Midterm #2 - Ch.5 Physical and Cognitive Development in Childhood Flashcards
1
Q
physical changes
A
- growth rate slows in early childhood
- slow, steady decline in body fat
- growth of 5-7.5cm/year until 11 years
2
Q
brain changes
A
- patterns (not size) increase from 3-5yrs
- prefrontal cortex orchestrates functions
- myelination: focusing attention, hand-eye coordination, and higher level thinking
3
Q
gross motor skills
A
- moving in environment becomes more automatic
- more adventurous movement at age 4
4
Q
fine motor skills
A
- at age 3 children can pick up tiny objects with thumb and forefinger
- at age 4 motor coordination improves, more precise
- increased myelination
5
Q
how much activity should young children get?
A
- 15+ minutes per hour over a 12 hour period
- 3 hours per day
6
Q
the preoperational child
A
- Piaget
- 2-7yrs
- world represented by words, images, and drawings
- egocentrism
- animism
- conservation
7
Q
egocentrism
A
- inability to distinguish between one’s own perspective and someone else’s perspective
- preoperational stage
8
Q
animism
A
- inanimate objects have life-like qualities and capable of action
- preoperational stage
9
Q
conservation
A
- lack awareness that altering an object’s/substance’s appearance doesn’t change its basic properties
- preoperational stage
10
Q
centration
A
- focusing of attention on one characteristic and exclusion of others
11
Q
operations
A
- reversable mental actions
- allow children to do mentally what they could do only physically
12
Q
the concrete operational child
A
- Piaget
- 7-11yrs
- can perform concrete operations
- reason logically in specific or concrete examples
- solve conservation problems, reverse operations, and focus on other properties
13
Q
seriation
A
- ability to order stimuli along a quantitative dimension
- concrete operational stage
14
Q
transitivity
A
- ability to logically combine relations to understand certain conclusions
- concrete operational stage
15
Q
neo-Piagetian view
A
- more emphasis on how children use attention, memory, and strategies to process info
16
Q
social constructivist view
A
- emphasizes the social contexts of learning and the construction of knowledge through social interaction
- Vygotsky
17
Q
zone of proximal development (ZPD)
A
- Vygotsky
- range of tasks that are too difficult for a child to master alone but can be learned with the guidance or assistance of adults or more skilled children
18
Q
lower limit of ZPD
A
- independently achieved
19
Q
upper limit of ZPD
A
- additional responsibility with help
20
Q
teaching strategies based on Vygotsky’s theory
A
- assess the child’s ZPD
- use the child’s ZPD in teaching
- use more skilled peers as teachers
- place instruction in a meaningful context
21
Q
attention
A
- focusing of mental resources on select info
- improves during preschool years
22
Q
executive attention
A
- planning actions
- allocating attention to goals
- detecting and compensating for errors
23
Q
sustained attention
A
- focused and extended engagement with an object, task, event, or other aspect of the environment
24
Q
short-term memory
A
- retain info for up to 30 seconds
- with rehearsal info can be kept in short term memory for longer
25
Q
strategies
A
- deliberate mental activities to improve the processing of info
26
Q
working memory
A
- improves during middle childhood
- mental “work bench”
- individuals manipulate and assemble info when they make decisions, solve problems, and comprehend written and spoken language
27
Q
long-term memory
A
- improves across childhood
- relatively permanent and unlimited
- increases with age in middle/late childhood
28
Q
how can expertise influence us?
A
- changes what we notice
- how we organize, represent, and interpret info
29
Q
strategies (for memory)
A
- elaboration: using examples
- motivate to understand
- repeat and vary instructional info
- embedded memory-relevant language (mnemonic devices)
30
Q
fuzzy trace theory
A
- memory is best understood by considering 2 types of memory (1) verbatim memory trace, and, (2) gist
- fuzzy traces build up when gist is used
31
Q
executive function
A
- higher-level cognitive processes linked to the development of the brain’s prefrontal cortex
- goal-directed behaviour
- delayed gratification
32
Q
autobiographical memory
A
- building a story of one’s own life
- significant events and experiences
- from 3-5yrs: memory of specific time and location of events increases
33
Q
theory of mind
A
- awareness of one’s own mental processes and those of others
- changes throughout development
34
Q
_____________ at 3 years predicts _____________ at 4 years
A
- executive functioning
- theory of mind
35
Q
critical thinking
A
- thinking reflectively and productively and evaluating evidence
- deep understanding
- analyze, infer, connect
36
Q
creative thinking
A
- ability to think in novel and unusual ways to come up with unique solutions to problems
37
Q
convergent thinking
A
- one correct answer
- type of thinking required on conventional tests of intelligence
38
Q
divergent thinking
A
- produces many different answers to the same question and characterizes creativity
39
Q
metacognition
A
- cognition about cognition
- planning and self regulation
40
Q
intelligence
A
- ability to solve problems and to adapt and learn from experiences
41
Q
Binet tests
A
- Alfred Binet
- used for special school placement
- 30 questions with varying abilities
- Standford-Binet: fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memory
42
Q
mental age (MA)
A
- individual’s level of mental development relative to others
43
Q
intelligence quotient (IQ)
A
- a person’s mental age divided by their chronological age and multiplied by 100
44
Q
The Wechsler Scales
A
- David Wechsler
- provide overall IQ, verbal comprehension index, the working memory index, and the processing speed index
- indicate child’s strong and weak areas
45
Q
Sternberg’s Triarchic Theory
A
- analytical: ability to analyze, judge, evaluate, compare and contrast
- creative: ability to create, design, invent, originate, and imagine
- practical: ability to use, apply, implement, and put into practice ideas
46
Q
Gardner’s 8 frames of mind
A
- verbal
- mathematical
- spatial
- bodily kinesthetic
- musical
- interpersonal
- intrapersonal
- naturalist
47
Q
learning disability
A
- arrested or incomplete development of mind
- difficulty with language, attention, coordination, and/or self control
- normal intelligence or above, difficulties in at least one academic area, difficulty isn’t attributable to any other diagnosis
48
Q
ADHD
A
- one or more (1) inattention (2) hyperactivity (3) impulsivity
- difficulty focusing on one thing
- high levels of physical activity
- difficulty curbing reactions
49
Q
ADHD causes
A
- inheritance
- brain damage
- exposure to alcohol or cigarette smoke
- low birth weight
- maternal stress during pregnancy
50
Q
Autism spectrum disorders
A
- problems in social interaction
- problems in verbal and nonverbal communication
repetitive behaviours - Asperger’s
51
Q
phonology
A
- sound system of language, usage and combos
- children become more sensitive to sounds and more capable of producing sounds in preschool years
52
Q
morphology
A
- units of meaning involved in word formation
- children start using plural and possessive forms of nouns
53
Q
syntax
A
- the way words are combined to form acceptable phrases and sentences
- show a growing mastery of complex rules for how words should be ordered
54
Q
semantics
A
- refers to the meaning of words and sentences
- children learn 1 word/waking hour between 8 months and 6 years
55
Q
fast-mapping
A
- children’s ability to make an initial connection between a words and its referent after limited exposure to the word
- better over multiple days
56
Q
6 key principles in vocab development
A
- children learn the words they hear most often
- children learn the words for things and events that interest them
- children learn words best in responsive and interactive contexts
- children learn words best in contexts that are meaningful
- children learn words best when they access clear info about word meaning
- children learn words best when grammar and vocab are considered
57
Q
pragmatics
A
- the appropriate use of language in different contexts
- around 3 years children begin to engage in extended discourse
58
Q
metalinguistic awareness
A
- knowledge about language
59
Q
whole-language approach (reading)
A
- reading instruction should parallel children’s natural language learning
- need to understand language’s communicative functions
60
Q
phonics approach (reading)
A
- reading instruction should teach basic rules for translating written symbols into sounds
61
Q
________ is the greatest predictor of a child’s success in school and later in life
A
- language acquisition
62
Q
child-centred kindergarten
A
- emphasis on educating whole child
- promote physical, cognitive, and socioemotional development
63
Q
Montessori approach
A
- children given considerable freedom and spontaneity in choosing activities
- teacher as facilitator rather than director
64
Q
developmentally appropriate practice
A
- based on knowledge of the typical development of children within a particular age group and uniqueness of individual child
- accommodate differences
65
Q
_______ is a risk factor for school readiness
A
- low income
66
Q
constructivist approach
A
- learner centred
- emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher
67
Q
direct instruction approach
A
- structured and teacher centred
- teacher direction and control
- high expectations
- passive learning
