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
Self Awareness + rouge test
self-awareness well-developed by 15-18m
-> the ability to recognise ourselves as distinct from others with physical and mental properties of our own
Rouge test (rouge on their nose, bb put infant of a mirror) -> self-awareness = see themselves in the mirror and reach for the rouge
15-18m > thought it was another bb
over 15-18m they reached for their own nose (these bbs also recognised themselves in photos saying me or I)
Subjective Self
- of how our actions affect objects and people around us (agency)
- that our experience is unique from other people’s
- that our identity has continuity
- self-reflexivity (the ability to reflect on the fact that we are self-aware).
Action and consequence develops when?
First few months of life in the Sensorimotor stage of development
-> manipulating a toy OR crying elicits a response
-> 1-4m infants engage in behavior directed towards their own body (primary circular reactions)
-> 4-10m towards objects in the environment secondary circular reactions
OBJECTIVE SELF + LOOKING GLASS SELF
the recognition of the self as the person seen by others and defined by the attribute and qualities used to define groups of ppl.
-> develop around 2y
-> C’s developing self-concept is influenced by SOCIAL FACTORS (we see ourselves reflect in other’s beh towards us; this is the LOOKING GLASS SELF)
Self evaluations
evaluating themselves in comparison to others
-> SELF evaluation + evaluations of others on YOU = SELF-ESTEEM
GLOBAL evaluation= at young
LTR on become more specific and differentiated bcs of how they look, perform, act, and is accepted.
HARTER suggests that self-esteem is an internal assessment of our ideal self + our real self
little discrepancy = high self-esteem
high discrepancy = low self esteem
AFTER 8-10 y this stops fluctuating is constant
Self-esteem can only be understood if we consider our own expectations and the degree of efficacy
in different domains of live
- In our evaluation of our attributes, we don’t all weigh or value them equally. Those who are most relevant or valuable to us will have more weight in the overall judgment.
C’s also determine self-concept on
their belief of what causes their success or faulty
Weiner: we tend to attribute our successes and failures to four possible causes
ability and task difficulty (stable causes) strong achievement expectancies
effort and luck (unstable) VARIABLE between situations = foster WEAK achievement expectancies
what we attribute our success and failure too
adaptive to attribute our successes to ability and our failures to effort: attributing success to ability increases the value of success and confidence that it can be repeated, while attributing failures to effort makes us believe that working harder in the future will improve outcomes.
Internal causes: depends on the internal characteristics of a child
External causes: depends on the characteristics that do not originate from the child
Locus of causality: Subjectively described whether the outcome is caused by the child’s characteristics or not. if the value of outcome is higher there is a more internal causes
Unrealistic optimists
7yr = think they can succeed on almost any task, even on tasks that have been repeatedly failed in the past
(comes from praising)
8-12yr = sees ability and effort as causes to expected success and failure
-> this is mostly due to their interaction with teachers = grades are ability appraisals rather than ability rather than effort
11 on wards (ability groups) created based on teacher’s recommendations or evaluations of school-work
-> cause OLDER students to attrubute failure as lack of ability, which Weiner suggests it not adaptive
Peer groups + Social status
playing within peer groups advances to sophisticated activities that help children learn social skills + emo regulation
-> 5-6 yrs children already have a strong ‘belonging’ sense
dynamic: a leader. followers, other roles that emerge
boys: larger groups
girls: cliques
-> the extent to which child is Liked or accepted by their peers
peer group perception NOT the same as friendship -> rejection causes emotional distress
How is social states studied
1) nominate others in groups (most posi nominations = more accepted and vice versa) (BUT the ones with the least amount of nominations were neglected)
2) Rating other individuals, each child will have popularity/acceptance score
3) Naturalistic observation: Popular, Rejected, Neglected
Characteristics associated with peer acceptance and rejection:
acceptance: attraction, academic competence, social skills, cooperative and supportive disposition (able to negotiate + compromise) (Join different activities (adjust))
rejection:
1) aggressive, disruptive or uncooperative behaviour (unaware they were disliked)
2) timid, withdrawn behaviour (aware they were disliked)
Peer Neglect
-> may lack social skills and play by themselves or on the fringes of larger peer groups.
-> well-adjusted enough and possess the
skills to join in with peer activities if they would choose to do so
Family Educational Styles
-> Level of affection and communication:
–> high: explicit affection and support
–> Low: controlled, non-explicit affect
-> Degree of control and demands on children:
–> High: existence of rules and discipline
–> Low: Absence of control and discipline
styles: democratic good overall, permissive(goo w/ little distress, beh and drug abuse), authoritarian (obedient yet hostile, low self confidence, depressive problems), indifferent (school problems, psychological adjusting problems, beh and drug abuse )
Kohlberg’s model 2 components
- Social perspective: seeing situations from one’s own point of view (egocentric view), appreciating the perspective of others, or in terms of what is best for society as a whole.
- Moral content: This is considered to be more influenced by the child’s experiences in moral situations.
Kohlberg’s model
-> Preconventional (4-10 years): Egocentric point of view
-> Conventional (10-13 years old): They take into account the point of view of the other
-> Postconventional
(early adolescence or into early adulthood or never): Formal operations
