Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Psych. chapter 9
Psychology chap 9. Development through life span
| question/ term | answer/definition |
|---|---|
| physical and cognitive development in middle childhood | slow regular pattern -girls shorter and lighter until about 9 yrs. of age -lower portion of the body grows faster -bones lengthen -very flexible muscles -permanent teeth |
| Common Health Problems | visual: myopia hearing: otitis media malnutrition obesity illnesses unintentional injuries |
| Health risks for obese children | more likely to be overweight as adults Lifelong Health Risks: -high blood pressure, cholesterol -respiratory problems -diabetes -liver gall bladder disease -sleep diagnostic disorders -cancer -early death |
| causes of obesity in middle aged children | -overweight parents -loses -parents feeding practices: over feeding, over controlling -low physical activity -too much tv -continual food environment |
| Psychological and social consequences of obesity | -feeling unattractive -emotional /school problems -stereo typing -behavior -teasing -social isolation - reduced life -depression |
| At age 6 what in children has reached 90 % of its adult weight? | Brain |
| Obesity | a greater than 20 percent increase over healthy weight, based on body mass index (BMI)ratio of weight to height associated with body fat. BMI above 85th percentile for child's age and sex is considered overweight. 95TH PERCENTILE OBESE |
| Illness in Middle Childhood with highest rates first 2 years of school | asthma and severe chronic illness |
| asthma | bronchial tubes very sensitive to stimuli -cold, infection, allergies, stress -wheezing, coughing, breathing problems -Increasingly common heredity, environment increase risk |
| Unintentional Injuries | -rates rise into adolescence - boys more at risk motor vehicle accidents are the leading cause of injuries |
| Unintentional Injury Prevention n | -school based education programs -helmets -reduce exposure to hazardous situations |
| Motor Development in Middle Childhood | Gross Motor Skills Improvement -flexibility -balance -agility -force FINE MOTOR SKILLS -writing -drawing |
| Sex differences in Motor Development | -girls are better at fine motor skills -boys are better at gross motor skills, sports |
| Social environment | -parental expectation -self perceptions -coaching media messages |
| Increased detail and clarity in drawings | 8-10 years old |
| Physical play development | -sports -inverted games -rough and tumble play -video game -adult organized sports -physical education |
| Social Issues with health | -Family Stressors -Childhood Obesity |
| Rough and Tumble Play | friendly chasing and play-fighting |
| Piaget's Theory Achievements of concrete Operational Stage 7-11 years old thoughts are more logical, flexible, and organized | CONSERVATION SERIATION decentration transitive inference reversibility spatial reasoning classification maps |
| decentration | focusing on several aspects of a problem and relating them, rather than concentrating on just one |
| Piaget's Theory Achievements of concrete operation stage | Preschool early school age Landmarks Ages 8-10 landmarks along organized route of travel End of middle childhood overall view of large-scale space |
| reversibility | capacity to think through a series of steps and then mentally reverse directions, returning to the starting point |
| Classification | focus on relations between a genera category and two specific categories at the same time |
| seriation | ability to order items along a quantitative dimension such as length and weight |
| transitive inference | seriate mentally |
| Limitations of Concrete Operational thought | - operations work best with concrete info problems with abstract idea -continuum of acquisition-master concrete operational skills tasks step by step (no general logic works out each problem separate) |
| Following up research on concrete operational development | Culture and School = affect task performance -going to school gives experience on Piagetian tasks -no school experience of some cultures can help too |
| Information -processing view of concrete operational thought | -neo-Piagetian gains in information processing speed rather than shift to new task - automatic schemes free working memory -central conceptional structure |
| Key Information-Processing Improvements | Increase in information processing speed and capacity Gains in inhibition Both may be related to brain development. |
| Attention in Middle Childhood Attention becomes more | selective adaptable planful |
| Development of Memory Strategies | Rehearsal (early grade school) repeating information to oneself Organization (early grade school) grouping related items together Elaboration (end of middle childhood) creating a relationship between pieces of information not in same category |
| Attention-Deficit Hyperactivity Disorder | Inattention Impulsivity Excessive motor activity Results in social problems academic problem |
| ADHD Treatment | Stimulant medications: some risks may not be enough Family intervention Adults with ADHD need ongoing assistance. |
| Culture, Schooling, and Memory Strategies | Memory strategies are useful for remembering isolated bits of information. Western schooling gives little practice in using everyday cues. -spatial location - arrangements of objects |
| Knowledge Base and Memory | Grows in middle childhood Better organized Motivated learners acquire more retrieval skills. leads to greater academic success |
| Theory of Mind | Metacognition becomes more elaborate and refined. Views mind as active and controllable -attention, concentration increase -mental inferences -false-belief knowledge |
| Promoting Cognitive Self-Regulation | -Point out important features of tasks. -Stress importance of planful learning. -Suggest effective learning strategies. provide for evaluation of effectiveness. -Emphasize monitoring of progress. |
| Information Processing and Academic Learning | Reading -Phonological awareness, information processing speed, practice contribute to reading skills. -mix whole-language and phonics Mathematics -learn facts/skills through practice, reasoning, strategies -blend drill and “number sense” approaches |
| Intelligence Tests -group testing (GT) -individual testing (IT) | GT=large group testing, little training to give, useful for instructional planning, identify students who need IT= provide insights about accuracy of score (training to give) Identify highly intelligent children and children with learning problem |
| Gardner’s Multiple Intelligences | Linguistic Logico-mathematical Musical Spatial Bodily-kinesthetic Naturalist Interpersonal Intrapersonal |
| Genetics and IQ | -Genetics may account for some differences. -Disagreement exists about interaction with environment. -Adoption studies show influence of both. -Ethnic differences may be more cultural than genetic. |
| Cultural Bias in Testing | two views: Tests not biased; represent success in the common culture Cultural factors can hurt test performance. -communication styles -test content -stereotypes' |
| Social and Emotional Intelligence | Perceiving Understanding Regulating emotions |
| Communication Styles | Higher SES, and Whites=Knowledge-training questions Hierarchical task style -Lower SES, and Minorities -Real questions no right answer develop complex verbal skills -Collaborative task style |
| Reducing Cultural Bias in Testing | -Combine tests with assessment of adaptive behavior -Dynamic assessment -Reduce high-stakes testing NCLB undermine or upgrade |
| Language Development | Vocabulary=school years Increases 20 words a day Grammer-Mastery of complex constructions, Advanced understanding of infinitive phrase Pragmatics-Adjust to people and situations Phrase requests to get what they want |
| Learning Two Languages | Bilingual development=learn both languages at the same time OR learn first language then second, sensitive period during childhood Bilingual education= language immersion, English-only programs, and risk of semilingualism |
| Characteristics of High-Quality Elementary Education | -Class size -Physical setting -Curriculum -Daily activities -Teacher–student interactions -Evaluation of progress -Relationships with families |
| Educational Philosophies Traditional v. Constructivist | New philosophical directions social constructivist -teachers and children as partners -many types of symbolic communication -meaningful activities - zone of proximal development -reciprocal teaching |
| Teacher–Student Interaction | Good Teachers: caring, helpful, stimulating, -too much repetitive drill, -more achievement stimulating the classroom Individual differs. well-behaved, high achievers get more attention more impact of attention on low SES self-fulfilling prophecy |
Created by:
wendlip
Popular Psychology sets