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Lifespan WK5 Ch9
Physical and Cognitive Development in Middle and Late Childhood:
| Question | Answer |
|---|---|
| Body Growth and Change | averages 2–3 inches per year; Weight averages 5–7 lbs. each year; weight doubles between 6-11; Muscle mass and strength gradually increase; baby fat decreases; Ossification of bones |
| Body composition | Boys have a greater number of muscle cells and are typically stronger than girls. Girls retain more fatty tissue than boys. African American girls have more muscle than Caucasian girls. |
| How much vigorous exercise daily does the American Pediatric Society recommend? | 1 hour/day |
| Antibiotic use links | allergies, ADHD, reading LD |
| the reasons for increasing obesity rates | Fast food, high fat, and total caloric intake |
| medical and psychological problems r/t obesity | Pulmonary problems, diabetes, high blood pressure Low self-esteem, depression, exclusion from peer groups |
| LEARNING DISABILITIES | Boys are identified three times more frequently than girls; Most common form involves reading (i.e., dyslexia) |
| ADHD- PI | = predominantly inattentive type; Short attention span; Careless mistakes; Trouble listening; Fails to finish projects; Lacks organization skills; Easily distracted by outside stimuli; Forgetful; Loses things; 4 times higher in boys - diagnoses doubled in |
| ADHD- H-I | =PREDOMINANTLY HYPERACTIVE –IMPULSIVE; Fidgets, Trouble staying seated, Talks excessively, Plays loudly, Blurts out answers, interrupts, Difficulty waiting turns, High energy, on the go; highly genetic; Stimulants & behavioral modification works best |
| ADHD- H-I risk factors | Maternal smoking maternal alcohol Prenatal or post- natal brain damage Low birth weight Allergies, asthma |
| AUTISM | Impaired social functioning with at least 2 symptoms: Impaired non-verbals (eye contact, social gestures); Language delay (or no language), idiosyncratic language; Stereotyped behaviors; Odd play (no make-believe; preoccupied with object parts; Impair |
| ASPERGER’S DISORDER | Impaired social functioning Peer problems Does not spontaneously share enjoyment Lack of empathy Can’t read non-verbal cues less severe version of autism & no language, IQ, or self-help impairment |
| IEP | (Individualized Education Plan): written statement that is specifically tailored for the disabled student |
| LRE | (Least Restrictive Environment): a setting that is as similar as possible to that of non-disabled children |
| Inclusion | educating a child with special education needs in the regular classroom |
| Piaget’s Concrete Operational Stage: | Ages 7 to 11; Children can perform concrete operations and reason logically Reasoning can only be applied to specific, concrete examples |
| Seriation | Arranging objects in a series based on a dimension; Lightest to darkest |
| Transitivity | Knowing the relationship between two objects based on the relationship to a third |
| identity | It’s still the same piece of clay, even when I make it a snake |
| Reversibility | I can turn it back to a lump of clay |
| de-centering | when I make the clay longer, it must get thinner |
| Long term Memory | increases with age during middle and late childhood |
| Elaboration | applying examples to your own life |
| Verbatim memory trace | precise details of information |
| Gist | central idea of information; Older children begin to use more |
| Fuzzy Trace Theory | two types of memory representations |
| Strategies for Fostering Creativity | Encourage brainstorming Provide environments that stimulate creativity Don’t over-control students Encourage internal motivation Build children’s confidence Guide children to be persistent and delay gratification Encourage children to take intellect |
| Metacognition | cognition about cognition; Knowledge about strategies. High IQ kids are better at this; Process of elimination Compare / contrast brainstorming |
| Metamemory | knowledge about memory; Short lists are easier to learn than long lists Recognition is easier than recall Forgetting is more likely when a long time has passed |
| Intelligence | problem-solving skills and the ability to learn from and adapt to life’s everyday experiences. The ability to acquire knowledge. |
| Individual Differences | stable, consistent ways in which people are different from each other |
| Intelligence Tests | Wechsler Scales: give scores on several composite indices Verbal, Performance, Working Memory, Processing Speed; Ages 6-16; Predicts achievement; Can predict LD on it’s own; Is culturally biased |
| IQ scores | are distributed “normally;" Bell-shaped curve; Average IQ = 90-110 Very high and low scores are rare IQ < 70 = Mental Retardation IQ > 130 = Gifted |
| Sternberg’s Triarchic Theory of Intelligence: intelligence comes in three forms: | Analytical intelligence, Creative intelligence, Practical intelligence |
| Analytical Intelligence | : ability to analyze, judge, evaluate, compare, and contrast. Similar to performance IQ |
| Creative intelligence | ability to create, design, invent, originate, and imagine |
| Practical intelligence | ability to use, apply, implement, and put ideas into practice |
| Gardner’s Eight Frames of Mind | verbal, mathmatical, spatial, Bodily-Kinesthetic, musical, interpersonal, intrapersonal, naturalist |
| Verbal | ability to think in words and use language to express meaning. Similar to verbal IQ on Wechler test. |
| mathmatical | ability to carry out mathematical operations |
| spatial | ability to think three-dimensionally. Similar to performacne IQ on Wechler test. |
| Bodily-Kinesthetic | ability to manipulate objects and be physically adept |
| musical | sensitivity to pitch, melody, rhythm, and tone |
| Interpersonal | ability to understand and interact effectively with others |
| Intrapersonal | ability to understand oneself |
| Naturalist | ability to observe patterns in nature and understand natural and human-made systems |
| Flynn Effect | rapidly increasing IQ test scores around the world Increasing levels of education attained by more people Explosion of available information Interventions designed to help children at risk for impoverished intelligence |
| Environmental Influences | Communication of parents Schooling |
| Whole-language approach | reading instruction should parallel children’s natural language learning Recognize whole words; use context to guess at meaning Reading is connected with listening and writing skills |
| Phonics approach | reading instruction should teach basic rules for translating written symbols into sounds Research suggests that instruction in phonics should be emphasized, although both methods can be beneficial |
Created by:
MarieG
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