human development exam 3

chapters 6 and 7

piaget’s concrete operational period

• 7-11 years

• become less egocentric

• rarely confuse appearances with reality

• can reverse their thinking and perform mental operations

piaget’s formal operational period

• 11 to adult

• can reason abstractly and hypothetically

• use deductive reasoning to draw logical conclusions from the facts

information processing

• cognitive development proceeds by increases in the efficiency when children process information

• working memory → long term memory

memory strategies

rehearsal - 7 and 8 year olds

older kids use organization and elaboration

metamemory

• out intuitive understanding of memory

• diagnosing memory problems accurately and monitoring their effectiveness

theory of mind

• memory is fallible and some memory tasks are easier than others

  • growing knowledge of memory helps children use memory strategies more effectively

metacognitive knowledge

• knowledge and awareness of cognitive processes

• an increase in understanding of connections of goals, strategies, monitoring

cognitive self-regulation

• skill of identifying goals, selecting effective strategies

• skills can increase when teachers emphasize them in class

psychometricians

specialists trained in measuring psychological characterisitics

ex: intelligence and personality

begins with administering tests

determine whether scores on different tests are related and indicative of same attribute

hierarchial view of intelligence

• john carroll (1993)

• 3 levels of IQ - top(G factor), middle (8 sub catergories), lowest

• theory is psychometrically driven

• ignores research and theory on cognitive development

gardners theory of multiple intelligences

• 9 types of intelligences

• 1-3: linguistic, mathematical, spatial

• 4-9: musical, bodily, intrapersonal, interpersonal, naturalistic, existential

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gardners theory: implications of education

• schools should foster all intelligences

• teachers should capitalize on the strongest intelligence of individual children

• teachers need to know kids strengths and weaknesses

emotional intelligence

• ability to use ones own and others emotions effectively for solving problems and living happily

• higher scores on relevant tests preduct more satisfying relationships, self esteem

sternbergs theory of successful intelligence

• using ones abilities skillfully to achieve personal goals

• schieved via analytic, creative and practical

• most effective when geared towards a childs strength

intelligence testing

• alfred binet and theophile simon

• binet-simon scale

• mental age measure childs performance with their actual age

Intelligence quotient

• IQ - terman, 1916

• IQ = MA/CA x 100

• childrens performance is compared to average of other children their age

do IQ tests work

• shown to predict grades, years of education, success

• not perfect - .5-.7

• self discipline can predict schools better

heredity and IQ

• fraternal twins are less similar than identical twins

• adopted children’s IQ is more similar to their biological parents than their adopted ones

environment and IQ

• scores have increased during 20th century

• children have greater scores when parents talk more to them, challenge them

• poverty contributes to struggling in school

impact of interventions

• interventions increased basic reading and social skills

• can increase IQ and school achievement scores

• more likely to work fulll time and are healthier

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stereotype threat

• self fufilling prophecy

• anxiety and reduced test performance result from knowledge about stereotype concerning ones ability

self affirmation

• reminding the self of important values

• reduces stereotype threat and improve performance in AA

giftedness

IQ higher than 130

divergent thinking

exceptional talent in one area

• parental support

• emotionally troubled stereotype is wrong

intellectual disability

• before 18 yo

• IQ less than 70

• problems adapting to the environment

4 risk factors of intellectual disability

1. biomedical - chromosomal, malnutrition

2. social - poverty, poor parent child relations

3. behavioral - child neglect, domestic violence

4. educational - poor parenting, poor services

• risk increases as more of these factors are present

children with learning disability

• has difficulty with a subject

• normal intelligence

• ust not struggle due to some other condition

• learning disabilities in 5% of US school-age children

3 common learning disabilities

1. developmental dyslexia - reading disability

2. impaired reading comprehension - difficulty linking words to meaning, reflects limited spoken vocab

3. developmental dyscalculia - mathematical, 5-10%, difficulty learning to count

attention deficit hyperactivity disorder (ADHD)

• 6% of children US

• boys outnumber girls 3:1

• hyperactivity, inattention, impulsivity

• not outgrown

• treatment: medication , behavioral with parents involved

• race and income play a role in children

word recognition

the process of identifyinf a unique pattern of letters

comprehension

finding meaning from sequence of words

phonological awareness

sensitivity to language sounds

writing

knowledge telling strategy

knowledge transforming strategy

POW + TREE

POW TREE

P: pick idea

O: organize my notes

W: write and say more

T: topic sentence

R: reasons (3 or more)

E: ending

E: examine

Math

show students 2 solutions and ask to compare

• people learn in different ways

school based influences on student achievement

• all know academic excellence is primary goal

• school climate is safe and nuturing

• progress is monitored

• teachers must be responsible, and pay attention

growth

boys and girls are about same size in elementary

girls enter puberty first

11-12 girls taller

need well balanced diet - 2400 / day

size and strength help motor skills

girls better in fine skills

boys better in gross skills

physical fitness

• less than 50% of elementary school meet fitness standards

• obesity is epidemic in US

• risk factors are little pe and poor use

• too much time in sedentary

• sports help social skills and self esteem

system view of families

inner: family, relationshios from parents to child, vice versa

middle: neighborhood, work, religious organizations, school, extended family

outer: culture

parenting styles

authoritative parenting: greater control plus warm and responsive

authoritarian parenting: high control but low warmth and responsiveness

permissive parenting: low control but warm

uninvolved parenting: low control and low warmth

parental behavior

• direct instruction - coaching: helping children master skills, explaining links

• modeling and counterimitation

• feedback through reinforcement

punishment

positive and negative

negative reinforcement trap: temporary effects

time out

chronic parental conflict

siblings

• reciprocal influence

• birth of a sibling can result in withdrawl or regression

• siblings are more harmonious, esp same sex

• 2-4% are adopted; opne adoptions

birthorder

• first borns hace high expectations, higher IQ

• only children are more successful in school

• arent spoiled brats

divorce and remarriage

• depends on parents cooperating

• can cause problems with school achievement, self concept

• less life satisfaction, more depression

father absence

18.4 million children have no father in the picture

¼
7x more likely to become pregnant

divorce influencing development

• children do best when the parents still get togher, stay involves, parent effectively

• more harmful to emotional children and who interpret negatively

child maltreatment

• 700,000 children neglected or abused in some way

• 75% neglect

• 17% physical abuse

• 8% sexual abuse

• 6% psychologica; abuse

• abused children have emotional difficulties

ego resilience

ability to respond adaptively and resourcefully to new situations by adjusting ones level of self control

having positive representations of thei mothers

friendships

voluntary relationship of two people involving mutual liking

preschool: based on common interests

8-11: adds psychological characteristics

adolescents: add loyalty/intimacy

quality and consequences of friendships

• higher self esteem

• less likely to be depressed

• act more prosocially

• co rumination: discussing personal problems

groups

clique: small grpups, similar

crowd: larger, mixed sex, have similar attitudes

children of parents

dominance hierarchy

peer influence

• pressure to conform to group norms

• more powerful with younger and socially anxious

• peers have high status

• can be both positive and negative

popularity and rejection

popular: most liked

rejected: most disliked - aggressive/withdrawn

controversial: classmates are divided some like some dont

average: liked and disliked, less intense

neglected: many ignore

aggressive children

• instrumental, hostile, relational

• risks are them being aggressive themselves or withdrawn

TV

• typical high school has watched 20,000 hrs

• can learn stereotypes, aggression

• can improve spatial skills

• can make more aggressive

social media

• 90 minutes daily - not true, 4.8 hrs per day

• feel more connected

• promotes high wuality friendships

• cyberbullying

describing others

7: concrete terms

10 or less: positive bias

10: acknowledge negative traits

16 years: traits integrated cohesively

405: can infer others psychological traits if told behavioral examples

recursive thinking

thoughts that focus on what another person is thinking