Latency Flashcards
Freudian stage
latency
cognitive/social growth forces instinctual drives and sexual urges to the back burner
solidification of gender identity
ego and superego developing
middle childhood
age 7-11
first experience with feedback
competition and evaluation by peers
culture of school (vs home)
ego and superego development
ego - improved logic and problem-solving
superego - ongoing moral development
Erikson stage
Industry vs Inferiority
conform to expectations of culture outside of home
challenge of competition
“I am what I learn”
failure - one of the masses (anonymous workers)
too much success - identity defined by meeting expectations of others
schema
one’s understanding of information about an event, place, fact, person, etc
organization
predisposition to relate, order and arrange preciously learned experiencev
adaptation
overall outcome of an interaction between person and incoming data from environment
assimilation
fit new experiences into existing schemas or understandings
accommodation
need to change existing schemas based on new info
Piaget stage
Concrete operations
deeper thinking about an object (not just appearance)
child is able to “operate” on this data via logic
no hypothetical or abstract thinking yet
conservation
there is more than one way to look at or measure an object
task of concrete operations
seriation
ability to categorize objects
task of concrete operations
reversibility
the knowledge that if you reverse an operation, it ocmes out the same as it was originally
(task of concrete operations)
class inclusion
the ability to see that a whole is made up of parts and able to see both simultaneously
(task of concrete operations)
logic and problem-solving
logic vs intuition
understanding of rules of logic (if this then that)
sorting objects by categories and sub-categories
order things in sequence and understand that number has meaning
short term memory
6 yr old can hold 2 bits of info, gradually inc through age 12
long term memory
at age 5, children start using “rehearsal”
at age 12, they can start using the more complex strategy of elaborating
learning disability
information processing problem (not an ability problem)
used to be determined via discrepancy score
gifted children
special social and emotional needs
IQ 130+
learning
instability of IQ scores before age 7 -> variation of normal during early childhood and first part of middle childhood
self-regulation not fully developed at this stage (don’t know when to ask for help)
language
vocab rapidly develops over elementary school years
reaches 30,000 words (doubles)
grammar becomes more complex
conversation is more purposeful and they comprehend subtleties
social
same sex peers
identify with same sex parent
little interest in sexual issues
know right from wrong and how to follow rules
friendships based more on similar interests
play is more cooperative and collaborative
empathy and perspective-taking are increasing
peer influence is increasing (but morals from parents)
peer acceptance is related to mood
peer acceptance qualities
friendly, sociable, intelligent, creative, attractive
peer rejection qualities
hostile, aggressive, withdrawn, acting uninterested, slow learners, hyperactivity, deviant behavior
emotional
phobias common
school avoidance is often separation anxiety but could be bullying, wordload, etc.
- inc between ages of 11 and 13 and is more often due to some sort of stressor or something frightening at school
motor
complex motor tasks
longer sequences of discreet skills can be developed with practice (hit a ball with a bat)
team sports
