2 Kohlberg’s View on Development
- emphasized the importance of being able to view the moral world from the perspective of another person
- 3 levels and 6 stages
preconventional level
- 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
conventional level
- 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
postconventional level
- 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
information processing
view in which cognitive processes are compared to the functions of computers
12.3 Development of Selective Attention
ability to focus on the elements of a problem and find solutions
memory
processes by which we store and retrieve information
sensory memory
structure of memory that is first encountered by sensory input
working memory
structure of memory that can hold a sensory stimulus up to 30 seconds after the trace decays
encode
to transform sensory input into a form that is moe readily processed
12.3 Capacity of Short-Term Memory
- 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)
long-term memory
- 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
metacognition
- 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
metamemory
knowledge of the functions and processes involved in one’s storage and retrieval of info
intelligence
- capacity to understand the world and the resourcefulness to cope with its challenges and make adaptive choices
- many theories and many debates
achievement
- attained by one’s efforts and presumed to be made possible by one’s abilities
- gained by experience
factors
condition/quality that brings about a result- “intelligent behavior”
factor analysis
statistical technique that enables researchers to determine the relationships among a large number of times, such as test exams
