Middle & Late Childhood: Physical & Cognitive Development Flashcards
1
Q
How is physical growth in middle & late childhood characterized?
A
- Slow and consistent
- Period of calm before the rapid growth spurt in adolescence
2
Q
During elementary school years, children grow an average of _____ inches a year until 11 years old and gain about _____ pounds a year
A
- 2-3 inches
- 5-7 pounds
3
Q
Average height & weight of 8-year-old children:
A
- Height: 4 ft. 2 inches
- Weight: 56 pounds
4
Q
Weight increase is due mainly to increases in the size of? With this increase comes the decrease of?
A
- Skeletal and muscular systems -> Increased muscle mass & strength
- Some body organs
- Baby fat decreases
5
Q
Changes in proportion are among the most pronounced physical changes in middle and late childhood
These decrease in relation to body height
A
- Head circumference
- Waist cirumference
- Leg length
6
Q
- The highest level of the frontal lobes that is involved in improved attention, reasoning, decision making, and self-control
- Its brain pathways an circuitry continue to increase in middle and late childhood
- Orchestrates the functions of many other brain regions during development
A
Prefrontal cortex
7
Q
The brain is _____ organized and mainly develops from the ______
A
Hierarchically organized; bottom up
8
Q
What does increased focal brain activation and synaptic pruning from 7-30 years of age entail?
A
Increased efficiency in cognitive performance, especialy cognitive control
9
Q
It thickens at temporal and frontal lobe areas for language abilities such as reading
A
Cerebral cortex
10
Q
What generally happens to motor skill development in middle-late childhood?
A
- Become smoother and more coordinated
- Physical skills (running, climbing, swimming, etc.) are further developed and mastered
11
Q
Which gender outperforms in gross motor skills? Fine motor skills?
A
- Boys outperform in gross motor skills
- Girls outperform in fine motor skills
12
Q
Long-term negative effects of undeveloped basic motor skills:
A
- Unable to participate in group activities or sports
- Lower motivation for sports participation
- Lower self worth
13
Q
One way of encouraging children to be active and develop their motor skills
A
Organized sports
14
Q
It is reflected in regards to the brain in the improvement of fine motor skills during middle and late childhood
A
Increased myelination of the central nervous system
15
Q
Fine motor-skill milestones at
- 6 years
- 7 years
- 8-10 years
- 10-12 years
A
- 6 years: Hands as tools - hammer, paste, tie shoes, fasten clothes
- 7 years: Steadier handedness; writes with pencil in smaller print; reversal of letters less common
- 8-10 years: Use hands independently with more ease and precision; now write rather than print
- 10-12 years: Manipulative skills; playing instruments, crafts
16
Q
Guidelines recommend how much time young children get for physical activity
A
15 or more minutes per hour, totaling to 3 hours per day
17
Q
This exercise benefits cognitive development: children’s attention, memory, effortful and goal-directed thinking and behavior, and creativity
A
Aerobic Exercise
18
Q
_____ and _____ play important roles in determining children’s exercise levels
A
Parents and schools
19
Q
This is linked to low activity and obesity; children linked to gadgets instead of being active
A
Screen time
20
Q
Although the dangers of disease have greatly diminished, parents must still keep a timely _____
A
Immunization schedule
21
Q
Leading cause of death during childhood
A
Accidents, specifically motor vehicle accidents either as passenger or pedestrian
22
Q
What is the best way to improve the health of children who live in poverty?
A
Treat the medical problems of the entire family, not just the individual child
23
Q
Categories for obesity, overweight and risk of being overweight are determined by
A
Determining body mass index (BMI), formula that takes into account height and weight
24
Q
Categories & BMI Correlation:
A
Obese: 97th percentile >
Overweight: 95th percentile >
Risk of becoming overweight: 85th percentile >
25
Causes of obesity:
- Heredity
- Environment
26
Consequences of Obesity
**Medical & psychological problems**
- Pulmonary problems
- Hip problems
- Type 2 diabetes
- Hypertension / high blood pressure
- Elevated blood cholesterol
- Depression & anxiety
- Low self-estee
27
Interventions for Obesity:
Combination of
- Diet
- Exercise
- Behavior modification
28
- It is uncommon but can sow the seeds in **adulthood**
- Associated with **metabolic syndrome**
- Possess one or more of the risk factors (**HTN, Obesity**)
Cardiovascular Disease
29
Metabolic Syndrome is characterized by what factors?
- High BMI
- High waist circumference
30
It is the **second leading cause of death** of children aged 5-14
**Cancer**
*Some types*:
- Leukemia (most common),
- Brain,
- Bone,
- Lymph system,
- Muscles,
- Kidneys,
- Nervous system
31
**Advancement** in cancer treatment
Chemotherapy
32
How is a child with a **learning disability** *defined*?
A child with a learning disability **has difficulty in learning** that involves understanding or using **spoken or written language**.
The difficulty can appear in
- listening,
- thinking,
- reading,
- writing,
- doing mathematics
33
About **three times as many boys as girls** are classified as having a learning disability. Among the explanations for this gender difference are:
- **Greater biological vulnerability** among boys
- **Referral bias** - boys are more likely than girls to be referred by teachers for treatment because of **troublesome behavior**
34
What are the **3 types of learning disabilities**:
- **Dyslexia**: individuals with a **severe impairment** in their ability to **read and spell**
- **Dysgraphia**: involves **difficulty in handwriting**. Children with dysgraphia may write very slowly, their writing products may be virtually illegible, and they may make numerous spelling errors because of their inability to match up sounds and letters
- **Dyscalculia**: aka **developmental arithmetic disorder**, is a learning disability that involves **difficulty in math computation**
35
Interventions for Learning Disabilities:
- Improving reading ability
- Intensive instructions by teacher
36
What does ADHD stand for? What characteristics are portrayed by children who usually have it?
**Attention Deficit Hyperactivity Disorder**
Characteristics portrayed:
- **Inattention**: Children who are inattentive have so much difficulty **focusing on any one thing** that they **may get bored with a task** after only a few minutes—or even seconds
- **Hyperactivity**: Children who are hyperactive show **high levels of physical activity**, seeming to be almost **constantly in motion**
- **Impulsivity**: Children who are impulsive have difficulty **curbing their reactions**; they do not do a good job of **thinking before they act**
37
Depending on the characteristics that children with ADHD display, they can be diagnosed as:
- ADHD with **predominantly inattention**
- ADHD with **predominantly** **hyperactivity/impulsivity**
- ADHD with **both** inattention and hyperactivity/impulsivity
38
Controversies & Risks of ADHD:
- Boys diagnosed more than girls **four to nine times**
- Increased diagnosis may be because of **incorrect diagnoses**
- Increased risk of school dropout, adolescent pregnancy, substance use, antisocial
39
Causes of ADHD:
**Not definite**, but some include:
- **Brain Image**: ***Delayed peak thickness*** in ***cerebral cortex*** at prefrontal regions
- Heredity
- Prenatal/Postnatal brain damage
- Cigarette and alcohol exposure
- High level of maternal stress during prenatal
- Low birth weight
40
Strategies for ADHD treatment:
- Stimulant drug treatment
- Behavior management
- Neurofeedback
- Mindfulness training
- Exercise
41
Method that trains individuals to become **more aware** of their **physiological responses** so that they can attain better control over their brain’s prefrontal cortex
Neurofeedback
42
What are **Emotional & Behavioral Disorders**?
Which disorders are **internalized** and **externalized**?
Consist of **serious, persistent problems** that involve **relationships, aggression, depression, and fears** associated with personal or school matters and other inappropriate socioemotional characteristics
- Internalized: **Depression**
- Externalized: **Aggression**
43
What is another name for Autism Spectrum Disorders? What characterize them?
- Aka **Pervasive Developmental Disorders**
Characterized by problems in:
- social interaction,
- problems in verbal and nonverbal communication, and;
- repetitive behaviors
44
How Autism Spectrum make its distinctions?
Distinctions will be made in terms of the **severity of problems** based on **amount of support needed** due to challenges involving social communication, restricted interests, and repetitive behaviors
45
**Severe developmental autism spectrum disorder** that has its onset in the **first three years** of life and includes deficiencies in ***social relationships; abnormalities in communication; and restricted, repetitive, and stereotyped patterns of behavior***
Autistic disorder
46
A **relatively mild** autism spectrum disorder in which the child has **relatively good verbal language skills**, milder nonverbal language problems, and a **restricted range of interests and relationships**, often engaging in **obsessive, repetitive routines**
Asperger syndrome
47
What can a child do in the Concrete Operational Stage?
- Children from **7-11 years old** can perform **concrete operations** and **think logically**.
- Child can also **consider several characteristics** rather than to focus on a single property of an object.
48
This task indicates whether a child is capable of **concrete operations**, or being able to **employ mental actions on concrete objects**
Conservation
49
It is the **opposite of conservation**, or child cannot perform concrete operations yet
Centration
50
Under concrete operational stage, this task entails the ability to **classify or divide things** into different sets or subsets and to **consider their interrelationship**
Classification
51
- This task refers to **sorting or arranging** things or ideas **by size, color, shape, or type**
- The ability to **order stimuli** along a **quantitative dimension**
Seriation
52
- The ability to **logically combine relations** to reach certain conclusions
- The ability to **transfer gained knowledge** between two elements to other elements
Transitivity
53
It is the **retention of information** over time
Memory
54
The 3-step process of memory:
1. **Encoding** - getting information into memory
2. **Storage** - retaining information over time
3. **Retrieval** - taking information out of storage
*Failure can occur in any of these stages*
55
- According to this theory, people **mold memories** to fit information that **already exists in their minds**
- We **reconstruct the past** rather than take an exact photograph of it, and the mind can distort an event as it encodes and stores impressions of it
Schema theory
56
A relatively **permanent and unlimited** type of memory
Long-term memory
57
- Type of memory increases during childhood
- Retention of information for up to **15 to 30 seconds**, ***without rehearsal*** of the information.
- **Using rehearsal**, individuals can keep the information in longer
Short-term memory
58
A method of **assessing limited mental capacity** wherein a **list of stimuli** is heard at rapid, and **asked to be repeated**
Memory-span task
59
Why does memory span change with age? Factors include….
- **Rehearsal of information**: older children rehearse the digits more than younger children do
- **Speed of processing information**: speed with which memory items can be identified
- **Speed of repetition**: The children who were able to quickly repeat the presented words were also far more likely to have greater memory spans
60
- A kind of **mental “workbench”** where individuals **manipulate and assemble information** when they make decisions, solve problems, and comprehend written and spoken language
- Is described as more **active and powerful** in **modifying information** than short-term memory
- Develops slowly and linked to many aspects of child’s development
Working Memory
61
Memory of **significant events and experiences** in one’s life
**Autobiographical memory**
*As children go through middle and late childhood, and through adolescence, their autobiographical narratives broaden and become more elaborated*
62
For memory, _____ and _____ are two typical strategies that older children use to remember information more effectively
- Rehearsal
- Organization
63
- Memory strategy by **creating mental images**
- Works best to remember **verbal information** for older children
Imagery
64
- Memory strategy which involves **engaging in more extensive processing** of information
- Thinking of examples, especially those related to yourself
Elaboration
65
Theory that emphasizes the **reconstructive aspects** of memory **provides an alternative to strategies** in explaining developmental changes in children’s memory
Fuzzy Trace Theory
66
Fuzzy trace theory states that memory is best understood by considering **two types of memory representations**:
1. **Verbatim memory trace**: consists of the **precise details** of the information
2. **Gist**: **central idea** of the information
*Using gist contributes to the **improved memory and reasoning** of older children because fuzzy traces are more enduring and less likely to be forgotten than verbatim traces*
67
It involves **manipulating and transforming information** in memory in order *to reason, reflect, evaluate ideas, solve problems, and make decisions*.
Thinking
68
An umbrella-like concept that encompasses a number of **higher-level cognitive processes** linked to the development of the **brain’s prefrontal cortex**
Executive functions
69
- Thinking reflectively and productively and evaluating evidence
- Thinking that involves **grasping the deeper meaning of ideas**, keeping an open mind about different approaches and perspectives, and **deciding for oneself what to believe or do.**
**Critical thinking** - *includes asking not only what happened, but how and why; examining supposed “facts” to determine whether there is evidence to support them; evaluating what other people say rather than immediately accepting it as true; and asking questions and speculating beyond what isknown to create new ideas and acquire new information*
70
- It is an important aspect of thinking critically
- **Being alert, mentally present, and cognitively flexible** while going through life’s everyday activities and tasks
Mindfulness
71
The ability to think in **novel and unusual ways** and to come up with **unique solutions to problems**
Creative Thinking
72
- Characteristic of creativity
- Thinking that **produces many answers** to the **same question**
Divergent Thinking
73
- Thinking that **produces one correct answer**
- Characteristic of the kind of thinking required on **conventional intelligence tests**
Convergent thinking
74
Thinking that **seeks to answer problems**, question reality and identify causal relations
Scientific Thinking
75
- *Cognition about cognition; knowing about knowing*
- It includes thinking about and knowing **when and where to use particular strategies** for learning or for solving problems
- Helps people perform many cognitive tasks more effectively
Metacognition
76
- Individuals’ knowledge about memory
- Knowing **recognitions tests** are easier than recall tests
- It also encompasses **knowledge about one’s own memory**
Metamemory
77
What is metacognition of children at 5-6 years old like?
- Know that familiar items are easier to learn than unfamiliar ones,
- short lists are easier to remember than long ones,
- that recognition is easier than recall,
- forgetting becomes more likely over time
78
**3 Dimensions of Executive Functioning** in 4-11 year olds:
1. Cognitive Inhibition
2. Cognitive Flexibility
3. Working memory
79
What is the problem in defining Intelligence?
- Intelligence is the **ability to solve problems** and to **adapt and learn from experiences**
- **Intelligence cannot be directly measured**
80
**Intelligence varies from person to person**.
_____ the stable, consistent ways in which **people are different from each other**
Individual Differences
81
- This intelligence test not only provides an **overall IQ score** but also **yields five composite scores** (***Verbal Comprehension, Working Memory, Processing Speed, Fluid Reasoning, and Visual Spatial***)
- These scores allow the examiner to quickly see whether the individual is **strong or weak** in **different areas of intelligence**
Wechsler Scales
82
Original concept of Binet Test:
The correlation of **mental age** and **chronological age** with **intelligence quotient**
**IQ = MA/CA * 100**
83
Present concept of Stanford-Binet 5 test?
- It was revised to analyze an individual’s responses in **five content areas**: ***fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memory***.
- **one general composite score** also is obtained
84
In the Binet Test, it is a **symmetrical, bell-shaped curve** with a majority of the cases falling in the **middle of the range** of possible scores and few scores appearing toward the extremes of the range.
Normal Distribution
85
This intelligence theory states that **intelligence comes in three forms**, namely:
- Analytical intelligence
- Creative intelligence
- Practical Intelligence
Sternberg’s Triarchic Theory of Intelligence
86
*Sternberg’s Triarchic Theory of Intelligence*
Intelligence that to the ability to **analyze, judge, evaluate, compare, and contrast**
Analytical Intelligence
87
*Sternberg’s Triarchic Theory of Intelligence*
Intelligence that consists of the ability to **create, design, invent, originate, and imagine**
Creative Intelligence
88
*Sternberg’s Triarchic Theory of Intelligence*
Intelligence that consists of the ability to **use, apply, implement, and put ideas into practice**
Practical Intelligence
89
According to this intelligence theory, there are **8 types of intelligences**
Gardner’s Theory of Multiple Intelligences
90
*Gardner’s Theory of Multiple Intelligences*
The ability to **think in words** and **use language to express meaning** (occupations: authors, journalists, speakers)
**Verbal** Intelligence
91
*Gardner’s Theory of Multiple Intelligences*
The ability to **carry out mathematical operations** (occupations: scientists, engineers, accountants)
Mathematical
92
*Gardner’s Theory of Multiple Intelligences*
The ability to think **three-dimensionally** (occupations: architects, artists, sailors)
Spatial
93
*Gardner’s Theory of Multiple Intelligences*
The ability to **manipulate objects** and be **physically adept** (occupations: surgeons, craftspeople, dancers, athletes)
Bodily-Kinesthetic
94
*Gardner’s Theory of Multiple Intelligences*
A sensitivity to **pitch, melody, rhythm, and tone** (occupations: composers, musicians, and sensitive listeners)
Musical
95
*Gardner’s Theory of Multiple Intelligences*
The ability to **understand and effectively interact with others** (occupations: successful teachers, mental health professionals)
Interpersonal
96
*Gardner’s Theory of Multiple Intelligences*
The ability to **understand oneself** (occupations: theologians, psychologists)
Intrapersonal
97
*Gardner’s Theory of Multiple Intelligences*
The ability to **observe patterns in nature** and **understand natural and humanmade systems** (occupations: farmers, botanists, ecologists, landscapers)
Naturalist
98
- Extreme of intelligence wherein **inadequate intellectual functioning** is present
- Limited mental ability; individual has low IQ below 70 on a traditional intelligence test
Mental retardation
99
Types of Intellectual Disability (range):
- **Mild**: 55-70 IQ range
- **Moderate** 40-54 IG range
- **Severe**: 25-39 IQ range
- **Profound** below 25 IQ rangw
100
Intellectual disability that describes a **genetic disorder** or a **lower level of intellectual functioning** caused by **brain damage**
Organic Intellectual disability
101
Intellectual disability when **no evidence of organic brain damage** can be found, and instead stems from **growing up** in a **below-average intellectual environment**
Cultural-familial intellectual disability
102
- Extreme of Intelligence wherein children have **above-average intelligence**; 1Q 130 / higher
- Tend to be more mature than others, socially well-adjusted, fewer emotional problems than others, and grow up in a positive family climate
Giftedness
103
Criteria of Giftedness:
- Precocity
- Marchjng to their own drummer
- A passion to master
