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PSYC228 > PSYC228_Chap7 > Flashcards

PSYC228_Chap7 Flashcards

1
Q

most dramatic outcome of developing nervous system in school-aged children

A

inc in self-control

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2
Q

brain plasticity

A

begins to slow betw 5 + 7, but remains present throughout lifespan

allows children + adults to adapt to varied environments

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3
Q

childhood

A

neuron density first inc then dec as synapses are rpuned to accomodate environemental demands

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4
Q

myeline growth continues to growth

A

thru childhood + adolescence, but most significant in first 2 yrs

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5
Q

2 parts of brain where myelination takes place

A

grey + white matter

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6
Q

grey matter

A

parts of the brain that contain neuron cell bodies + some of their connections

myelination of grey matter allows faster action of neurons - resulting in more complex + efficient pathway for neural connections - inc in complex activities

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7
Q

white matter

A

spongy tissue that connects various areas of brain to one another as well as parts of the spinal cord

myelination of white matter results in faster communication betw left + right hemispheres of brain via corpus callosum
also connection of brain to spinal cord becomes more myelinated so coordination is improved too

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8
Q

what do behavioural changes result from

A

developments in prefrontal cortex

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9
Q

prefrontal cortex

A

frontmost part of frontal lobe of brain responsible for complex though, planning, + problem solving

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10
Q

during middle + late childhood, neurons of prefrontal cortex

A

become incingly myelinated + synaptic conncetions in prefrontal cortex in + become more specialized

may be responsible for inc self-knwoledge, enhanced, social awareness, + more efficient cognitive processing

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11
Q

as child approaches puberty skeleton

A

expands in width + length - more adult like proportions + inc coordination

bones lengthening + thickening cause a lot of it
new boen added to outer surface of bone + minerals inside bone used to grow it, so diameter grows too

by 10 yrs, children have 50% of bone mass

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12
Q

interrelated factors conributing to development of skeletal system during childhood

A

gentics
nutrition
hormones

hypothalamus + pituitary gland stimulate production of human growth hormone which stimulates organs to inc cell production in bones
+ physical activity plays inc role in muscle development + mineral content + bone density

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13
Q

bone growth

A

precedes muscle growth - muscles stretch

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14
Q

during middle + late childhood, fine + gross motor skills

A

significantly improve

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15
Q

3 improvements in motor development during childhood

A

consistency
flexibility
efficiency

develop from continuing improvement in coordinatino _ interaction of nervous + skeleton system + gentic + environmental influences

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16
Q

consistency

A

ability to physically repeat an action in the same way with same level of function

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17
Q

felxibility

A

ability to perform a physical act in a variety of contexts with similar outcome

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18
Q

efficiency

A

muscular + cardiovascular system energy expended to perform a physical action

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19
Q

thinking operationally means

A

thinking logically
piaget

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20
Q

in concrete operational stage, children are able to understand logical processes in relation to tangible physical objects, but

A

not yet in relaiton to abstractions

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21
Q

classification

A

hallmark of concrete operational thought + ability to group objects to their shared properties

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22
Q

after preoperatonal stage

A

concrete operational stage
school age children
piaget’s 3rd stage of cognitive development

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23
Q

concrete operational stage

A

piaget’s 3rd stage of cognitive development where school-aged childrne begin to think logcically aout concret events

realize that one person can be happy while another is sad

found in ability to understand conservation
recognize conservation of objects + abiilty to defend it

+ reversibility

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24
Q

reversibility

A

ability to understand that tangible objects can return tot heir original form

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25
Q

classification

A

ability to create groups or classes of objects + sort htme by similar properties

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26
Q

seriation

A

ability to sort objects using rule that determines an increasing magnitude of one or more dimensions

type of logic that requires arrangement of items by using system of quantitative relationships like size or amount

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27
Q

2 key abilities involved in classification

A

ability to identify particular property that defines class

ablity to id specific members of the class

(understanding how world is classified is necessary for survival - hot and cold, dangerous + safe

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28
Q

transitivity

A

logical rule that syas. if A > B, B>C, then A>C

key for artithmetic

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29
Q

concrete operational thinkers limiations

A

base decisions about world on own reality or experiences

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30
Q

vygotsky

A

diff than piaget
looked beyond child to consider role of social + cultural experiences in children’s thinking

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31
Q

children develop their own thinking in context of

A

other people

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32
Q

5 key features of scaffolding students’ learnign environments

A

sharing common goal

conducting ongoing diagnosis of students’ progress

offering dynamic + adaptive support

maintaining dialogues + interaction

fading + transfer of repsonsibility

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33
Q

teacher scaffolds in wolf study

A

monitored progress + help remain on task + refine strategies

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34
Q

peer scaffolds

A

inspire + challenge students’ thinking

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35
Q

cognitive load

A

total # of items that must be attended to by one’s working memory, where information is temporarily stored + manipulated

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36
Q

technology scaffolds helped students

A

visualize understandings, identify resouces, manage # of items that require their attention - cognitive load

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37
Q

whose contributions hav eled researchers to appreciate that problem solving + learnign are social processes?

A

vygotsky

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38
Q

4 key areas where problem-solving abilities improve according to information-processing theorists

A

selective attention
automatization
strategy construction
strategy selection

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39
Q

selective attention

A

ability to attend to a particular item in the environment while inhibiting other distracting stimuli

child’s ability to make a decision about what is relevant among competing stimuli

direct instruction in attention can help improve selective attention abilities

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40
Q

automatization

A

allocation of fewer attentional resources to perform simple, repetitive behaviours

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41
Q

reaction time

A

time involved in responding to a stimulus

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42
Q

with practice + repetition, tasks become routine and

A

reaction time dec + automatization improves

the lower the reaction time, the greater the automatization

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43
Q

strategy

A

efforful plan deliberately used to solve a specific problem

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44
Q

maintenance rehearsal

A

a retetion strategy where child repeats things to be remembered (words, images, actions) in order to remember them

strategy construction in childhood

but diff strategies availible

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45
Q

metamemory

A

one’s understanding of one’s own memory process

46
Q

most dramatic change in memory ability betw ages of 3 + 10 is emergence of

A

metatheory

appears in early childhood + gradually inc from elementary thru high school

47
Q

information enters from environment ->

A

sensory memory - holds sensory data for a very short time (visual information for less than sec, auditory info 2-3 sec)

-> some data moves into working memory. attention helps to determine which data enter orking memory and which are lost

working (short-term) memory - temporary storage + manipulation of info

-> encoded info moves into long-term memory for storage + is retreived from long-term memory for use in working memory

long-term memory - provides storage of large amounts of info over long time

48
Q

metamemory 4 key functions

A

knowledge regarding function of memory + strategies based on knowledge

awareness of ongoing memory processes

awareness of of one’s ability to remember things

knowledge of relationship betw emotino + memory

(as they improve, cognitive efficiency inc)

49
Q

3 categories of memory

A

sensory memory
working (short-term) memory
long-term memory

50
Q

sensory memory

A

ability to briefly store sensory info so taht is may be processed

51
Q

working (short-term memory)

A

ability to keep a small amount of info (7 +/- 2 items) in an active, ready to use state for a short time

52
Q

long-term memory

A

vast + virtually limitless store of knowledge + prior events

53
Q

executive function

A

aspect of brain that supervises the memroy process by regulating flow of info + controlling key processes

54
Q

executive function

A

supervises memory process, regulating + controlling key processes including workign memroy, attention, planning, + problem solving etc.
supervises all processes taht are fundamental to cog development - even metacognition

55
Q

metacognition

A

process of knowing about knowing

bjorklund - seen as cause + consequence of other aspects of cognition

56
Q

general intelligence (g)

A

construct thought to underlie one’s ability to adapt + determine one’s competence level

psychometric theories

spatial ability
math
vocabulary
word fluency
comprehension

57
Q

national average on stanford-binet intelligence test

A

100
most within 1 stdev - 68% within normal range
few lower than 70 or higher than 130 - genius cutoffs - 5% abnormal

58
Q

binet

A

test to assess subnormal + normal children of intelligence

intelligence = judgement, good sense, practival snes, initiative, faculty of adapting one’s self to circumstances

binet-simon scales - detailed + precisely constructed assessments of child’s mental abilities/levels of judgement

59
Q

intelligence quotient IQ

A

score calculated form results on an intelligence test originally derived from formula of (mental age/chronological age)*100
average score 100

60
Q

standford-binet intelligence test

A

US version of binet-simon
mental age
let do IQ intelligence quotient
70 or lower = subaverage - intellectual disability
130 = genius or gifted

criticized for question wording + test-taking skills ipmroves score - led to wechsler intelligence scales

61
Q

intellectual disabiltiy

A

disorder characterized by significantly below-average intellectual function (IQ <= 70) + impaired adaptive functioning with onset prior to 18 yrs

62
Q

gifted

A

significantly above-average intellectual functioning as indicated by an IQ >=130

63
Q

wechsler intelligence scales

A

popular psychometric test purporting to measure global capacity to think rationally

bec of criticism of standfor-binet’s test

now widely used, diff versions for diff ages
global capacity to think retionally

more global

64
Q

3 components of Sternberg’s theory intelligence

A

analytical (strength in problem solving + analysis - good at analysis, evaluation, judgement, + comparison skills)

practical (having street smarts or ability to fit in well with one’s environment - good at application, implementation, execution, + utilization skills)

creative (ability to come up with novel solutions + to be inventive - good at invention, coping with novelty, + imagination skills)

65
Q

triarchic theory of successful intelligence

A

theory of intelligence advanced by sternberg - emphasizing 3 key components of intelligence - analytical, practical, creative

66
Q

analytical intelligence

A

abstract, verbal, mathematical + logical types of thinking

67
Q

practical intelligence

A

common sense needed for real-world situations that require adaptation + basic knowledge

68
Q

creative intelligence

A

divergent, novel, + problem solving oriented thinking

69
Q

Sternberg + Gardner

A

didn’t like how narrow general intelligence was so made new theories:
triarchic theory of successful intelligence - sternberg + theory of multiple intelligences - gardner

70
Q

8 diff intelligences in Gardner’s theory of multiple intelligences

A

linquistic
spatial
bodily/kinesthetic
intraperonal
logical/mathematical
musical
interpersonal
naturalistic

maybe spiritual/existential

71
Q

theory of multiple intelligences

A

Gardner’s theory of intelligence suggesting existence of at least 8 distinct intelligences

72
Q

most obvious change in development of language in childhood is

A

vocabulary size

gr 1 14000 wrds
grade 4 40000 words

73
Q

language event

A

learn to understand context of words + pragmatics of language
learns that some statements are inappropriate + diff situations need diff tone

74
Q

metalinguistic awareness

A

understanding of complexity of language + fact that language relies on context as well as individual word meaning

understanding of how language works

knowledge inc largely bec direct instruction in school

75
Q

bilingual

A

able to speak 2 languages

76
Q

multilingual

A

able to speak > 2 languages

77
Q

% of multilingual homes is

A

growing in canada

2006 - 4.5 million people spoke at least 2 languages at home
2011 - 17.5% 5.8 million spoke at least 2 languages at home

78
Q

children adopted in middle chlidhood who learn language of parents often have

A

no memory of their native language when become adults

79
Q

second-language learning

A

process of learning another, non-native language

80
Q

bilingual education

A

academic instruction in 2 langues: native language + secondary language

81
Q

english as second language ESL

A

language education programs, in which non-English speaking students are taught English

82
Q

children have opportunities for french + english language instruction in

A

public school system
all provinces offer minority language education programs which are a form of bilingual education

83
Q

2008/09 aprox how many students enrolled in minority-language education where language spoken at home was classroom instruction language + minority in community

A

244000

helps with learning new culture+ additional language

84
Q

english as a second language ESL programs

A

targetting students who have immigrated from non-english speaking locations
diverse structure

85
Q

language immersion

A

language education programs where students are taught academic content exclusively in non-native language (language not spoken at home)

majority of second-language immersion programs aimed at anglophone students in non-quebec provinces

french immersion enrolment risen by 28% since 1990s
but many english-speaking canadians don’t retain bilingualism as grow older

86
Q

english is non-intuitive language bec

A

words spelled with silent letters
all rules have exceptions
sounds vary by combination
no particular consistency

-leads to frustration + dec motivation

calls upon child’s temperament, effortful control, emotion regulation skills

learning to read takes academic resiliece unlike any other topic in school

87
Q

6 classroom characteristics fostering academic resilience + reinforceing mastery of reading - McTigue, washburn + liew

A
  1. create warm + accepting environment
  2. assess academic resilience (measuring behaviours like engagement, inquiry, self-monitoring are useful indicators of academic resilience)
  3. model literacy + self-efficacy (teachers demonstrate academic resilience themselves + help students overcome roadblocks)
  4. use effective feedback (is specific + accurate + emphasizes effort)
  5. set goals (target specific + realistic goals + outcomes for student achievement)
  6. promote self-evaluation
88
Q

what is conspicuously absent from reading principles?

A

how precisely to teach the reading process

greatly debated

phonics approach - breaking down words
whole-language approach - meaning + relationships betw words

89
Q

phonics approach to learning to read

A

form of reading instruction that emphasizes segments of sounds in words in the learning of reading skills

90
Q

whole-language approach

A

form of reading instruction that emphasizes communication over particular elements of reading + writing like spelling or sounds

91
Q

improving one’s reading skills is a

A

lifelong process

early positive experience with reading associated with later academic achievement + enhanced vocational success

92
Q

by middle childhood, majority of word’s children spending more time in schol than

A

any other setting outside of home

93
Q

schools are

A

complex, multi-level institutions that affect development of whole child, including his/her cognitive-intellectual, socio-emotional, physical, + behavioural development
multiple levels forming causal chains of influences where each level affects each other

94
Q

additional goals of leanring in school beyond reading, writing, + rithmatic

A

moral + character development, cultivation of certain mental habits like persistence + concentration, + promotion of social-emotional skills

95
Q

social + emotional learning (SEL)

A

educational programs seeking to foster development of 5 non-subject competencies: self-awareness, self-management, social awareness, relationship skills, + responsible decision-making

movement with social-emotional goals at the heart

96
Q

sel goals

A

1 - develop self-awareness + self-management skills to achieve school + life success (ID + manage one’s emotions + behaviour, recognize personal qualities + external supports, demonstrate skills related to achieving personal + academic goals)

2 - use social-awareness + interpersonal skills to establish + maintain positive relationships (recognize the feelings + perspectives of others, recognizes individ + group similarities + diffs, use communication + social skills to interact effectively with others, demonstrate ability to prevent, manage, + resolve interpersoanl conflicts in constructive ways.

3 - demonstrate decision-making skills + responsible behaviours in personal, shcool, + community contexts (consider ethical, safety, + societal factors in making decisions, apply decision-making skills to deal responsibilty with daily academic + social situaitons, contribute to well-being of one’s school + community)

97
Q

metacognitive goals

A

promoting certain habits of mind
ways of thinking + reasoning that support leanrign

maintaining concentration + using strategies to monitor progress + revise one’s approach when needed

98
Q

elementary school years

A

5-10 yrs

begin receiving formal evaluations of their performance

99
Q

2 contrasting achievement gaols espoused by teachers

A

mastery goals - focus on self-improvement + skill develpment

performance goals - focus on ability level + competition among peers

100
Q

mastery goal

A

acheivement goal taht focuses on self-improvement + skill development while downplaying ability level + peer comparison

associated with intrinsic motivation + persistence in face of difficulty

101
Q

performance goal

A

achievement goal that emphasizes ability level + competition among peers

102
Q

racialized

A

people or communities that are treated poorly or experience violence bec of racism or a belief that they are inferior

103
Q

students from asian countries tend to outperform

A

canadian students in science on standardized achievement tests

104
Q

achievement test

A

measure of children’s knowledge about particular academic subjects, like reading, writing or mathematics

105
Q

student success is affected by

A

parental expectations, cultural beliefs, + level of involvement

106
Q

autism spectrum disorder (ASD)

A

neurodevelopmental disorder characterized by impaired social communication + interaction + repetitive behaviours

107
Q

specific learning disorders

A

specific difficulty with ready, writing or math, that is indicated when academic funcitoning is substantially below what is expected for age, IQ, + schooling

fall within expected range for each domain of development
most commonly reading + writing

108
Q

attention-deficit/hyperactivity disorder (ADHD)

A

neurobehavioural disorder characterized by inattention and/or hyperactivity-impulsivity that emerges prior to 12 yrs + causes impairment in multiple contexts

continues thru adulthood - 84% persist to adulthood
may morph into feelings of restlessness rather than excessive gross motor activity

109
Q

why is exercise for children more improtant than adults?

A

bec exercise initiates oxygenation, and children have less hemoglobin (O carrying molecs in blood) than adults, so children’s bodies are less efficient than adults’ at extracted oxygen so need exercise more to initiate that

110
Q

children younger than __ have the highest hospitalization rates for asthma

A

5 yrs

111
Q

asthma

A

chronic illness in which airways of lung constrict, resulting in dec airflow

112
Q

most common causes of asthma

A

infection, allergies, exercise, weather conditions, + second-hand smoke

PSYC228 (16 decks)

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