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Developmental Psych > Middle Childhood > Flashcards

Middle Childhood Flashcards

1
Q

What is growth like in middle childhood?

A

It is the calm before the storm (before puberty)

slower, more consistent growth

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2
Q

Learning disabilities are characterized by inadequate development of

A
  • Specific academic skills
  • Language skills
  • Speech skills

They still perform well on IQ tests, but under performing in terms of learning

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3
Q

Two factors important in order to learn how to compensate for a learning disability

A

1) early recognition- earlier on in life brain is more malleable
2) remediation- using strengths to move them up in terms of abilities

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4
Q

Amount of children with learning disabilities

A

1/10

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5
Q

ADHD

A

children consistently display one of the following over a period of time:

  • inattention
  • hyperactivity
  • impulsivity
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6
Q

ADHD can be diagnosed in three different categories

A

1) ADHD with inattention
2) ADHD with hyperactivity
3) ADHD with both inattention and hyperactivity and impulsivity

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7
Q

Rates of ADHD

A

3-7% of children under 18

more often in males, has increased in last 10 years

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8
Q

Cause of ADHD

A

No cause has been found.
Contributing factors:
-smoking or alcohol during prenatal period
-higher level maternal stress during pregnancy
-low birthweight

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9
Q

What is the significance of cortical thickness in ADHD?

A

Peak cortical thickness occurs three years later in kids with ADHD
-this delay is especially pronounced in prefrontal cortex

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10
Q

What do children with ADHD have an increased risk for?

A
  • school dropout
  • adolescent pregnancy
  • substance use problems
  • antisocial behaviour
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11
Q

Medications for ADHD

A

Ritalin and Adderall- improve attention

But side effects, so recommend extended release form of medication

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12
Q

Autism Spectrum Disorders are characterized by

A
  • problems in social interaction
  • problems in verbal and nonverbal communication
  • repetitive behaviours
  • sometimes atypical responses to sensory experiences
  • can be detected in children as young as 1-3 years
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13
Q

What is Autistic Disorder?

A

severe developmental autism spectrum disorder

-onset in first 3 years of life

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14
Q

What is Asperger syndrome?

A

mild developmental autism spectrum disorder

-good verbal language skills, restricted range of interests, repetitive and obsessive routines

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15
Q

Causes of Autism spectrum disorders?

A

No consensus

  • may be abnormalities in brain structure (cerebellum) and neurotransmitters (GABA)
  • genetic factors
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16
Q

What does Dr. Baron-Cohen argue about autism?

A

That is reflects an extreme male brain (language is less of a priority)

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17
Q

Dr. Grandin

A
  • Has autism
  • at age 4 she was still non-verbal
  • rather than relying on verbal representations, she relies on images
  • could visualize what cows would go through – revolutionized slaughter houses
  • USE the kids fixation to motivate them, take advantage of it
  • educate people about the boundaries of social interaction
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18
Q

Concrete operational stage

A

Think logically about objects and events in the real world

  • no longer able to only focus on one task at a time
  • can now take multiple factors into account at one time to solve a problem
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19
Q

Decentration

A

Thinking that takes more than one variable into account

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20
Q

Reversibility

A

Having the understanding that physical actions and mental operations can be reversed

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21
Q

Inductive logic

A

Type of reasoning in which general principles are inferred from specific experiences (ex. Anne lives in a mansion, so Anne must be rich)

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22
Q

Deductive logic

A

Type of reasoning, based on hypothetical premises, that requires predicting a specific outcome from a general principle (ex. all dolphins are mammals, all mammals have kidneys, all dolphins must have kidneys)

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23
Q

Memory in middle childhood

A

Short term and working memory improve

Metamemory- thinking about own memory

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24
Q

Strategies used in memory

A 
Dual-coding can be useful.
If show them set of lines:
Stage 1: no strategy
Stage 2: visual strategy
Stage 3: verbal and visual
Stage 4: heavy reliance on verbal encoding
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25
Q

Ventral and Dorsal Streams

A

Ventral- important for maintaining static representations. Occipital to temporal

Dorsal- dynamic visual spatial representations. Occipital to parietal

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26
Q

Vygotsky

A

strong emphasis on child-adult and child-child interactions in order to promote cognitive growth

-cooperative learning and reciprocal teaching

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27
Q

Reciprocal Teaching

A

technique for reading comprehension

  • students learn to skim content, ask questions, summarize and predict
  • students can take role of student and teacher
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28
Q

Language development in middle childhood

A
  • Children organize mental vocab, categorize words by parts of speech
  • vocabulary increase
  • metalinguistic awareness
  • advances in syntax and pragmatics
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29
Q

What happens when you ask children to tell you first word that pops into their head when you say another word…

A

Under 7 year olds deliver a word that naturally flows in the sentence (ex. dog, bark)

Over 7 use categories (ex. dog, cat)

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30
Q

What 3 processes do children go through when they learn to read?

A

1) indexing- take each word and map it to a referent (ex. timmy = boy, sat = verb, chair = noun)
2) Derivation of accordances- determine what can be done with those components
3) Meshing- meshing components into a simulation

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31
Q

Bilingualism

A

15% of Canadian households speak more than one language in the home

Associated with cognitive advances:
-cognitive flexibilty- inhibitory control so you access the relevant language in conversation

-greater metalinguistic awareness- have to understand 2 different systems of organizing words

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32
Q

How many people in the world are illiterate?

A

1 billion

2/3 of which are female

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33
Q

Constructivist Approach to teaching

A
  • Learner Centered
  • Students actively constructing knowledge, actively engaging in tasks
  • Importance of understanding using the guidance of teachers
34
Q

Direct Instruction approach to teaching

A
  • Teacher centered
  • Emphasizes structure in which teacher has both direction and control
  • Goal: to maximize student learning time
  • most systems in western society today
35
Q

Accountability advantages

A
  • improved confidence in schools if test scores rise

- identification of poorly performing schools, teachers, and administration

36
Q

Accountability Disadvantages

A
  • narrow assessment of student skills
  • too much time “teaching to the test”
  • overlooks needs of gifted
37
Q

Reading Stages

A

Stage 0: birth to grade 1: prereqs for reading are learnt

Stage 1: grades 1-2: children sound out words, put strings of phonemes together in meaningful way

Stage 2: grades 2-3: learn to read out loud and fluently

Stage 3: grades 4-8: comprehension is strong when represented from single perspective

Stage 4: grades 9+: comprehension of multiple perspective is better

38
Q

From grade 3 to 5 reading is…

A

transition from learning to read, to reading to learn

39
Q

Whole language approach to language development

A
  • taught to recognize whole words or sentences and to use context of what they are reading to guess meanings of words
  • reading often integrated with other subjects and real world materials
40
Q

Code-based approach to language development

A
  • teaches basic rules for translating written symbols into sounds
  • it is a requisite for whole language
41
Q

What is intelligence?

A
  • ability to solve problems
  • capacity to adapt and learn from experience
  • can only be evaluated indirectly
42
Q

Individual measures of intelligence are measured by

A

Intelligence tests

  • tell whether a person can reason better than others
  • how people adapt is a better sign of intelligence than IQ scores
43
Q

Binet Tests of Intelligence

A
  • core of intelligence consists of complex cognitive processes
  • mental age: level of mental development relative to others
44
Q

Intelligence Quotient

A

mental age divided by chronological age x 100

45
Q

IQ scores approximate a ____ distribution

A

normal.

-bell shaped curve with majority of cases falling in the middle range

46
Q

Different tests used for intelligence

A

1) Stanford-Binet
- age appropriate items
- test becomes progressively difficult

2) Wechsler Intelligence Scale for Children
- designed for children and adolescents between 6-16

3) Kaufman Assessment Battery for Children
- tests use of simultaneous and sequential processing

47
Q

Is there a correlation between brain size and intelligence?

A

Moderate

  • distributed neural network involving frontal and parietal lobes is related to higher intelligence
  • neurological speed may also play a role
48
Q

What did Charles Spearman think about intelligence?

A

Intelligence is very broad and general

49
Q

What did Thurstone and Thurstone think about intelligence?

A

Intelligence consists of distinct abilities

50
Q

Conflicting theories

A

have led many psychometric theorists to propose hierarchical theories that incorporate both general and specific elements

51
Q

Sternberg’s Triarchic Theory of Intelligence

A

1) Componential/Analytical intelligence
- ability to analyze, judge, evaluate, compare

2) Experiential/Creative intelligence
- ability to create, design, invent

3) Contextual/Practical intelligence
- ability to use, apply, implement

52
Q

Children with high _____ ability tend to be favored in schooling

A

analytic

53
Q

Gardner’s theory of multiple intelligences

A

Instead of relying on test scores, he made use of:

  • research
  • studies of brain damage
  • studies of individuals with great talents
54
Q

Gardner’s 9 types of intelligence

A
  • Linguistic
  • Logical-mathematical
  • Spatial
  • Musical
  • Bodily-kinesthetic
  • Interpersonal
  • Intrapersonal
  • Naturalistic
  • Existential
55
Q

Gardner argued that:

A
  • schools should foster all intelligences
  • teachers should capitalize on intelligences of each child
  • should engage as many intelligences as possible
56
Q

Is intelligence stable?

A

-scores fluctuate dramatically across childhood years

57
Q

Intellectual Disability

A
  • limited mental ability
  • low IQ, usually below 70
  • difficulty adapting to demands of everyday life
58
Q

How schools handle intellectual disability?

A

Inclusive education is favoured over mainstreaming

59
Q

Levels of intellectual disability

A

Mild- IQ 55-70
Moderate- IQ 40 to 54
Severe- IQ 25-39
Profound- IQ below 25

60
Q

What is an organic intellectual disability?

A

Genetic disorder or due to brain damage

  • down syndrome
  • fetal alcohol syndrome
61
Q

What is cultural-familial intellectual disability?

A

Results from growing up in a below average intellectual environment

62
Q

Who is considered gifted?

A

IQ of 130 or higher

  1. 5% of children
    - gifted programs select those with academic aptitude, tend to overlook those talented in art or athletics
63
Q

Characteristics of gifted children

A
  • Precocity
  • March to their own drum
  • Passion to master
64
Q

2 approaches to educating gifted

A

1) acceleration

2) enrichment

65
Q

Industry vs. inferiority

A

Erikson argued that from 6-12, children focus on meeting challenged that are presented to them by parents, peers, school and other factors

66
Q

Self-Esteem

A

emotionally salient global evaluations of self

  • middle childhood- start comparing themselves with others
  • self esteem generally high in middle childhood, starts declining at age 12
67
Q

Piaget- 2 stages of moral thought

A

Heteronomous morality

Autonomous morality

68
Q

Heteronomous Morality

A

4-7 years

Children view justice and rules as unchangeable elements of the world

69
Q

Autonomous Morality

A

(10+ years)
children gain an understanding that rules and laws are created by people. when judging actions they now consider actor’s intentions and consequences

70
Q

How do children transition from the heternomous stage to the autonomous stage?

A

Mutual give and take of peer relations

Piaget stressed that parent-child relationships are less likely to have a strong influence on moral reasoning

71
Q

Kohlberg’s Theory of Moral Development (3 stages)

A

Level 1: Preconventional

Level 2: Conventional

Level 3: Postconventional

72
Q

Preconventional stage

A

Level 1: Preconventional

  • Stage 1: heteronomous morality
  • Stage 2: Individualism, instrumental purpose, and exchange
73
Q

Conventional stage

A

Level 2: Conventional

  • Stage 3: mutual interpersonal expectations, relationships
  • Stage 4: social systems morality
74
Q

Postconventional stage

A

Level 3: Postconventional

  • Stage 5: social contract or utility and individual rights
  • Stage 6: universal ethical principles
75
Q

Kohlberg- progression through levels and stages indicates that….

A
  • morality is becoming internalized

- multiple perspectives can be coordinated

76
Q

Criticisms of Kohlberg’s theory

A
  • Too much emphasis on moral thought not enough on behaviour
  • underestimating role of parents in moral development
  • gender bias
  • generalizability
77
Q

5 peer statuses

A
  • Popular
  • Average
  • Neglected
  • Rejected
  • Controversial
78
Q

Popular children

A

have many social skills that contribute to their popularity

79
Q

Neglected children

A

engage in low rates of interaction with peers

80
Q

Rejected children

A

often have more severe adjustment problems in comparison to children who are neglected

81
Q

Bullying

A

1/3 of children report having been bullied or bullying

Boys more likely to be bullies

Children who are bullies are more likely to engage in criminal activity later

Children who are bullied more likely to experience depression

82
Q

Cyber bullying

A

Being a victim of cyber bullying was related to

  • loneliness
  • lower self esteem
  • lower peer popularity

Developmental Psych (3 decks)

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