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2015PSY > Module 6 > Flashcards

Module 6 Flashcards

1
Q

Middle childhood ages

A

6 – 11 years

-> technically ends with puberty (influenced by factors such as ethnicity, SES and psychosocial stress, obesity)

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2
Q

Major developmental tasks of middle childhood

A
  • acquisition of culturally valued skills (Erikson’s sense of industry)
  • application of motor skills
  • self-regulation incl. cognitive and emotional
  • acquisition and maintenance of friendships
  • > Much of this acquired through play!
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3
Q

Growth in middle childhood

A
  • Further physical developments
  • Increases in height & weight
  • Baby teeth lost & replaced
  • Lower body grows quickly
  • Increases in flexibility (ligaments not firmly attached to bones)
  • From 8 yrs: girls acquire fat at faster rate
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4
Q

Gross motor development

A 
Gross: developments in balance, flexibility, agility, force, coordination 
Influenced by:
- Improved information-processing
- Improved reaction time 
- Improved eye-hand coordination
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5
Q

Fine motor development

A
  • Writing improvements, increased legibility
  • Drawing: Accurately copy shapes, convey depth
  • Begin to play musical instruments
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6
Q

Gender differences in middle childhood

A

Girls

  • greater flexibility
  • better sequential movements
  • earlier growth spurt (8.5 – 10.5 yrs vs. 10.5-12.5 yrs boys)

Boys

  • 5-10% more muscle cells & strength
  • Greater forearm strength
  • high activity & aggression levels
  • greater aerobic capacity & endurance

-> Exacerbated by socialisation rather than reflecting inherent (small) differences –> For example: #Likeagirl

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7
Q

Play in childhood

A

UN High Commission for Human Rights: ‘play’ is a human right! -> Important to cognitive, physical, social, and emotional well-being

Child-driven unstructured play

  • Not directed by caregiver
  • Creativity, imagination, freedom, exploration of own likes/dislikes, no risk of ‘failure’
  • Current trends are reducing the amount of time children have in unstructured play (i.e. recess, free-play)
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8
Q

Rough and tumble play

A
  • Mimicked aggression but pro-social in childhood
  • Characterized by “play face”
  • Universal
    More likely if:
    -> away from adults
    -> open space
    -> familiarity
    -> male
    -> 8 – 10 years old
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9
Q

Structured play - games, sports, etc

A
  • Gains in perspective-taking, can understand different roles
  • Try out competition, cooperation, winning & losing with minimal personal risk
  • Organisational skills & social skills
  • Sports participation – increased confidence & self-esteem, when paired with encouragement versus criticism
  • Can be especially protective for girls
  • Potential drawback of high levels of structured activity
    –> cuts into unstructured play time and family time
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10
Q

Piaget’s stages of development: Concrete Operations 7-11 years

A
  • Ability to engage in operational (logical) thought, but only applied to real, tangible objects (concrete)
  • Can organise thoughts logically & coherently, capable of concrete problem-solving
    -> Limitations: Cannot think abstractly
    Main attainments in this stage:
    -> Conservation, Classification, Seriation, Spatial Reasoning
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11
Q

Conservation

A
  • Conservation & reversibility have developed

Decentration:
Focusing on several aspects of a problem and relating them (e.g., size/volume of containers)

Reversibility
Thinking through a series of steps and then mentally reversing direction
(e.g., back to original presentation)

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12
Q

Classification

A

can arrange & group objects on the basis of various characteristics & hierarchies…collecting begins

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13
Q

Seriation

A

Seriation: ordering objects along quantitative dimensions

Transitive inference: can seriate mentally (for objects)

If Kate is taller than Sarah, and Sarah is taller than Charlotte, is Charlotte taller than Kate?

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14
Q

Cognitive development of time and space (8-10 years)

A
  • Understand time unfolds in single constant flow marked by clocks, calendars, milestones
  • Cognitive maps: represent spatial relations of surroundings -> make maps & models of local area, home
  • Perspective taking, reversibility
  • By 10 – 12 years understand scale in maps
  • Not universal; cultural differences
  • Nomadic cultures: rapid development of spatial reasoning
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15
Q

Cognitive development as part of information processing theory

A

Gains in information processing capacity drives cognitive development, rather than progression through discrete stages

  • Can focus on multiple dimensions of situations (more complex story-telling, more characters & plots)
  • Ongoing myelination and synaptic pruning and frontal lobe development underlie improvements in:
  • > Inhibition
  • > Information processing speed
  • > Implications for attention, memory, problem solving
  • > Attention becomes > selective, adaptable & planful
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16
Q

Information processing perspective

A 
Info processing perspective examines separate aspects of thinking.
Including: 
- Working Memory
- Attention
- Cognitive Self-regulation
- Theory of Mind

Collectively known as ‘executive functions’

17
Q

Information processing and working memory

A
  • Improvements in inhibition, memory & processing speed

- Improvements in strategy use & learn to combine strategies

18
Q

Information processing and memory - rehearsal

A
  • Good for short term retention
  • Emerges around 7 years
  • Younger children limited by working memory capacity
  • Initially rehearse one item at a time
  • 10 year olds rehearse in clusters
19
Q

Information processing and memory - Organisation/chunking

A
  • Useful for long term storage

- Emerges around 9 - 10 years

20
Q

Information processing and memory - Elaboration

A

Creating relationships between pieces of information in other categories
- Useful for long term storage
- Requires greater knowledge base
- Spontaneous use in adolescence
Early examples:
-> Every Good Boy Deserves Fruit
-> My Very Easy Memory Jingle Seems Useful Naming (Planets)

21
Q

Information processing theory and memory - Chi 1978

A

Combining strategies better
Memory improvements also due to increased knowledge (Chi, 1978)

  • where children with chess experience and college students without chess experienced memorised and recalled random numbers and chess pieces
  • random numbers trial saw college students with high recall
  • chess pieces trial saw children with higher recall
22
Q

Information processing theory and attention

A
  • Increases in adaptability (processing of relevant information in the environment)
  • Improved performance on switching tasks (‘cognitive flexibility’), less perseverative errors
  • Increased ability to ignore irrelevant and distracting stimuli
  • Adapt study to areas known least well
  • Implications for improved problem solving, staying on task
  • For some children, attention deficit disorders now become apparent
23
Q

Information processing theory and Theory of Mind

A

Theory of Mind: more elaborate & refined

  • Metacognition: awareness of cognition & cognitive strategies
  • 7-8 yrs: understanding of different interpretations of same event/situation
  • Important and relevant for the increasing complexity of social relationships as children enter adolescence
24
Q

Information processing theory and Self-regulation

A

Cognitive self-regulation gradually emerges: the ability to continually monitor progress toward goals, checking outcomes & redirecting efforts

  • Highly demanding tasks
  • E.g. memory strategies, reviewing difficult study content, asking questions to enhance understanding

Better cognitive self-regulation associated with:

  • academic success
  • academic self-efficacy
25
Q

Transitivity

A

the quality of a relationship among elements such that the relationship transfers across those elements.

-> sorting the paper cutouts by shape and not colour

2015PSY (11 decks)

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