chapter 9: physical and cognitive development on middle childhood

body image

body image

descriptive and evaluative beliefs about one’s appearance

acute medical condition

illnesses that last a short time (flu/cold)

chronic medical condition

illnesses/impairments that goes on for at least 3 months

• asthma

• diabetes

concrete operations

3rd stage of Piagetian cognitive development, during which the children develop logical but not abstract thinking

cognitive advances

• seriation

• transitive inferences

• class inclusion

seriation

the act of arranging things in series or succession; arrangement or sequence

transitive inference

understanding the relationship between two objects by knowing the relationship of each to a third object

when a child is presented with the information A is greater then B and B is greater than C; older children can infer that if John is taller than Mary, and Mary is taller than Sue, then John is taller than Sue

inductive reasoning.

a method of drawing conclusions by going from specific to the general

Drawing a conclusion about a whole group based on a sample: "Every quiz in the past was easy, so I expect this one to be easy too

deductive reasoning

using general premise about a class to a conclusion about a particular member of members of the class

If all mammals have hair, and a dog is a mammal, then the dog must have hair.

conservation

according to Piaget the child realizes that properties of object, such as mass, volume, and number remain the same, despite changes in the form of the of the objects

moral development according to Piaget

• linked with cognitive maturation

• 3 stages

  • 1st stage (2-7yrs old)

  • 2nd stage (7 or 8 - 10 or 11 yrs old)

  • 3rd stage (11 or 12)

1st stage of moral development according to Piaget

• corresponds on preoperational stage

• based on rigid obedience to authority

  • children believe the rule cannot be bent or changed; any offense deserves punishment

    • children are egocentric and tend to see things only from their POV

2nd stage of moral development according to Piaget

• corresponds on concrete operation

• not focused on standard right wrong — logic

• develop their own sense of justice based on fairness or equal treatment for all

3rd stage of moral development according to Piaget

• children are capable of formal reasoning

• children believe that everyone should be treated alike gives way to the ideal of equity, of taking specific circumstances into account

executive function

• conscious control of school of thoughts, emotions, and actions to accomplish goals or solve problems

• enables school-age children to plan and use strategies, or deliberate techniques, to help them remember

metamemory

• understanding of processes of memory

• that some people remember better than others and that some things are easier to remember than others

mnemonic device

a strategy to remember

• external memory aids

• rehearsal

• organization

external memory aids

• writing down a cellphone

• a post it note reminding one to do laundry or a grocery list reminding one to buy detergent.

rehearsal

conscious repitition

organization

categorizing material to be remembered

• animals

• furniture

• vehicles

• clothing

assessment of intelligence — IQ Tests

1. Wechsler Intelligence Scale for Children (WISC-IV)

2. Otis-Lennon School Ability Test (OLSAT8)

3. Culture-Fair Tests

4. Culture-Free Tests

Wechsler Intelligence Scale for Children (WISC-IV)

• widely used individual test

• for school-age children

Otis-Lennon School Ability Test (OLSAT8)

group intelligence test for kindergarten through 12th grade

culture-free test

not linked to any culture, such as tracing mazes

culture-fair tests

that deal with experiences common to various culture, in an attempt to avoid cultural bias

Gardner’s theory of multiple intelligences

each person has several distinct forms of intelligence — linguistic, logical mathematics, and contextual

Sternberg’s Triarchic theory of intelligence

• componential element

• experimental

• contextual

componential knowledge

analytic aspect of intelligence

It helps people solve problems, monitor solutions, and evaluate the results. Some people are more effective information processors than others.

experimental element

insightful or creative aspect of intelligence

It enables people to compare new information with what they already know and to come up with new ways of putting facts together—in other words, to think originally.

contextual

insightful or creative aspect of intelligence

it helps people deal with their environment. It is the ability to size up a situation and decide what to do — adapt to a situation, change it, or get out of it.

tacit knowledge

the knowledge, skills, and abilities an individual gains through experience that is often difficult to put into words or otherwise communicate; not formally taught or openly expressed but is necessary to get ahead

Kaufman Assessment Battery for Children (K-ABC-II)

nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities

dynamic tests

based on Vygotsky’s theory that emphasize potential rather past learning

pragmatics

the social context of language, conversational and narrative skills

english immersion approach

approach to teaching english as a second language in which instruction is presented only in english

bilingual education

system of teaching non-english speaking in their native language while they learn english, and later switching to all-english instruction

bilingual - fluent in two language

two-way (dual language) learning'

approach to second language education in which english speakers and non-english-speakers learn together in their own and each other’s languages

decoding

Process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory. ; we recall the recorded information via memory retrieval.

phonetic (code-emphasis) approach

teaching reading that emphasizes decoding of unfamiliar words

whole-language approach

teaching reading that emphasizes visual retrieval and use of contextual clues

visually based retrieval

retrieving sound of a printed word when seeing the word as a whole

metacognition

• thinking about thinking, or awareness of one’s own mental processes

• reading more slowly or rereading difficult passages

intellectual stability

significantly subnormal cognitive functioning, also referred as cognitive disability or mental retardation

dyslexia

a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words

learning disabilities (LDs)

disorders that interfere with specific aspects of learning and school achievement

Attention- deficit/hyperactivity disorder (ADHD)

syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance of frustration, and inappropriate overactivity

creativity

ability to see situation in a new way, produce innovations or discern previously unindentified problems and find novel solutions

converge thinking

aimed at finding the one right answer to a problem

divergent thinking

thinking that produces a variety of fresh, diverse possibilities

enrichment programs

programs for education the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips, or mentoring

acceleration program

educating the gifted that move them through the curriculum at an unsual rapid pace