Unit 6 Development in Middle Childhood (7-11y) Flashcards
development of 7-11y + RETICULAR FORMATION
Weight + height change: 5->10cm + 4.5->7kg per year
RF= Responsible for sustaining attention but it’s not fully myelinated until puberty (in hindbrain)
Resisting distraction from task irrelevant information
7,10,13y were given an encoding task
three doors paired with an item next to it, one hidden toy animal.
13y were able to remember where the toy was hidden but could not remember the irrelevant item with the door
7,10 were less accurate to find the animal, but they did just as well to remember the item (not good at ignoring irrelevant information)
Meta-cognition, meta-attention, meta-memory
MC: the knowledge someone has regarding their own cognitive processes and abilities
MA: 4yrs know that its hard to pay attention to two ppl telling story at once
MM: 4yrs know sm things are easier to remember, 3-5yr know that remembering many things is harder than remembering fewer
why do we use Mnemonics
3-5yr think that remembering smt over a s short period of time, this memory is MENTAL COPY
-11yrs know that the mind holds interpretations of reality, not exact copies
thus they use strategies to retrieve information: Mnemonics
-> Rehearsal
-> Organisation
Rehearsal
-> repeating smt until we think we will remember it
-> improves with age 7-10yr can rehearse
development in rehearsal
-> 5-8yr rehearse one word at a time when give a list of words
-> 12yr are more likely to use active cumulative rehearsal
Organisation
-> grouping or classifying things into meaningful clusters are easier to retain than rehearsing r equally
C appear to use org mnemonic techniques from 9-10yr
Concrete-Operational Thought
7-11yr
-> solve CURRENT PROBLEMS using logic
–> solving abstract problems develops in the final stage of cognitive development
-> C-Op children have the ability to conduct mental seriation (putting objects in serial order)
PREoperation C’s have the tendency to 2 mistakes (incomplete or extension)
-> C-OP c’s can make greater-than and less-than comparisons
Transitivity in C-Op Thought and classification
def: understanding the logical relations between a series of objects
-> lack of ability to understand transitivity between objects would cause preoperational children to stand next to each-other
-> Classification: mental ability that requires logic to make assumptions about objects based on their membership to a particular category
Piaget and the 9 flowers
6 and 7yr were asked if in a buque there were more flowers or more daisies,
6yr olds said that there were more daises or answer more yellow or more white “ones”
-> 7yr understood that there were more flowers than daisies bcs daisies fit into the category of flowers
-> C-Op C’s can also understand reversibility. they use symbol like PRE’s but they can reverse them swell with logic
10+10=5
10-5=5
Language development, Pragmatic systems (6-11)
-> Part of language concerned with its appropriate and effective use in social situations
->C’s become more sensitive to other’s needs in convo
Knows difference between using ‘a’ and ‘the’ to describe familiarity (not understanding this falls into egocentrism)
-> need to introduce A man to call him The Man
Pragmatic systems and resolving mistunderstanding
-> when you ask a full question, and someone answers what?, instead of say the full thing again you ONLY repeat the core of the question.
–> begins developing before 3yrs
Pragmatic system is not well-developed UNTIL SCHOOL AGE
5yr and 10yr were given a series of non-verbal and verbal vocalisations that they had to match with their corresponding facial expressions
5yr were 78% accurate for non verbal, 53% for verbal
while 10yr were 84% accurate for non verbal, and 72% for verbal
What does the PRAGMATIC SYSTEM DO?
-improve ability to detect emotions in vocalisations, but also our ability to understand the relation between language and humour, irony, and sarcasm
–> humour in language require understanding other’s sense of humour, maintaining to rules of conversation (patterns), and understand social exchange
comes from when infant directed speech was, mom reading books, funny: higher pitched, louder, and slower voice.
babies with hearing loss miss out on pragmatics in language
Development of Self-Concept
Self-descriptions at different ages
-> 5yrs old and under: base on physical features
-> 5-9: more character references and gradual interpersonal traits
-> 10< : increasing qualifiers for above by considering private self-knowledge
when answering question (who am i) adults use
physical, mental, emotional behavioural characteristic to describe ourselves that MAKES UP OUR = self-concept
Social identity and self-concept
—-> Social identity is the sense derived from out membership of social groups, feelings of belonging, and what beh and thoughts we expect from our group members
-> serves as a framework for thinking about use and our social world
-> develops in degrees (gradual and cumulative)
-> constant review
How is development of the self-concept is seen?
it is asked of children of different ages who am I
-> younger kids describe physical and external attributes probably DUE to LANGUAGE ABILITY (can describe give forced-choice) -> (meaning self-concept develops before sophisticated language)
3-5 physical external attributes
5 y internal characteristics
8yr and adolescents -> only 36% of 8yr use internal characteristics, compared to the 69% 14-16y.
16-18 emphasise internal characteristics BUT also made emphasis of self-control
