PSYCH 223 - CHAPTER 5: Middle Childhood

average height for females

4ft 11in

average height for males

4ft 9.5in

factors affecting height

nutrition, health condition, racial and ethnic differences

adequate, quality nutrition helps with

cognitive development (attentiveness), emotional development (regulation), and social development (prosocial behaviours)

development focuses on

the frontal lobes of the cerebral cortex; improves attention, logic, and planning

selective attention

ability to focus on some important elements of a problem or situation

> helps to ignore distractors

association areas

regions of the brain where sensory, motor, and intellectual functions are linked

> strengthened links help in processing speed, working memory & impulse control.

spatial cognition

ability to infer the position and make predictions about the movement of objects in space

> leads to improvements in spatial perception

spatial perception

ability to identify relationships between objects in space

> how objects look at different angles

asthma

chronic condition characterized by periodic attacks of wheezing, coughing, and shortness of breath

speech impediments

speech deviations that interfere with communication

childhood-onset fluency disorder A.K.A stuttering

substantial disruption in rhythm and fluency of speech

> chronic stuttering can cause low self-esteem

learning disabilities

difficulties in mastering academic skills involving use of listening, speaking, reading, and writing

> due to structural and functional differences in the brain

dyslexia

problems with reading and writing resulting in visual misrepresentation of words and issues with spellings

> involves morphological awareness

morphological awareness

the ability to understand and use words

attention deficit hyperactivity disorder a.k.a ADHD

a mental disorder marked by inattention, impulsiveness, and high levels of activity

> can be caused by delay in neural development, neurotransmitter imbalance, prenatal exposure to toxins that affect the brain regions governing self-control

decentering

ability to take in multiple aspects; understanding concepts of speed, time, and distance

reversibility

understanding that some changes can be undone

ex. understanding 1+2=2+1

inductive logic

type of reasoning where general principles are inferred from specific cases

deductive logic

type of reasoning based on hypothetical premises, requires predicting specific outcomes from general principles

class inclusion

the understanding that subsets are included in larger superordinate classes

horizontal decalage

the slow shift from preoperational thought

> small gradual changes rather than 1 continuous change

robert siegler’s rules for problem solving

take into account only 1 dimension, take into account some part of other dimensions, take into account multiple dimensions with some limitation, understanding how all dimensions play a part

> all children go through this order of rules due to maturation but the rate depends on experience

automaticity OR automatic recall

recalling information from long term memory without using short term memory

> achieved with practice

vygotsky’s approach

encouraged learning through active participation

cooperative learning

children work in groups to achieve a common goal

reciprocal teaching

technique of teaching, involving students taking on a teacher’s role

intonation

the tone of a sentence implying a particular meaning

metalinguistic awareness

an understanding of one’s on language

> age 7/8 children can understand sources of miscommunication

stages of reading

letter identification, phonological decoding, read with fluency, use reading as a tool, comprehension skills

stage 0 of reading

letter identification; 0-1st grade

stage 1 of reading

phonological decoding/recoding skills; 1st-2nd grade

stage 2 of reading

read with fluency, don’t understand the entire meaning; 2nd-3rd grade

stage 3 of reading

use reading as a tool, can’t accommodate multiple perspectives; 4th-8th grade

stage 4 of reading

huge vocabulary, comprehension skills; 8th grade+

code based approach

need to focus on the individual underlying components involved in reading; starting with basics

systemic phonics (under C.B.A)

beginning with simple letter-sound correspondence and then moving ahead

guided reading (under C.B.A)

teacher helps children in small groups read aloud, corrections can be made

whole language

looks at reading as a natural process that can be acquired through stories, poems and guessing meanings

> intuitively learned as long as the basics are known

intelligence

the capacity to understand the world, think with rationality, and use resources effectively when faced with challenges

binet test of intelligence

constructed a test that would correspond to academic performance, test between slow and fast learners

stanford-binet test

consists of a series of age-appropriate items, questions about everyday activities

intelligence score

IQ score = MA/CA x 100

chronological age (CA)

the actual age of a child

mental age (MA)

typical intelligence level found for people at a given chronological age; the age at which a child is thinking

kaufman assessment battery for children

tests the ability to integrate different kinds of stimuli and use sequential thinking

fluid intelligence

ability to solve problems with reason and logic

> ex. sudoku

crystallized intelligence

ability to solve problems using accumulated experience, knowledge, and skill

> ex. crossword

dynamic assessment

includes cognitive skills still in development during cooperative activities; suggested by vygotsky

triarchic theory of intelligence; robert sternberg

componential intelligence, experiential intelligence, contextual intelligence

> everyone has all 3 types, in varying amounts

componential intelligence

analyzing/linking different parts of a problem

experiential intelligence

deriving and modifying skills from experience

contextual intelligence

adapting skills for everyday problems or new environments; street-smart

factors influencing intelligence

cultural knowledge, variations in language, gene x environment interactions, socioeconomic factors

intellectual disability

significant limitations in both intellectual and adaptive functioning

mild intellectual disability

IQ 55-70; can function independently and successfully

moderate intellectual disability

IQ 33-50 ir 40-55; slow language and motor development, low progress after 2nd grade

severe intellectual disability

IQ 20-40; major speech impairments, need high level of care

profound intellectual disability

IQ < 20; major speech impairments, need high level of care

gifted/talented

high intellectual capability, creativity, specific academic fields

least restrictive environment

educational setting most like that of children without special needs

> same content being taught without being in the same room as the average children

mainstreaming

exceptional children are integrated into traditional school systems, with alternatives

psychological self

the understanding that an individual can be viewed in certain psychological traits

ex. strengths, admirations, etc.

trait

a stable pattern of responses made to specific situations

ex. being nervous in large crowds

reciprocal determinism

emotional/cognitive, behavioural, and environmental factors interact to influence self-competence

> interactions between these factors can change a child’s self concept

ex. liking soccer, surround themselves with others who like soccer, gain competence in the subject

self-esteem

an individual’s overall and specific positive and negative self-evaluation

> how they judge their self-worth

self-efficacy

an individual’s belief in their capacity to execute intended actions

self identity theory

explains how being a racial minority potentially affects self-esteem

> by internalizing stereotypes and negative comments

kohlberg’s theory of moral development

individuals pass through a fixed order of stages of moral development

> go from being influenced by external factors to internal thoughts and choices

level 1; stage 1&2 (kohlberg’s ToMD)

pre-conventional morality: obedience and punishment

> judge if something is right/wrong based on the outcome

level 2; stage 3 (kohlberg’s ToMD)

conventional morality: “good boy” morality

>something is a good action if society appreciates it and labels people who do that action

level 2; stage 4 (kohlberg’s ToMD)

conventional morality: authority and social order maintaining morality

> follow laws placed by an authority to maintain social order

level 3; stage 5 (kohlberg’s ToMD)

post-conventional morality: morality of contract, individual rights, and law

> individual moral compass forms based on individual right, law, etc.

level 3: stage 6 (kohlberg’s ToMD)

post-conventional morality: morality of individual principles and conscience

> individual choices about being right/wrong

damon’s stages of friendship

friendship based on other’s behaviours, friendship based on trust, friendship based on psychological closeness

friendship based on others behaviours

damon’s 1st stage of friendship; ages 4-7 years

> children make friends through play, shared interests, and sharing toys

friendship based on trust

damon’s 2nd stage of friendship; ages 8-10 years

> children take into account personal qualities and reciprocal trust (secrets)

friendship on psychological closeness

damon’s 3rd stage of friendship; ages 11-15 years

> children develop feelings of closeness, loyalty and mutual understanding

social competence

social skills that permit individuals to perform successfully in a social setting

social problem solving

using strategies to successfully resolve social conflicts

learned helplessness

unpopular children may feel trapped in their situation; because of unsuccessful friendships

bullying

unjust use of power to deliberately and repeatedly hurt a person physically or mentally

> aggressors usually come from abusive home

> victims tend to lack social skills, face anxiety, and can develop mental health issues

physical bullying

physical harm done to victims

relational bullying

attacks on a child’s reputation or self-esteem

cyber bullying

spreading malicious information about victims online

dominance hierarchy

ranking that represent the relative social power of those in a group

> boys tend to establish a hierarchy, while girls tend to maintain harmony

coreglation

a form of regulation in which parents and children jointly control children’s behaviour

self-regulation

the ability to control behaviour according to appropriate standards without direct supervision

> parents can serve as models for these skills

role ambiguity

unclear role and expectations in the family

> typically seen in blended families, or families with non-binary parents

self care children

those who take care of themselves while parents are at work

> alone time could be a source of relaxation, developing autonomy, and improving self-regulation skills. can lead to feeling lonely

free range parenting

parenting style that encourages children’s independence by giving them autonomy