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Childhood Dev't > Cognitive Development in Middle School (class complete) > Flashcards

Cognitive Development in Middle School (class complete) Flashcards

1
Q

Which of Piaget’s stages corresponds to middle childhood?

A

Concrete operational

ages 7-11

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2
Q

What is executive functioning?

A

a set of interrelated cognitive processes responsible for purposeful, goal-directed behaviour

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3
Q

6 examples of executive functioning

A
  • goal selection
  • planning
  • initiating activities
  • self-regulation
  • mental flexibility
  • attention
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4
Q

What is the role of executive functioning?

A

These processes play an important role in children’s cognitive functioning, behaviour, emotional control, and social interaction

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5
Q

What can/can’t concrete operational kids do?

A
  • use mental operations
  • only in concrete, immediate experience
  • difficulty thinking abstractly
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6
Q

What is executive dysfunction?

A

deficits in one or more areas of executive function

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7
Q

7 examples of executive dysfunction

A
  • poor impulse control
  • difficulty in self-monitoring or self-regulation
  • problems with planning and organization
  • poor reasoning ability
  • difficulty generating and implementing strategies
  • poor utilization of feedback
  • deficits in working memory
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8
Q

Children who exhibit executive dysfunction may…

A
  • be apathetic, unmotivated
  • be impulsive and argumentative
  • make socially inappropriate comments (questions, jokes)
  • have poor interpersonal skills
  • have difficulty maintaining social relationships
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9
Q

What did Anderson (2002) propose about executive functioning?

A

Executive functioning should be conceptualized as a system of inter-related processes rather than as a single construct.

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10
Q

What 4 domains of executive function did Anderson propose?

What is included in each domain?

A
  1. attentional control - focused attention, inhibiting attention to other things
  2. cognitive flexibility - shifting tasks/thinking; ability to use divided attention; use different strategies; working memory
  3. goal setting - ability to plan and approach tasks strategically
  4. information processing - how quickly/efficiently we can do cognitive tasks
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11
Q

Describe the Behavior Rating Inventory for Executive Function (BRIEF)

A

Another model for executive functioning

  • developed for children 5-18 years
  • questionnaire completed by parents or teachers
  • includes 86 items, takes 10-15 minutes to complete
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12
Q

What 8 domains of executive functioning are included in the Behavior Rating Inventory for Executive Function (BRIEF)

A

Ability to:

  1. inhibit (impulses)
  2. shift - switching tasks, thoughts, strategies
  3. emotional control - self-regulation
  4. initiate (an action)
  5. working memory - holding info and manipulating it
  6. plan/organize - manage current/future task demands
  7. organization of materials (e.g. bedroom, backpack, locker)
  8. monitor - task-oriented monitoring (work checking) and self-monitoring (interpersonal awareness)
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13
Q

What did Brocki and Bohlin study?

A

Purpose: To expand knowledge on the development of basic executive functions.

  • school children 6-13 yrs
  • divided into 4 age groups
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14
Q

What did Brocki and Bohlin measure in their study, and with what tasks?

A
  1. Nonverbal working memory
  2. Verbal working memory
  3. Verbal fluency (measures verbal working memory as well as the ability to generate an appropriate strategy)
  4. Inhibition
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15
Q

What were the IV and DV in Brocki and Bohlin’s study?

A

IV: age
DV: executive functioning

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16
Q

How did Brocki and Bohlin measure Nonverbal working memory? (2)

A
  1. imitating sequences of hand movements

2. Time Reproduction task - shine a flashlight for the same length of time as the examiner did

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17
Q

How did Brocki and Bohlin measure Verbal working memory? (1)

A
  1. digit span test: repeat a sequence of numbers in the same order
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18
Q

How did Brocki and Bohlin measure Verbal fluency? (2)

A
  1. phonemic fluency - name as many words as possible starting with A, S, F
  2. semantic fluency - name as many animals and things to eat as possible
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19
Q

How did Brocki and Bohlin measure Inhibition? (2)

A 
1. computerized go/no-go task - child presses spacebar whenever some symbols are shown on the screen, and does NOT press the spacebar when other symbols
are shown (as quickly as possible)
2. computerized Stroop-like task (day/night; boy/girl; big/small)
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20
Q

What were Brocki and Bohlin’s results?

A
  • disinhibition goes down with age
  • speed goes up and errors down with age
  • working memory/fluency goes up with age
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21
Q

In DSM-5, what are the main features in the definition of ADHD?

A

There is a pattern of inattention, hyperactivity, or impulsivity that interferes with a person’s functioning or development.

  • symptoms have to present before age 12
  • across settings
  • 6+ symptoms
22
Q

What symptoms define inattention in DSM-5? (7)

A
  • lack of attention to detail, careless mistakes
  • inability to focus, sustain attention, forgetful
  • does not listen to others
  • does not complete tasks or follow instructions
  • difficulty with organization
  • frequently loses things
  • easily distracted
23
Q

What symptoms define hyperactivity/impulsivity in DSM-5? (6)

A
  • fidgeting, squirming, leaves seat when expected not to
  • inappropriate running or climbing
  • unable to play quietly or sit still
  • talks excessively, interrupts others
  • has difficulty waiting
  • intrudes on others’ activities
24
Q

What is the ADHD prevalence rate according to DSM-5? How does this compare to systematic review?

A 
DSM-5: Prevalence 5% (children), 2.5% (adults)
Systematic Review (children/youth): Prevalence range 1.0% - 18.2% (7 studies)
25
Q

What kinds of interventions are available for ADHD?

A
  • medication
  • multimodal includes psychosocial and behavioural
    interventions
    – exercise
26
Q

What did Neudecker, Mewes, Reimers and Woll cover in their systematic review?

A

Purpose: To review published studies examining acute or longterm effects of all types of exercise interventions in children and adolescents on all aspects of health including physical, mental and social well-being.

27
Q

Neudecker, Mewes, Reimers and Woll’ systematic review: studies assessed the effects of exercise on several different kinds of outcomes:

A
  • cognitive performance or brain activity (14)
  • social behaviour and ADHD symptoms (12)
  • physical effects via fitness tests or motor skills (5)
  • 14 studies examined long-term effects of exercise
  • 7 studies examined acute effects of exercise
28
Q

Types of exercise programs assessed in Neudecker, Mewes, Reimers and Woll’ systematic review: (9)

A
  • acute running or cycling (e.g., 30 minutes on treadmill)
  • mixed long-term exercise
  • aimed to improve physical fitness
  • included a mix of different activities
  • aimed to improve different motor abilities
  • specific exercise programs
  • one specific exercise done each time (yoga & tai chi)
  • sensori- or perceptual-motor training
  • movement therapies focusing on perception and motor
    control
29
Q

Effects of acute exercise found in Neudecker, Mewes, Reimers and Woll’ systematic review:

A
  1. greater response inhibition after treadmill running compared with the control group who watched a
    running video
  2. significant differences in vigilance, confidence, and impulsivity between intervention and control groups
  3. significant difference between intervention and control groups for ADHD symptoms but not academic performance
30
Q

Effects of long-term mixed exercise found in Neudecker, Mewes, Reimers and Woll’ systematic review:

A
  1. intervention group had significantly improved attention, motor skills, and academic classroom behaviour after a 10 week exercise program. The no-exercise control group showed no significant change.
  2. intervention group showed significantly greater positive changes in ADHD symptoms, cooperativeness, and executive functioning than the comparison group (educational sessions).
31
Q

Effects of specific exercise programs (yoga & tai chi) in Neudecker, Mewes, Reimers and Woll’ systematic review:

A
  1. significantly improved attention and a reduction in ADHD symptoms in both a yoga group and a motor training group, but the effects of the yoga intervention were greater.
  2. no significant changes in teacher-rated attention after 20 yoga sessions. There were small changes in parent-rated ADHD symptoms
32
Q

Effects of sensor- or perceptual-motor training in Neudecker, Mewes, Reimers and Woll’s systematic review:

A

Significant improvements in sensory and motor function,
impulse control and behavioural problems were observed
in two studies. In one study, significant improvements in
cognitive functioning were also observed.

33
Q

Neudecker, Mewes, Reimers and Woll’s systematic review discussion: effects of exercise on ADHD children/youth

A

there may be both acute and long-term positive effects of exercise on the cognitive, behavioural, and physical functioning of children and adolescents with ADHD

34
Q

Neudecker, Mewes, Reimers and Woll’s systematic review discussion: what exercise programs are most effective in ADHD children/youth

A

multifaceted exercise programs seem to be the most effective in enhancing all facets of health including physical, mental, and social well-being

  • further research is needed to determine efficacy of specific interventions like yoga or tai chi
  • optimal exercise intensity, frequency, and duration is still unknown
35
Q

What are some of the popular intelligence tests for children?

A
  • Wechsler Intelligence Scale for Children (WISC-V)

- Stanford-Binet

36
Q

In what three areas is Intellectual Disability defined in DSM-5?

A

according to deficits in A. intellectual function, B. adaptive functioning, and C. onset before adolescence

37
Q

In assessing Intellectual Disability, how does DSM-5 define deficits in intellectual functions?

A
  • e.g., reasoning, problem solving, abstract thinking, planning, academic learning, learning from experience
  • confirmed by clinical assessment and standardized, culturally appropriate, psychometrically sound intelligence testing
    • IQ score 2 SDs below the mean (< 70)
38
Q

In assessing Intellectual Disability, how does DSM-5 define deficits in adaptive functioning defined?

A

results in failure to meet developmental and sociocultural standards for personal independence and social responsibility
- assessed by clinical evaluation and psychometrically sound measures used with knowledgeable informants (e.g., parent)

39
Q

In DSM-5’s definition on intellectual disability, what 3 domains are deficits assessed in?

A
  • CONCEPTUAL - competence in memory, language, acquisition of practical knowledge, problem solving
  • SOCIAL - awareness of others’ thoughts, feelings, experiences; empathy; interpersonal communication; friendships; social judgment
  • PRACTICAL - self-management across life settings including personal care, school and work task organization, money management
40
Q

The diagnosis of intellectual disability in DSM-5 includes…?

A

a specification of the severity level.

  • mild
  • moderate
  • severe
  • profound
41
Q

What are the steps to reading development?

A
  • knowledge that words are made up of letters
  • phonological awareness
  • word recognition
  • decoding
  • comprehension
42
Q

what is phonological awareness in reading development?

A

ability to hear the distinctive sounds of letters

43
Q

what is word recognition in reading development?

A

process of identifying a pattern of letters

44
Q

what is decoding in reading development?

A

identifying individual words by sounding out letters

45
Q

what is comprehension in reading development?

A

process of extracting meaning from a sequence of words

46
Q

describe 5 reasons that reading comprehension advances in middle childhood

A
  • better/faster word recognition = greater capacity for attending to comprehension
  • improvements in working memory
  • advances in general knowledge
  • more appropriate reading strategies
  • better monitoring of comprehension
47
Q

How do dogs help learn reading?

A
  • lower risk (less social pressure)
  • also develops empathy
  • can help dogs (shelter) - and children’s self-esteem
48
Q

What did Friedmann et al. (1983) study?

A

Effect of dog present on blood pressure and heart rate.

49
Q

What were Friedmann et al.’s (1983) results?

A
  • blood pressure and heart rate were significantly higher in the reading condition than in the resting condition
  • when the dog was present, BP and HR were lower in
    both the reading condition and the resting condition
    compared to when the dog was absent
  • the presence of the dog had a greater effect when the
    dog was introduced in the first half of the study
50
Q

Effects of dog in the classroom?

A
  • higher human-directed empathy
  • children got along better with teachers
  • teachers perceived children as more socially integrated
  • aggressive and disruptive behaviour decreased
  • children spent a substantial amount of time looking at the dog, BUT they ALSO spent significantly more time paying attention to the teacher!

Childhood Dev't (15 decks)

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