psych 150
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| show | slow, consistent growth in middle/late childhood
averages; 2-3inches, 5-7lbs per year
head/waist circumference decreases in relation to body height
bones continue to ossify, yield to pressure/pull more than mature bones
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| show | total brain volume stabilizes
cortical thickness increases
major changes in prefrontal cortex area
brain strengthens neurological circuits used regularly
synaptic pruning/myelination(focusing attention complete)
2 hemispheres take responsibilities
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| show | Gross;become smoother/↑coordinated
boys outperform
organized sport encourage development
fine motor;improve, ↑myleniation of CNS
use hands more skillfully
10-12yrs;manipulative skills =adults
complex,intricate,rapid movements
girls outperform
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| show | 7-11yrs
intuitive reasoning --> logical reasoning
concrete operations;reversible actions on real, concrete objects
conservation
classification
seriation
transitivity
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| What can children understand in the concrete operational stage? (4) | show 🗑
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| show | Attention;drastically improve ability to sustain/control attention
pay more attention to task-relevant stimuli than salient stimuli
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| show | ↑long term
↑memory = ↑knowledge/use of strategies
working;mental workbench, manipulate/assemble info when decisions, problem solving, comprehending language
autobiographical;↑age, more complete
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| show | strategies;deliberate mental activities that↑info processing
advise elaborate on what is to be remembered
elaboration;more extensive processing of info
↑mental imagery
↑understanding↓memorize
repeat w variation,link early/often
memoryrelevant langua
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| show | 7yrs;categorize vocabulary by parts of speech, categorizing becomes easier as vocabulary ↑
development of metalinguistic awareness(knowledge abt language, child think abt language, understand/define words) can catch grammar mistakes
progress in pragmati
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| Bilingualism and Second-Language Learning (sensitive periods) | show 🗑
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| show | vocabulary
phonics approach;focus on phonics/basic rules for translating written symbols to sounds (emphasized)
involve simplified material
whole-language approach;parallel child's natural language learning
reading material should be whole/meaningful
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| show | 2-3yrs; early scribbles
4yrs;print first name
5yrs;reproduce letters/copy short words
they tend to invent spelling
= important as cognitive skills(organization/logical reasoning)
elementary/middle school -->↑sophisticated methods to organize ideas
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| show | ↑emotional understanding (>1 emotion can be experienced in a situation)
↑aware of events leading to emotional responses
↑ability to suppress negative emotional reactions
use self-initiated strategies to redirect feelings
capacity for genuine empathy
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| Emotional Development (coping with stress) 3, age | show 🗑
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| The Self (five changes) | show 🗑
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| Understanding Others what is perspective taking | show 🗑
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| What are executive functions at work in perspective taking? (2) | show 🗑
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| show | elementary school years
children becomes more interested in how things are made/how they work
if child is encouraged in efforts to make/build/work->↑industry
if efforts to make things are viewed as mischief/making a mess->↑inferiority
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| Parenting (who, styles 4) Diana Baumrind | show 🗑
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| Peers (importance,changes) | show 🗑
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| Peers (stages of change) | show 🗑
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| show | popular;+nominated as bff rarely disliked
controversial;+nominated as bff, disliked by peers
average;average +/- peer nominations
neglected;-nominated as bff, not disliked by peers
rejected;-nominated as bff, disliked by peers
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| Popular Children What contributes to their status? 6 | show 🗑
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| Rejected Children What contributes to their status (stats, 4) | show 🗑
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| Bullying (what is it, most frequent type, other types 4) | show 🗑
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| show | most likely: boys, younger jhs, anxious, socially withdrawn, aggressive children
outcomes:loneliness, difficulty befriending, ↓grades, ↑smoke/drink
social contexts: poverty, family, school, peer groups
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| Bullying (cyberbullying, causes of being a cyberbully 4 , outcomes of cyberbullying 2, school intervention) | show 🗑
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