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lifespan.9.develop
Stack #139331
| Question | Answer |
|---|---|
| growth during middle years - age 6-12 | slow but steady-girls are taller than boys |
| In US, elementary school | grow an average of 2-3 inches a year |
| p. 287 girls start adolescent growth spurt around | age 10 |
| From age 6-12, boys & girls gain around | 5 to 7 pounds a year |
| Rate of growth during middle childhood is more rapid for p. 287 | blacks |
| Protropin-growth hormone p. 287 | makes children taller-but effects unknown |
| Nutrition linked to cognitive performance p. 288 | children had better relationships, more alert, more eager to try new things |
| p.289 Refusing food-6 yr olds | worry about being fat |
| Obesity | defined as 20% above the average for a person of a given age & weight |
| Children who are obese have greater risk | obese as adults, heart disease, diabetes, shorter life span |
| Parents who are controlling re: eating | children may lack internal controls to regulate their own food intake |
| p. 290 Middle childhood-exercise | from age 6 to 18- boys reduce physical activity by 24% & girls by 35$ |
| p. 291 middle school children | ride a bike, ice skate, swim and skip rope |
| p.291 Am. Ac. Pediatrics suggest boy & girls | play together in mixed groups - OK until adolscence bring changes |
| p. 292 fine motor skills | 6-7 yr old- tie shoes and fasten buttons |
| by age 8 | use each hand independently |
| age 11 & 12 | manipulate objects as adults (almost) |
| age 6- 12-how many children will have serious | 90% have serious medical conditions |
| asthma | chronic condition characterized by periodic attacks of wheezing, coughing, and shortness of breath |
| Why increas in asthma? | pollution "triggers" such as dust, buildings are airtight; poor children-dust mites, cockroach feces, rodent feces |
| accidents p. 293 | most frequent source of injury-automobiles - kill 5 out of every 100,000 children between 5 & 9 |
| other causes of death p. 293 | fires & burns, drowning and gun-related deaths |
| Cyberspace p293 | parents supervise-never provide phone numbers |
| p294 psychological disorders | bipolar disorder, depression |
| prescriptions for children 2002 p294 | more than 10 million under age of 18 |
| Evidence links SSRIs to suicide p294 | (blank) |
| p. 295 learning disable | testing can reveal "brain processing problems" |
| visual impairment p295 | blindness less than 20/200 |
| partial sightedness | visual acuity less than 20/70 after correction |
| 1 in 1,000 students requires special education | for visual impairment |
| signals of visual problems in children -295 | eyes may develop wrong-watch for eye irritation, blinking -holding material close to face |
| auditory impairment | can cause academic & social problems |
| visual impairment | difficulty seeing -may include blindness or partial sightedness |
| auditory impairment | loss of hearing or some aspect of hearing |
| hearing loss in infancy | never hears language, cannot produce language or understand it |
| loss of hearing after age 3 | child can learn |
| abstract thinking - can deaf children understand? | "freedom" or "soul" difficult to explain without language |
| speech impairment | speech that deviates so much from others that is calls attention , interferes with communication, or produces maladjustement in the speaker |
| stuttering | substantial disruption in the rhythm and fluency of speech; the most common speech impairment |
| learning disabilities | difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities |
| learning disabilities p. 296 | ex. dyslexia-reading disability-misperception of letters |
| p. 297 Attention Deficit Hyperactivity Disorder | ADHD learning disability marked by inattention, impulsiveness, low tolerance for frustration, inappropriate activity |
| how ADHD treated? | Ritalin, dexadrine-used to increase attention span & compliance |
| p.299 asthma & depression have increased | over the last several decades |
| Attention deficit hyperactivity disorder | 3-5% of school-age population |
| Piaget - concrete operational thought p 300 | 7-12 yrs - active and appropriate use of logic |
| concrete operational thought | 7-12 yrs - active and appropriate use of logic |
| decentering p 300 | ability to take multiple aspects of a situation into account |
| logical operations - apply to concrete problems | when glass is poured from a container, they see that none is lost |
| reversibility p300 | ball of clay becomes snake & back again |
| information processing in middle childhood p302 | information processing approach compares children to computers-size of memory increases and "programs" process information |
| memory | process by whcih information is initially recorded, stored, and retrieved |
| encoding | child records information |
| stored | information must be placed & maintained in memory system |
| retrieved | material in memory storage is located, brought into awareness, and used |
| short term memory or working memory | by beginning of adolescence, children can remember and reverse six digits |
| conservation problems | children need memory to remember the different pieces |
| metamemory | understanding about the processes that underlie memory, which emerges and imrpoves during middle childhood |
| control strategies | conscious tactics to imrpove cognitive processing-older children will group items to help remember |
| keyword strategy | using one word to remember another |
| p. 302 memory works according to information processing theory | like computers, process more data as memory increases & "program" become better |
| encoding | records information in a form usable to memory |
| stored | information is place & maintained in the memory system |
| retrieved | material in the memory is located, brought into awareness & used |
| p302 short-term memory or working memory | in middle childhood, capacity improves significantly |
| p303 conservation problems involve difficulty | with memory-children cannot recall all the necessary pieces of information |
| metamemory | understanding about the processes that underlie memory, which emerges & improves during childhood |
| p303 control strategies | school-age children can be taught |
| p303 keyword strategy | pairing words so that you can learn groups of words - |
| Vygotsky-classroom instruction | zone of proximal development (ZPD) - children can almost perform tasks-become apprentices |
| p304 cooperative learning | groups- children learn better, but need "expert" child to teach others |
| p304 reciprocal teaching | technique to teach reading comprehension strategies - students read; summarize, then predict what will happen next |
| p304 Vocabulary of 6-yr-old | 8,000-14,000 words |
| 304 vocabulary between 9-11 | grows by another 5,000 words (in other words, between 13,000 - 19,000 words) |
| p305 use of passive voice & conditional sentences | rare during early school-age years; improves "If sarah set table, I will wash dishes) |
| syntax | rules that indicate how words & phrases can be combined to form sentences, grows during middle childhood |
| p305 phenomes | units of sound |
| difficult phenomes | j, v, th & zh - difficult - even for first graders |
| p 305 pragmatics | taking turns in conversation; responding to what others have said |
| p305 metalinguistic awareness | an understanding of one's own use of language |
| p306 bilingualism | in Brooklyn, 40% are immigrants - families speak more than 26 languages |
| p306 "self-talk" experiment-wait & you get 2 marchmallows | 4-yr-olds looked at marsh; 6-yr olds spoke & sang, reminding to wait; 8-yr-olds focused on other things; helped them wait |
| p306 "self talk" regulation improved | as language improved, self-talk regulation improved |
| p306 immersion programs | students receive instruction only in English |
| p306 bilingual education | teach in native language and gradually shift into English |
| p306 advantages of bilingualism | greater metalinguistic awareness; understand rules of language better, higher self-esteem, greater cognitive flexibility |
| p306 in canada, bilingual students | scored significantly higher on verbal & nonverbal test of intelligence than those who speak only one language |
| p307 universal processes undlerlie language acquisition, therefore | all children should learn a second language |
| language development is characterized by p.308 | improvements in vocabulary, syntax, pragmatics, by growth of metalinguistic awarenness, & by use of language for self-control |
| p309 billion people (2/3 women) | will be illiterate throughout their lives |
| p309 fewer females than males receive education | (blank) |
| p310 stage 0 | birth - first grade-learn letter of alphabet |
| stage 1 | 1st & 2nd grade-sound out words with letters; learn all letters of alphabet |
| stage 2 | 2nd & 3rd grades - children read aloud with fluency |
| stage 3 | 4th-8th grade reading becomes a way to learn |
| stage 4 | after 8th grade-read & process information that reflects multiple points of view |
| p310 - phonological recoding | sound out words by blending the letters together |
| p 311 code-based approaches | reading is taught by presenting basic skills that underlie reading |
| p311 - code-based approaches | phonics |
| p313 multicultural education | minority students develop compentence in the culture of the majority group while maintaining positive of their original group culturues |
| cultural assimilation model | America is a melting pot |
| cultural assimilation model | goal of education was to assimilate individual cultural identities into a unique, unified American culture-English immersion |
| p314 pluralistic society | american society is made up of diverse, coequal cultural groups that preserve individual cultural features |
| p.314 bicultural identity | maintaining one's original cultural identity while integrating oneself into the dominant culture |
| p. 315 intelligence | capacity to understand the world, think with rationality, and use resources effectively when faced with challenges |
| p315 intelligence-Binet | used trial-and-error approach; therefore, intelligence was "that which his test measured" |
| Binet - method | pragmatic approach; had children perform tests, bright children could do it & dull students could not - did not define intelligence as such |
| p. 316 mental age | typed intelligence level found for people at a given chronological age |
| p. 316 chronological (physical) age | actual age of child taking test |
| p316 Intelligence Quotient (or IQ score) | Originally, Mental Age (MA) was divided by chronological age (CA) X 100 Ex. 15 yr.old who scores at 17 yr mental age=113 |
| p317 How are IQ scores done today? | deviation IQ scores - scores take into account the proportion of people who have similar scores |
| p317 Stanford-Binet test | series of items that vary according to the age of the person being tested |
| p317 IQ tests academic knowledge | IQ scores are not closely related to income |
| p. 318 Wechsler Intelligences | seperate measures of verbal and performance (nonverbal) skills - & total score |
| p317 Kaufman Assessment Battery for Children | measures children's ability to integrate different stimuli simultaneously and step-by-step thinking |
| p319 g factor | intelligence is a single factor, a unitary mental ability - underlying performance on every aspect of intelligence |
| p319 - fluid intelligence | reflects information processing abilities, reasoning, memory |
| p. 319 crystallized intelligence | accumulation of information, skills, and strategies - people use experience for problem-solving |
| p319 Vygotsky - dynamic assessment | children should work with adults trying to do |
| p319 fluid intelligence | i |
| p319 Sternberg triarchic theory of intelligence | intelligence consists of three aspects of information processing- componential element, the experiential element, and the contextual element |
| p321 bias in IQ tests | (blank) |
| p320 Gardners's eight intelligences | 1 musical 2 bodily 3. Logical mathematical 4. linguistic intelligence 5. spatial intelligence 6. interpersonal intelligence 7. intrapersonal intelligence 8. naturalistic |
| p.321 racial difference in IQ | (blank) |
| p322 Bell Curve | racial differences mean black have lower intelligence - poverty, etc is result of |
| p323 least restrictive environment | the setting that is most similar to that of children without special needs |
| p324 mainstreaming | education approach -exceptional children are integrated into the traditional education system and provided with broad range of educational alternatives |
| p324 mental retardation | significantly subaverage level of intellectual unctioning that occurs with related limitation in two or more skill areas |
| -.325 mild, moderate , severe retardation | definitions |
| p.325 gifted and talentedh | high performance capability in areas such as intellectual, creative, artistic, leadership capacity or specific academic fields |
| are gifted children neurotic? p326 | no-highly intelligent people are outgoing, well-adjusted and popular |
| p327 acceleration | special porgrams that allow gifted students to move ahead at their own pace, moving to higher grades |
| p.327 enrichment | students kept at grade level but are enrolled in special programs to allow greater depth of study on a given topic |
Created by:
walterina4327