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PSYCH 223 > Middle Childhood > Flashcards

Middle Childhood Flashcards

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1
Q

Growth Spurt

A

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

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2
Q

Reaction Time

A

the amount of time required to respond to stimulus

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3
Q

Attention-Deficit Hyperactivity Disorder (ADHD)

A

a disorder characterized by excessive inattention, impulsiveness, and hyperactivity

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4
Q

Hyperactivity

A

excessive restlessness and overactivity, a characteristic of ADHD

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5
Q

Stimulants

A

drugs that increase the activity of the nervous system

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6
Q

Learning Disabilities

A

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

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7
Q

Dyslexia

A

a reading disorder characterized by letter reversals, mirror reading, slow reading, and reduced comprehension

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8
Q

Classroom Inclusion

A

placing children with disabilities in classrooms with children without disabilities

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9
Q

Concrete Operations

A

the third stage in Piaget’s scheme, characterized by flexible, reversible thought concerning tangible objects and events

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10
Q

Decentration

A

simultaneous focusing on more than one aspect or dimension of a problem or situation

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11
Q

Transitivity

A

the principle that if A>B and B>C, then A>C

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12
Q

Seriation

A

placing objects in an order or series according to a property or trait

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13
Q

Preconventional Level

A

according to Kohlberg, a period during which moral judgements are based largely on expectations of rewards or punishments

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14
Q

Conventional Level

A

according to Kohlberg, a period during which moral judgements largely reflect social rules and conventions

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15
Q

Postconventional Level

A

according to Kohlberg, a period during which moral judgements are derived from moral principles, and people look to themselves to set moral standards

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16
Q

Sensory Memory

A

the structure of memory first encountered by sensory input, information is maintained in sensory memory for only a fraction of a second

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17
Q

Short-Term Memory

A

the structure of memory that can hold a sensory stimulus for up to 30 seconds

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18
Q

Encode

A

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

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19
Q

Rehearsing

A

repetition that aids in recall

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20
Q

Long-Term Memory

A

the memory structure capable of relatively permanent storage of information

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21
Q

Elaborative Memory

A

a method for increasing retention of new information by relating it to well-known information

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22
Q

Metacognition

A

awareness of and control of one’s cognitive abilities

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23
Q

Metamemory

A

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

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24
Q

Achievement

A

acquired competencies that are attained by one’s efforts and are presumed to be made possible by one’s abilities

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25
Q

Intelligence Quotient

A

a score on an intelligence test

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26
Q

Mental Age (MA)

A

the intellectual level at which a child is functioning

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27
Q

Chronological Age (CA)

A

a person’s actual age

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28
Q

Cultural Bias

A

a factor in intelligence tests that provides an advantage for test takers from certain cultural backgrounds

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29
Q

Culture-Free

A

descriptive of a test in which cultural biases have been removed

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30
Q

Cultural-Familial Developmental Challenges

A

substandard intellectual performance stemming from lack of opportunity to acquire knowledge and skills

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31
Q

Heritability

A

the degree to which the variations in a trait from one person to another can be attributed to genetic factors

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32
Q

Word-Recognition Method

A

a method for learning to read in which children come to recognize words through repeated exposure to them

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33
Q

Phonetic Method

A

a method for learning to read in which children decode the sounds of words based on their knowledge of the sounds of letters and letter combinations

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34
Q

Sight Vocabulary

A

words that are decoded but are immediately recognized because of familiarity with their overall shapes

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35
Q

Bilingual

A

using or capable of using two languages with equal or nearly equal facility

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36
Q

What is gender?

A

psychological and social associates and implication of biological sex

continuum

different from sex (biological, hormones, chromosomes, genitalia)

cisgender, transgender, gender diverse

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37
Q

What is gender role socialization?

A

sex segregation: preference for same-sex playmates

enabling style: foster equality and intimacy, girls

restrictive style: tends to derail the interaction, boys

stereotypical: first label (“boy” or “girl”), the identify “proper” toys and clothes, then describes activities, jobs, and personality traits as pertaining to “girls” or “boys”

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38
Q

What are biological approaches to gender development?

A

the role of hormones on play styles and toy preferences

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39
Q

What are social-cognitive explanations to gender development?

A

role of parenting in modeling behaviors and attitudes

reinforcement

gender role socialization

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40
Q

What is Kohlberg’s cognitive-developmental theory on gender development?

A

gender identity: by age 2-3 children can say if they are a boy or a girl

gender stability: by age 3-4 children learn people retain their sexes for a lifetime

gender consistency: by age 5-7 children understand that the sex does not change with changes in dressing and behaviors

critique: does not explain gender and identity fluidity

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41
Q

What is the gender-schema theory?

A

children build gender schemes

can lead to “gender-appropriate” behaviors

risk: self esteem is tied to its conformity

schema of own gender is more developed

rigid in the beginning but will become more flexible with time

children do not need to develop gender constancy

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42
Q

What is gender-neutral parenting?

A

try to teach children to think critically of gender binaries and hierarchies

does not influence sexual orientation

does not force androgyny on children

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43
Q

What are height and weight changes in middle childhood?

A

slow but steady

5 to 8 cm and 2.25 to 3.0 kg per year

lots of individual variability: nutritional aspects, ethnic aspects, genetics, sex

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44
Q

What is brain development in middle childhood?

A

increases in the amount of myelin

increases speed of electrical impulses between neurons

sensory and motor areas of the brain (motor development)

reticular formation pathways to frontal lobes (selective attention, better attention control)

growth in frontal lobes, towards the end of middle childhood

lateralization of spatial perception/orientation

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45
Q

What is motor development in middle childhood?

A

gross motor skills: muscle coordination, strength and speed, coordination of vision and body movements, pathways between cerebellum and cortex become more myelinated

fine motor skills: maturation of wrist, school age skills

gender differences: girls are better coordinated, boys are stronger and faster

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46
Q

What are unintentional injuries?

A

the most common cause of death

motor vehicle (56%), drowning, falls, fire (6% each)

decrease in number of deaths and hospitalizations in the last years, but may be because children are watching more TV and playing outside more

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47
Q

What are the risk factors for development of unhealthy body weight?

A

overweight parents
large size for gestational age
early onset of being overweight
genetics
sedentary lifestyle

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48
Q

What are the health factors associated with unhealthy body weight?

A

diabetes
sleep apnea
cardiovascular disease
hypertension

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49
Q

What are the social emotional issues associated with unhealthy body weight?

A

low self-esteem
negative body image
depression
bullying target

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50
Q

What to do to fix unhealthy body weight?

A

provide healthy food

weight loss diets can be risky

pay attention to mealtime habits

make exercise fun and be an exercise role model, 60 minutes of moderate or vigorous physical activity

screen time should be less than 2 hours a day

do not emphasize body appearance

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51
Q

What is visual impairment?

A

blindness is legally defined as less than 20/200 after correction

see up close and disabilities in color, depth, an light perception

1 in 1000

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52
Q

What is auditory impairment?

A

1% to 2% of school-age children

abstract thinking may be affected

social interactions and academic performance can be hindered

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53
Q

What is speech impairment?

A

5% of school-age children

stuttering is most common

substantial disruption in the rhythm and fluency of speech

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54
Q

What is attention-deficit hyperactivity disorder (ADHD)?

A

more physically active, impulsive, and/or less attentive

more common in boys (3x)

5% to 12% of school age children

CTS and ADHD can overlap

genetic plus environmental risks

evolutionary: favorable to have energy and focus on many things when hunting

treatments involve: stimulants (dopamine and noradrenaline), cognitive behavioral therapy, parenting training

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55
Q

What is dyslexia?

A

reading disorder

affects phonological processing

difficulty in processing and remembering information

strong genetic component

independent of intelligence

treatment involves remediation: class accommodations, individual education plan

56
Q

What is dysgraphia?

A

writing disorder

57
Q

What is dyscalculia?

A

math reasoning difficulty

58
Q

What is concrete operation?

A

powerful schemes involving mental processes

decentration, reversibility, transitivity, class inclusion

good with concrete concepts (but not with abstract)

can see and manipulate

are good at inductive logic

are NOT good at deductive logic

59
Q

What is horizontal decalage?

A

operational schemes are acquired gradually

60
Q

What is development in processing efficiency?

A

improvement in efficient use of short-term memory

true in cross-cultural studies too

61
Q

What is acquisition of automaticity?

A

recall info from long term memory without using short-term memory capacities

achieved primarily through practice

62
Q

What is expertise?

A

depends on quantity of information in long-term memory

63
Q

What is development in selective attention?

A

able to ignore distractions and to attend to multiple aspects of a problem at once

64
Q

What is development in metacognition?

A

problem solving strategizing

65
Q

What is development in metamemory?

A

better use of strategies to store and retrieve information

rehearsal, mnemonic, elaborative strategy, organization

66
Q

What is intelligence?

A

usually perceived as underlying learning ability

goal to predict academic performance

combination of nature and nurture: heritability around 40-60%, sex differences are better explained by environmental factors, changes in education and SES change test scores

certain stability after middle school

culturally based

67
Q

What is intelligence quotient (IQ)?

A

Stanford-Binet intelligence scale: results compared to the norm

Wechsler intelligence scale for children: verbal and nonverbal tasks

below 70: intellectual disability, chromosomal abnormalities, genetic disorders, brain damage, impoverished home environment

above 130: gifted, combination of nature and nurture, heritability around 40-60%, sex differences are better explained by environmental factors, changes in education and SES change test scores

68
Q

What is Sternberg’s triarchic theory of intelligence?

A

analytical/componential: mental steps or “components” used to solve problems, “math smart”, logic

creative/experimental: use of experience in ways that foster insight

practical/contextual: ability to read and adapt to the contexts of everyday life

69
Q

What is Cattell’s theory of intelligence?

A

fluid: information processing skills

crystalized: academic information in long term memory

70
Q

What are Gardner’s multiple intelligences?

A

musical
bodily kinesthetic
logical mathematical
linguistic
spatial intelligence
interpersonal
intrapersonal
naturalist

71
Q

What is Goleman’s emotional intelligence?

A

social awareness, relationship management, self-management, self-awareness

without emotional intelligence, one cannot achieve intellectual potential

little research support, but emotion regulation is related to academic achievement

72
Q

What is language development in middle childhood?

A

vocabulary: 5,000 and 10,000 words a year, master relationship between word categories

grammar: passive sentences, tag sentences, sentence dependence

improvement in metalinguistic and pragmatic skills, children ask for clarification

literacy as key achievement: (whole) word-recognition/sight vocabulary, (phonological) phonetic method

73
Q

What is the analytical learning style?

A

focus on details of a task

well organized

good at learning details

tends to think information in terms of right and wrong

74
Q

What is the relational style of learning?

A

focus on big picture

general impression

pay more attention to information that they find interesting

75
Q

What are methods of literacy development?

A

(whole) word recognition/sight vocabulary

(phonological) phonetic method

read familiar words using word-recognition

read new words using the phonetic method

76
Q

What are the stages of reading development?

A

Stage 0: birth to the start of 1st grade (6 years), identification of letters, writing own name, reading/recognizing a few words

Stage 1: 1st and 2nd grades (6 to 7 years), largely phonological decoding skill, sound out words by blending the letters

Stage 2: 2nd and 3rd grades (7 to 8 years), read aloud with fluency, leaves little energy to process meaning

Stage 3: 4th to 8th grades (8 to 13 years), means to an end, depends on information being presented from single perspective

Stage 4: 13 years, reading as reflecting multiple points of view

77
Q

Reciprocal Determinism?

A

the interplay between one’s personality, environment and behavior

78
Q

Social Cognition

A

one’s understanding of the relationship between oneself and others

79
Q

Co-regulation

A

a gradual transferring of control from parent to child, beginning in middle childhood

80
Q

Skip-Generation Families

A

families whose grandparents parent the grandchildren with little or no help from their adult child

81
Q

Peer Rejection

A

when children are rejected by their peers, divided into two groups

one is withdrawn-rejected; as they are disliked by their peers due to some perceived difference

the other is aggressive-rejected and these children are rejected due to aggressive disruptive behavior

82
Q

Bullying

A

an act of intentional harm, repeated over time, in a relationship characterized by an imbalance in power

83
Q

Bystanders

A

peers who watch a bullying episode take place but do not take part in the bullying, at least, initially

84
Q

Cyberbullying

A

using some form of technology to bully and harass another person

85
Q

Pygmalion Effect

A

a self-fulfilling prophecy, and expectation that is confirmed because of the behavior of those who hold the expectation

86
Q

Self-Fulfilling Prophecies

A

an event that occurs because of the behavior of those who expect it to occur

87
Q

Sexism

A

discrimination or bias on the basis of a person’s sex

88
Q

Serotonin

A

a neurotransmitter that is involved in mood disorders such as depression

89
Q

Attributional Style

A

one’s disposition toward interpreting outcomes (successes or failures), as in tendency to place blame or responsibility an oneself or on external factors

90
Q

Generalized Anxiety Disorder

A

an anxiety disorder in which anxiety appears to be present continuously and is unrelated to the situation

91
Q

Phobias

A

irrational, excessive fears that interfere with one’s functioning

92
Q

Seperation Anxiety Disorder

A

an extreme form of separation anxiety characterized by anxiety about separating from parents, SAD often takes the form of refusal to go to school

93
Q

School Phobia

A

fear of attending school, marked by extreme anxiety at leaving parents

94
Q

Conduct Disorders

A

disorders marked by persistent breaking of the rules and violations of the rights of others

95
Q

What is Erikson’s psychosocial theory of industry vs. inferiority?

A

development of sense of competence through achievement of culturally defined goals

development of willingness to work to accomplish these goals

success brings sense of competence and mastery

failures bring sense of inadequacy, inferiority

96
Q

What is Bandura’s social cognitive theory?

A

importance of modelling

children can regulate better their own behavior now, less dependent on external rewards and punishments

reciprocal determinism: interplay between personality, environment and behavior

self-efficacy: self-perceived competence

97
Q

What are the big five personality traits?

A

openness
conscientiousness
extraversion
agreeableness
neuroticism

98
Q

What is the development of psychological self in middle childhood?

A

less tied to physical features

more centered on feelings and ideas, also true for how children perceive other people

99
Q

What is self-efficacy in middle childhood?

A

one’s belief in one’s capacity to make an intended event happen

based on social comparison: perception of others, perception of peers as similar (as models), own experience (most important)

100
Q

What is valued-self in middle childhood?

A

people’s perspective of themselves as a valuable individual

101
Q

What is self esteem in middle childhood?

A

internal model

individual overall and specific self-evaluation

evaluation of own abilities becomes compartmentalized

based on child’s mental comparison of her ideal and actual self/experiences, if discrepant, will lead to low self-esteem, dependent on cultural background

based on how child perceives her acceptance by her family and peers

certain stability because of confirmation bias

102
Q

What is moral realism in Piaget’s two-stage theory of moral development?

A

rules cannot be changed

rule violations result in punishment

103
Q

What is moral relativism in Piaget’s two-stage theory of moral development?

A

people can agree to change rules

rule violations only result in punishment if the person is caught misbehaving

appreciate the relationship between intention and punishment, but still a bit egocentric

104
Q

What is Kohlberg’s theory of preconventional morality (early childhood)?

A

follow unvarying rules based on rewards and punishments

105
Q

What is Kohlberg’s theory of conventional morality (middle childhood)?

A

follow society conventions for good and bad

106
Q

What is Kohlberg’s theory of postconventional morality (adolescents and adults)?

A

follow personal and universal standards

not everyone reaches these highest stages

107
Q

What are some critiques to Kohlberg’s theory of moral development?

A

does not generalize to non-Western culture

does not accurately explain girls development

108
Q

What is Gilligan’s theory of moral development?

A

boys: justice and fairness
girls: responsibility, compassion, sacrifice for relationships

109
Q

What are the stages of moral development in girls according to Gilligan?

A

orientation toward individual survival

concentrate on what is practical and best for oneself, gradually transitioning from selfishness to responsibility

goodness as self-sacrifice

one must sacrifice own wishes to what others want

morality of nonviolence, balance between ones own needs and care for others

110
Q

What are critiques of Gilligan’s’ theory of moral development?

A

some studies do not find gender differences

111
Q

What is co-regulation in the parent-child relationship?

A

slow transition of locus of control from parent to child

parent and child jointly control the child’s behavior

112
Q

What is the parent-child relationship in middle childhood?

A

children start spending less time with their parents

evaluate parents more harshly due to new cognitive skills

but parents remain child’s major influence and source of emotional support

113
Q

What are sex differences in the parent-child relationship?

A

parents expectations and self-regulation

114
Q

What are skip-generation families?

A

grandparents are mainly in charge of raising the child

South Asia and indigenous communities

working parents and delinquency

115
Q

What is the impact of same-sex parents on the parent-child relationship?

A

psychological adjustment and sexual orientation comparable with that of children of heterosexual parents

what matters most is child’s relationship to caregivers

116
Q

What is the impact of divorce on the parent-child relationship?

A

financial strain

after a couple of years children tend to rebound

long-term consequences in middle-childhood

difficult to study sole impact

117
Q

What is the impact of step-parents and blended families on the parent-child relationship?

A

role ambiguity

importance of supporting “biological” parent and acting as authoritative figure

118
Q

What are peer relationships in middle childhood?

A

increasing importance of peers

best friendships emerge: more likely to have positive relationships

friendship is seen as more than “playing together”

119
Q

What is gender self-segregation in peer relationships?

A

boys: large groups, more focus on competition, more outdoors activities

girls: smaller groups, more focus on self-disclosure and agreement, more indoor activities

both show collaborative and cooperative exchanges

unrelated to sex differences in parenting

120
Q

What are benefits of peer relationships?

A

information about the world/people and intellectual growth

emotional support and control

communication and practice of relationship skills

121
Q

What is peer rejection?

A

withdrawn-rejected: perceived to be different in some way

aggressive-rejected: disruptive and uncooperative externalizing behaviors

122
Q

What are aggression patterns?

A

intergenerational transfer of risk for aggression and social disadvantages

relational vs. physical: sex differences

becomes less direct and more indirect

retaliatory: increases with understanding of intentionality

low socioeconomic standing

123
Q

What is bullying?

A

intent to harm, repeated behavior, imbalance of power, victim’s distress

124
Q

What are consequences of bullying?

A

victim: mental health issues, somatization, school refusal

bully: conduct disorder, aggressive behavior, academic problems

125
Q

What are interventions in bullying?

A

jigsaw classroom: empathy and perspective-taking

roots of empathy program: increase in social and emotional knowledge, decrease in aggression, increase in prosocial behavior, lasting results

126
Q

What is cyberbullying?

A

can last longer and achieve a bigger “public”

can be “easier” because it is not face-to-face

127
Q

What are teacher-child relationships?

A

Pygmalion effect: self-fulfilling prophecy

sexism in the classroom: boys call out is accepted, girls should behave in a ladylike manner

classroom climate: impact on achievement

128
Q

What is childhood depression?

A

5-9% of children (boys and girls) are seriously depressed

symptoms are not the same as in adults

129
Q

What are symptoms of childhood depression?

A

physical complaints
anxiety
withdrawal from social activity
academic problems
hopeless
helplessness

130
Q

What are causes of childhood depression?

A

genetic factors and neurotransmitters

attributional status: blame themselves for everything

nutritional effects: red meat and processed foods are associated with greater risk

131
Q

What is the treatment of childhood depression?

A

psychotherapy (CBT, emotion-focus family therapy)

medication is controversial as might be related to suicidal thoughts

132
Q

What is separation anxiety disorder?

A

becomes an issue when interferes with normal life

3-5% of children in Canada

symptoms: fear of being alone, physical complaints, nightmares, school refusal

treatments: cognitive-behavioral strategies to cope with anxiety, medication is controversial as may be related to suicidal thoughts

133
Q

What are conduct disorders?

A

persistently break rules or violate rights of others

attributional status: blame other people for their issues

low tolerance for frustrations

2-9% of population

more common in boys, childhood (more serious) and adolescence-onset

134
Q

What are causes of conduct disorders?

A

genetic component
parental overindulgence or insensitivity to child’s behavior
inconsistent discipline
physical punishment
abuse
family stress
trauma
deviant peers
antisocial family members

135
Q

What are treatments for conduct disorders?

A

cognitive-behavioral techniques involving parenting training

PSYCH 223 (10 decks)

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