Chapter 9: Physical and Cognitive Development in Middle Childhood

“obesogenic” environment

environments where people have access to unhealthy food, limited access to healthy food and physical activity

Food Deserts

places that lack affordable food options that people can easily go to. Places that don’t have regular supermarkets are replaced by dollar stores that have processed foods and lack produce (or have low quality expensive produce)

FTO Gene

affects fat mass - associated with hunger and higher calorie intake

What is the best predictor of future obesity in school age kids?

Screen Time

Fleming-Milici & Harris (2018) Food Advertising to children based on Race

More food advertising to African American children than white children

Treatments of Childhood obesity

• Family based interventions: revises eating patterns (whole family changes), engages in daily exercise, Limit Screen Time

• Make sure children are getting enough sleep: kids (and adults) who do not get enough sleep tend to gain more weight

Thompson, Corwin, & Sargent study on Body Image and Race

• What picture looks like you? - Kids who were African Americans selected significantly heavier body sizes than kids who were white

• Ideal

  • Children who were African American selected significantly heavier body sizes than children who were white - not as concerned with how people look. More empowered in their body

  • Females selected body sizes that were smaller than the ones they selected to represent themselves

Tatangelo and Ricciardelli (2017) Study on Social Comparison

Girls:

• More appearance based comparisons

• Found Media negative

• role models were “petty” but did not like how they made them feel

Boys

• More Sports related comparison

• Found media aspiring

• more sports related role models, made them feel inspired

Fluid Inteligence

things that are not easy to teach

Crystallized Intelligence

things that can be taught - facts

Stanford-Binet Intelligence Scale

made to identify children with learning disabilities, who may need help in the classroom

Wechsler Intelligence Scale for Children III(WISC-III)

test multiple items, then combines them into two scores

Scarr & Weinberg (1983) - trans racial adaption study

looked at African American kids adopted into white families with medium and high social status. The children's IQ were high

Shirly Brice Heath, 1989: Looked at parental interactions with kids

• Noticed that white moms were giving IQ questions to kids when reading to them (would ask how many ballons is he holding - in picture frames)

• Noticed African American moms relate what they were reading to real life.

• Both are good, but one prepares you for IQ test

(McKowan & Weinstein 2003) - Stereotypes affecting performance

African American and Latinx kids who had strong stereotype knowledge, stressed more on the questions when they were told it was a test. Did fine on the question when they did not know it was a test

What are the 3three subtheories of Sternberg’s Triarchic Theory of Intelligence

1. Componential Subtheory

2. Experiential Subtheory

3. Contextual Subtheory

Componential Subtheory

Metacognition, Strategy Application, and Knowledge Acquisition

Metacognition

'Control' part of the mind for Executive function. Knowledge of your cognitive abilities.

Strategy Application

what strategies we use to solve different problems (making quizlets)

Knowledge Acquisition

getting info we need to solve problem (reading a textbook)

Experiential Subtheory

Novelty of Task and Automatization of Skills

Doing new things and practicing them

Novelty of Task

Finding out how to do something we have never done before

Automatization of Skills

As we develop more and more things become automatic (ex. As adults, reading becomes automatic). Frees up processing parts of our mind we can use on novel things

Contextual Subtheory

Changing things depending on the context

Adapting, shaping, and selection (done in that order if one before fails)

Adapting

When dealt with a problem, we must first adapt, and change how we do something. (ex: study more, change the way we study or take notes)

Shaping

Change something about the environment (ex: Dr. M changed how she taught, added outlines, made review session, slowed down how she taught)

Selecting

Change the environment we are in if the rest don’t work (ex: drop this class and take it over the summer; transferring out of Bing to a smaller school)

Linguistic

language based - words, speaking, writing - kids may be good at persuasion, writing stories, debates

Logico-mathematical

Piaget - mathematical reasoning, recognizing patterns, thinking logically - kids may like math, science, experiments

Musical

strong sense of tone, sounds, patterns, rhythms - kids are good at playing and composing music

Spatial

good at visualizing things - likes graphs and pictures - kids like doing puzzles, drawing, painting, see visual patterns easily

Bodily-Kinesthetic

body movement and control, good coordination - kids are good at sports, dance

Interpersonal

good at relating and understanding other people - good at reading emotions, body language, tone. Good at emphasizing. Have positive relations with others

Intrapersonal

good at self reflecting, aware at ones self's emotions. Described as daydreamers

Natural

find patterns and relationships in nature. Intune and interested in nature. Like to explore the environment and wants to learn more about it.

Existential

interested and able to look at the big picture questions

Convergent thinking

there is a right answer. This is how schools traditionally test kids

Divergent thinking

multiple answers to problems

Mastery oriented attributions

Thinks that learning is better than the performance. people with mastery oriented attributions value effort.

Performance oriented attributions:

Thinks you are good at something or not. Views scores as something they cannot control. At risk of developing Learned helplessness - don’t think you can learn something. Value score and results

Popular Children

people wanted to eat lunch with them, hang out with them

Rejected Children

People did not want to hang out with them

Controversial Children

got some likes and some dislikes - described as high visibility, have qualities others like and dislike

Neglected Children

people don’t like or dislike them, 'low visibility'

Average Children

Got some of each dis likes and some likes, but not many.

Popular Kids and Oral Communication

good communication, good listeners and talkers

Rejected Kid and Oral Communication

lower confidence in oral communication

Neglected kid and Oral communication

lower confidence in oral communication

Average Kid and Oral communication

had average oral communication

Controversial Kid and oral communication

in the middle- had average, or varied

popular antisocial children

good with kids, but not adults. Would often stand up to teachers

Rejected-aggressive children

• Not good at social and emotional perspective taking

• Misinterpret innocent and accidental behavior as hostile (getting mad at someone complementing your hat)

• often bullies others (verbally and physically)

Rejected-withdrawn children

tend to be socially awkward. Often targets for rejected-aggressive children's bullying

DNA Methylation

turns genes off - chemical groups added to DNA and block proteins, gene cannot be read

Demethylation

turns genes on - removed the chemical

What DNA sites was methylated after bullying exposure

Cardiac Function and Neural Development

Minimal parenting

Often occurs after divorce. Parents cant devote as much attention to kids as they would

Effects of divorce on Girls

decline in school, troubles in hererosexual relationships

Effects of divorce on boys

decline in school, experience more immediate serious adjustment problems if mother has custody. if divorce happens early, boys may have less male roll models (Depend son timing)