middle and late childhood Flashcards
what happens to brain volume around this stage
it stabilizes by the end of late childhood, but significant changes in various structures and regions of the brain continue to occur
advances in functioning in the prefrontal cortex
reflected in improved attention, reasoning, and cognitive control
region of the brain where changes in thickness occur during middle and late childhood
cerebral cortex (cortical thickening)
a shift characterized by synaptic pruning
less diffusion and more focal activation occur in the prefrontal cortex
piaget’s stage that lasts from approximately 7-11 years of age
concrete operational stage
what happens on concrete operational stage
children can reason logically as long as reasoning can be applied to specific or concrete examples
ability to consider the changes in other dimensions too
decentration
something stays the same in quantity even though its appearance changes
conservation
ability to organize objects in many different ways
classification
things that have been changed can be returned to their original state
reversibility
the ability to order stimuli along a quantitative dimension
seriation
the ability to logically combine relations between classes
transitivity
increasingly involves social and psychological characteristics
self-understanding
children increase their perspective taking
understanding others
executive functions used when children engage in perspective taking
cognitive inhibition and cognitive flexibility
controlling one’s own thoughts to consider the perspective of others
cognitive inhibition
seeing situations in different ways
cognitive flexibility
global evaluations of the self
self-esteem/self-worth/self-image
domain-specific evaluations of the self
self-concept
belief that one can master a positive situation and produce positive outcomes
self-efficacy
refer to regulating (adjusting, adapting) to oneself
self-regulation
dominant theme of of middle and late childhood
industry
how does industry form in middle and late childhood
when children are encouraged in their efforts to make build, and work
how does inferiority form in middle and late childhood
parents who see their children’s efforts at making things as “mischief” or “making a mess”
children interpret good and bad in terms of external awards and punishment
pre-conventional reasoning
individuals abide by certain standards, bu they are the standards of others, such as parents or the laws of society
conventional reasoning
individuals engage in deliberate checks on their reasoning to ensure that it meets high ethical standards
post-conventional reasoning
states that there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains
domain theory of moral development
focuses on conventional rules that have been established by social consensus: arbitrary
social conventional reasoning
focuses on ethical issues and rules of morality; obligatory
moral reasoning
not governed by moral reasoning or social norms
personal
