Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

OT 102 > Middle & Late Childhood: Physical & Cognitive Development > Flashcards

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Average height & weight of 8-year-old children:

A
  • Height: 4 ft. 2 inches
  • Weight: 56 pounds
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The brain is _____ organized and mainly develops from the ______

A

Hierarchically organized; bottom up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

It thickens at temporal and frontal lobe areas for language abilities such as reading​

A

Cerebral cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

One way of encouraging children to be active and develop their motor skills

A

Organized sports

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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​
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

This exercise benefits cognitive development: children’s attention, memory, effortful and goal-directed thinking and behavior, and creativity​

A

Aerobic Exercise

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

_____ and _____ play important roles in determining children’s exercise levels

A

Parents and schools

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

This is linked to low activity and obesity; children linked to gadgets instead of being active

A

Screen time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Although the dangers of disease have greatly diminished, parents must still keep a timely _____

A

Immunization schedule

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Leading cause of death during childhood

A

Accidents, specifically motor vehicle accidents either as passenger or pedestrian

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Categories & BMI Correlation:

A

Obese: 97th percentile >

Overweight: 95th percentile >

Risk of becoming overweight: 85th percentile >

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Causes of obesity:

A
  • Heredity
  • Environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Consequences of Obesity

A

Medical & psychological problems

  • Pulmonary problems
  • Hip problems
  • Type 2 diabetes
  • Hypertension / high blood pressure
  • Elevated blood cholesterol
  • Depression & anxiety
  • Low self-estee
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Interventions for Obesity:

A

Combination of

  • Diet
  • Exercise
  • Behavior modification
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q
  • It is uncommon but can sow the seeds in adulthood
  • Associated with metabolic syndrome
  • Possess one or more of the risk factors (HTN, Obesity)
A

Cardiovascular Disease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Metabolic Syndrome is characterized by what factors?

A
  • High BMI
  • High waist circumference
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

It is the second leading cause of death of children aged 5-14

A

Cancer

Some types:

  • Leukemia (most common),
  • Brain,
  • Bone,
  • Lymph system,
  • Muscles,
  • Kidneys,
  • Nervous system
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Advancement in cancer treatment

A

Chemotherapy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

How is a child with a learning disability defined?

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

About three times as many boys as girls are classified as having a learning disability. Among the explanations for this gender difference are:

A
  • Greater biological vulnerability among boys
  • Referral bias - boys are more likely than girls to be referred by teachers for treatment because of troublesome behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What are the 3 types of learning disabilities:

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Interventions for Learning Disabilities:

A
  • Improving reading ability
  • Intensive instructions by teacher
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What does ADHD stand for? What characteristics are portrayed by children who usually have it?

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Depending on the characteristics that children with ADHD display, they can be diagnosed as:

A
  • ADHD with predominantly inattention
  • ADHD with predominantly hyperactivity/impulsivity
  • ADHD with both inattention and hyperactivity/impulsivity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Controversies & Risks of ADHD:

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Causes of ADHD:

A

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Strategies for ADHD treatment:

A
  • Stimulant drug treatment
  • Behavior management
  • Neurofeedback
  • Mindfulness training
  • Exercise
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

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

A

Neurofeedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

What are Emotional & Behavioral Disorders?

Which disorders are internalized and externalized?

A

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
Q

What is another name for Autism Spectrum Disorders? What characterize them?

A
  • Aka Pervasive Developmental Disorders

Characterized by problems in:

  • social interaction,
  • problems in verbal and nonverbal communication, and;
  • repetitive behaviors
44
Q

How Autism Spectrum make its distinctions?

A

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
Q

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

A

Autistic disorder

46
Q

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

A

Asperger syndrome

47
Q

What can a child do in the Concrete Operational Stage?

A
  • 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
Q

This task indicates whether a child is capable of concrete operations, or being able to employ mental actions on concrete objects

A

Conservation

49
Q

It is the opposite of conservation, or child cannot perform concrete operations yet

A

Centration

50
Q

Under concrete operational stage, this task entails the ability to classify or divide things into different sets or subsets and to consider their interrelationship

A

Classification

51
Q
  • 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
A

Seriation

52
Q
  • The ability to logically combine relations to reach certain conclusions
  • The ability to transfer gained knowledge between two elements to other elements
A

Transitivity

53
Q

It is the retention of information over time

A

Memory

54
Q

The 3-step process of memory:

A
  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
Q
  • 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
A

Schema theory

56
Q

A relatively permanent and unlimited type of memory

A

Long-term memory

57
Q
  • 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
A

Short-term memory

58
Q

A method of assessing limited mental capacity wherein a list of stimuli is heard at rapid, and asked to be repeated

A

Memory-span task

59
Q

Why does memory span change with age? Factors include….

A
  • 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
Q
  • 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
A

Working Memory

61
Q

Memory of significant events and experiences in one’s life

A

Autobiographical memory

As children go through middle and late childhood, and through adolescence, their autobiographical narratives broaden and become more elaborated

62
Q

For memory, _____ and _____ are two typical strategies that older children use to remember information more effectively

A
  • Rehearsal
  • Organization
63
Q
  • Memory strategy by creating mental images
  • Works best to remember verbal information for older children
A

Imagery

64
Q
  • Memory strategy which involves engaging in more extensive processing of information
  • Thinking of examples, especially those related to yourself
A

Elaboration

65
Q

Theory that emphasizes the reconstructive aspects of memory provides an alternative to strategies in explaining developmental changes in children’s memory

A

Fuzzy Trace Theory

66
Q

Fuzzy trace theory states that memory is best understood by considering two types of memory representations:

A
  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
Q

It involves manipulating and transforming information in memory in order to reason, reflect, evaluate ideas, solve problems, and make decisions.

A

Thinking

68
Q

An umbrella-like concept that encompasses a number of higher-level cognitive processes linked to the development of the brain’s prefrontal cortex

A

Executive functions

69
Q
  • 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.
A

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
Q
  • It is an important aspect of thinking critically
  • Being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks
A

Mindfulness

71
Q

The ability to think in novel and unusual ways and to come up with unique solutions to problems

A

Creative Thinking

72
Q
  • Characteristic of creativity
  • Thinking that produces many answers to the same question
A

Divergent Thinking

73
Q
  • Thinking that produces one correct answer
  • Characteristic of the kind of thinking required on conventional intelligence tests
A

Convergent thinking

74
Q

Thinking that seeks to answer problems, question reality and identify causal relations

A

Scientific Thinking

75
Q
  • 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
A

Metacognition

76
Q
  • Individuals’ knowledge about memory
  • Knowing recognitions tests are easier than recall tests
  • It also encompasses knowledge about one’s own memory
A

Metamemory

77
Q

What is metacognition of children at 5-6 years old like?

A
  • 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
Q

3 Dimensions of Executive Functioning in 4-11 year olds:

A
  1. Cognitive Inhibition
  2. Cognitive Flexibility
  3. Working memory
79
Q

What is the problem in defining Intelligence?

A
  • Intelligence is the ability to solve problems and to adapt and learn from experiences
  • Intelligence cannot be directly measured
80
Q

Intelligence varies from person to person.

_____ the stable, consistent ways in which people are different from each other

A

Individual Differences

81
Q
  • 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
A

Wechsler Scales

82
Q

Original concept of Binet Test:

A

The correlation of mental age and chronological age with intelligence quotient

IQ = MA/CA * 100

83
Q

Present concept of Stanford-Binet 5 test?

A
  • 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
Q

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.

A

Normal Distribution

85
Q

This intelligence theory states that intelligence comes in three forms, namely:

  • Analytical intelligence
  • Creative intelligence
  • Practical Intelligence
A

Sternberg’s Triarchic Theory of Intelligence

86
Q

Sternberg’s Triarchic Theory of Intelligence

Intelligence that to the ability to analyze, judge, evaluate, compare, and contrast

A

Analytical Intelligence

87
Q

Sternberg’s Triarchic Theory of Intelligence

Intelligence that consists of the ability to create, design, invent, originate, and imagine

A

Creative Intelligence

88
Q

Sternberg’s Triarchic Theory of Intelligence

Intelligence that consists of the ability to use, apply, implement, and put ideas into practice

A

Practical Intelligence

89
Q

According to this intelligence theory, there are 8 types of intelligences

A

Gardner’s Theory of Multiple Intelligences

90
Q

Gardner’s Theory of Multiple Intelligences

The ability to think in words and use language to express meaning (occupations: authors, journalists, speakers)

A

Verbal Intelligence

91
Q

Gardner’s Theory of Multiple Intelligences

The ability to carry out mathematical operations (occupations: scientists, engineers, accountants)

A

Mathematical

92
Q

Gardner’s Theory of Multiple Intelligences

The ability to think three-dimensionally (occupations: architects, artists, sailors)

A

Spatial

93
Q

Gardner’s Theory of Multiple Intelligences

The ability to manipulate objects and be physically adept (occupations: surgeons, craftspeople, dancers, athletes)

A

Bodily-Kinesthetic

94
Q

Gardner’s Theory of Multiple Intelligences

A sensitivity to pitch, melody, rhythm, and tone (occupations: composers, musicians, and sensitive listeners)

A

Musical

95
Q

Gardner’s Theory of Multiple Intelligences

The ability to understand and effectively interact with others (occupations: successful teachers, mental health professionals)

A

Interpersonal

96
Q

Gardner’s Theory of Multiple Intelligences

The ability to understand oneself (occupations: theologians, psychologists)

A

Intrapersonal

97
Q

Gardner’s Theory of Multiple Intelligences

The ability to observe patterns in nature and understand natural and humanmade systems (occupations: farmers, botanists, ecologists, landscapers)

A

Naturalist

98
Q
  • Extreme of intelligence wherein inadequate intellectual functioning is present
  • Limited mental ability; individual has low IQ below 70 on a traditional intelligence test
A

Mental retardation

99
Q

Types of Intellectual Disability (range):

A
  • Mild: 55-70 IQ range
  • Moderate 40-54 IG range
  • Severe: 25-39 IQ range
  • Profound below 25 IQ rangw
100
Q

Intellectual disability that describes a genetic disorder or a lower level of intellectual functioning caused by brain damage

A

Organic Intellectual disability

101
Q

Intellectual disability when no evidence of organic brain damage can be found, and instead stems from growing up in a below-average intellectual environment

A

Cultural-familial intellectual disability

102
Q
  • 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
A

Giftedness

103
Q

Criteria of Giftedness:

A
  • Precocity
  • Marchjng to their own drummer
  • A passion to master

OT 102 (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions