Psych 241 Exam 3 WVU

Early Child: Typical patterns of growth

- Body growth slows

- slim down in trunk, don't have as big a head

-skeletal growth continues (bone growth, cartilage turns to bone)

Middle Childhood: Typical patterns of growth

- slow, consistent growth

- decrease in baby fat but increase in weight due to organ and skeletal growth

Girls vs Boys development

- girls slightly smaller and lighter than boys until puberty

-girls have more fatty tissue

-boys have more muscle

What changes are occurring in brain during childhood?

- Left hem active, language devloping

- linking of areas of brain develop, see growth of synapses and dendrites

-myelination continues, increases speed and efficiency

does volume of the brain change?

Total brain volume stabilizes

Does the functioning of the brain change?

- increased cognitive control and attention

- increase in cognitive flexibility, work on one task and be able to go to another

What areas of the brain developing?

- Prefrontal cortex, helps planning and organizing

Gross motor development

- large muscle activity

- hopping, jumping, running

Fine motor skills

- painting, putting up blocks

- becoming more coordinated

Exercise for younger and older children

2 hours a day, 1 hr of structure play and 1 hr of unstructured play

Nutritional needs in childhood

What they are affects skeletal growth, body shape, and disease suseptibility

Obesity rates in early childhood?

- Middle childhood: 30%, causes Vitamin B, A and Iron deficiences

Consequences of malnutrition?

- 1 inch shorter than those who aren't

- 1 out of 5 kids in US malnorished

- harm cognitive dev. longterm, have Vitamin C, A, Ca, and Fe deficiencies

Risks related to second-hand smoke?

- linked to sleep problems and sleep-disorder breathing

- dev. of asthma and wheezing symptoms

- 22% of kids exposed to tobacco in the home

Most common disabilities

- Learning, Speech or Hearing, Intellectual, Emotional disturbance

Learning Disabilities

- Dyslexia: have trouble reading

- Dysgraphia: difficulty writing in a confined space

- Dyscalculia: trouble with math concepts

ADHD

Causes: Genetics, brain damage during development, low birth weight, cigarette and alcohol exposure

Behaviors: inattention, hyperactivity, impulsivity

IEP

Individualized Education Plan:

written statement/ lesson plan specifically tailored for the disabled student

Least restrictive environment

Setting that's as similar as possible to the one normal kids are educated in

Piaget: Preoperational vs Concrete

Preoperational: 2 to 5-7 yrs

- Things only move in 1 direction (Irreversible)

- One dimension/centration (focus on 1 thing, ignore others)

- Egocentric (things revolve around their POV)

- focused on perceptual evidence, focused on what they can see

+Concrete: 5-7 to 12 yr - Reversible

- Multidimensional

- Less egocentric

- Use of logic

- Cause and effect relationships

Symbolic Function (first preoperational thought sub stage (Piaget))

Children 2-4 can have things represent other things (drawing of a house represents home)

Intuitive thought (second preoperational thought sub stage (Piaget))

children 4-7 at this stage tend to be so certain of their knowledge and understanding that they are unaware of how they gained this knowledge in the first place (i.e., knowing by intuition)

Egocentrism

inability to distinguish between own and someone else's perspective

Concrete Operational Thinking

thinking with more logic

ages 7-11

Limits of concrete operational thought

- children need concrete info

- need to be able to see it to know it exists

- abstract concepts are still difficult

Vygotsky: Zone of Proximal devleopment

- range of tasks that a child can do with help

- otherwise too difficult for child to master aone

Vygotsky: Scaffolding

changing the level of support

- slowly backing off child's level of development, adjusting levels of supprt

Piaget vs Vygotsky

Both: Constructivist

Vygotsky: Social constructivist, emphasizes social contexts of learning

Piaget: internalized crises

Information Processing Theory

- how children process info

Attention (Executive and sustained)

Executive: plan what you're going to do, plan out actions

Sustained: focused and extended engagement with an object, task, event, or other aspect of the environment

Executive Functioning

higher order cognitive processes

-Attention, decision making, planning, morals

- how children manage their thoughts

Metamemory

knowledge of language processes

Working memory

all things you can attend to in the current moment

Rehearsal (Memory Strategy)

repetition to memorize

Organization (memory strategy)

children recognize knowledge, put in a way that makes sense

Elaboration (memory strategy)

children elaborate on what happened

External helps (memory strategy)

children help make external cues and lists to help

Generic Memories

Have a script of something - experience new event, have a general idea of how it'll work

- once they do it again and again a script is formed because it keeps recurring

-ie First Day of School for kindergartener

Episodic Memories

have one single event in memory - ability to remember different events

- more temporary

Autobiographical Memories

personal, very important memory,becomes a part of who they are, developed in early and middle childhood because infants' memory

doesn't start to set in until age 3

Fast mapping

a new concept is learned based only on a single expereince

Overextensions

apply a word too broadly (use feet for foot)

Overregularities

apply a word too broadly (mouses instead of mice)

Syntax

used to construct longer and more complicated sentences, basic grammar rules

Semantics

know what a word represents, understanding meaning of a word

Pragmatics

know when to use certain types of language

Metalinguistic Awareness

ability to be bilingual, to shift and understand different languages

Wechsler Scale

- verbal and non-verbal IQ scores

IQ Tests, reasons for and against

For:

-validity and reliability

Against:

- some children don't test well

- tests don't measure native ability

- may be biased

Sternberg's Triarchic Theory of Successful Intelligence

Analytic - do very well in school, do well with instruction and taking an objective

test

- will do very well on SAT tests

- judge material

-compare and contrast, think logically

Creative - solve novel problems in new ways

- often don't perform as well in school because they're marked wrong for things that were

answered in a new way

Contextual: better with their hands, learn through example

Cognitive/Intellectual Disability

Mild - IQ of 55-70 (89%)

• Live independently as adults, work

• Moderate - IQ of 40-54 (6%)

• Attain second grade level of skills, structured work

setting

• Severe - IQ of 25-39 (3.5%)

• Learn to talk and accomplish very simple tasks, require constant supervision

• Profound - IQ below 25 (less than 1%)

• Need constant supervision, long-term care

Gardner's Multiple Intelligences

Linguistic: wriitng, speaking

Logico-mathematic : math

Musical

Spatial: how the body is in air

Bodily-kinesthetic - good hand-eye coordination, aware of bodies

Naturalist- recognition of plants and animals

Interpersonal - between other people, working with others

Intrapersonal- knowing oneself

Gifted Children

Precocity

• Marching to their own drummer

• A passion to master

- 130 or above on an IQ test

Educating Gifted Kids

• Enrichment

• Acceleration

Erikson: 2 stages of physcosocial development in childhood

Initiative vs Guilt

Industry vs Inferiority

Real vs Ideal Self

cognitive construct of who we are

Real self

Current reality self

Ideal self

Self you wish to be (body image, smarts)

Single Represenations

one-dimensional without logical connections

Representational Mappings

Ages 5-7: Logical connections between parts of self-image, Expressed in positive all-or-nothing terms

Representational System

Ages 7+: Multi-directional, integrated

Emotional Development

- Emotional regulation, and parental role.

-Helps with improved emotional understanding, understand causes for emotions, strategies for, controlling emotions, develop empathy

Emotional regulation

helps child manage demands and conflicts with others

Emotional understanding

multiple causes, understand these causes

Kohlberg's Stages of Morality: Pre-conventional

Pre-conventional: right and wrong determined by punishment

- Stage 1: Punishment/obedience, whatever gets punishment is wrong

- Stage 2: Rewards, the right way is what's rewarded

Emotion-dismissing parents

try to ignore emotions, don't label or explain (worse than emotion-coaching)

Emotion-coaching parents

help label emotions, understand and use them (better than emotion-dismissing)

Kohlberg: Conventional

Views of others matter, avoiding blame and wanting approval

-Stage 3: good intentions, conforming to "good behavior

- Stage 4: obedience to authority, "doing one's duty"

Kohlberg: Post-conventional

Abstract notions of justice

- Stage 4: difference between moral and legal rights, rules should be broken

- Stage 5: take in views of everyone affected by a decision

Domain Theory

- reasoning comes from different experiences

Social-conventional: conventional rule, valued by society

Moral: isusses of other people, where other people matter, get intrinsic reward

Personal: things referring to your own decisions, your decisions only affect you and no one else

What kinds of domain developmental changes evident?

- young children can separate moral and social conventions

- personal domain emerges with age

Gender Identity

child acknowledges they and other people have a gender

Gender Stability

child realizes they and other people will grow up in to the same gender (girl to woman)

Gender Constancy

understand gender doesn't change by your appearance

Gender Roles

set of expectations of what males and females should do

Gender-typing

process through taking on gender roles: socialization and observation mainly

Gender Stereotypes

general ideas of what men and women do that are engrained in society

Bandura's Social Cognitive Approach to Gender

children learn gender roles through socialization

- observe and imitate parents, teachers, TV, etc

Evidence for a biological basis for gender development

genetic, hormonal, and neurological evidence, gender reassignment often fails, similar gender roles across different cultures

Gender Schema Theory

- mentally organized info that influences a category of gender, promote gender stereotypes and gender typing, children influences by outside sources, like parents, on gender schema

How do parents influence gender development?

by action and example

- cultures give moms and dads different roles

- mom = more nurturing

- dad= more playful and focused on intellectual development with their sons

How do peers influence gender development?

peers reward and punish gender behavior, may exclude those who don't conform

- gender impacts important aspects of peer relations

- girls befriend girls, boys gravitate toward boys

What styles get the best outcomes?

- Depends on the culture

- For the US, Authoritative

Sibling Deidentification Theory

teens work to define themselves differently in their relationships with parents

Reinforcement and punishment (discipline)

rewards/positive and negative reinforcement (stickers vs time out)

Corporal punishment (discipline)

physical punishment (spanking), can lead to more aggressive, problematic kids

Power assertion (discipline)

adult shows dominance

Characteristics of Only Children

- high self-esteem, acheivement motivation

-closer relationship with parents

-desireable personality traits

Induction (discipline)

play's to child's reasoning

Child-Related Outcomes of: Working parents

- children have less gender stereotypes

- more egalitarian views of gender

Love withdraw (Discipline)

Take back love

Child-Related Outcomes of: Divorced Families

- poorer adjustment

- possibly have serious emotional problems

Psychological aggression (Discipline)

calling child names, borderline verbal abuse

Sociometric Research

- based on peer nominations

-perceived popularity and record patterns

Child-Related Outcomes of: More or less $$

Lower income families have less resources than higher income families, more likely to use corporal punishment and be domineering

More income: children have more freedom

Constructive play

combines sensorimotor with constructive play

Social play

involves interaction or socialization with peers

Practice play

repetition or behavior of new skills required for games and skills

Pretend/symbolic play

transform objects into something else (pillow=car)

Sensorimotor play

allows infants to get pleasure from moving things around and experiencing things