Middle Childhood Exam 1

Front 1

What are the 3 things associated with the development of self-concept

Back 1

CI(c)A II

Categorical Identification
Comparative Assesment
Interpersonal Implications

Front 2

3 Strategies associated with learning to write

Back 2

Such lovely OAs

-Short Vowel Phonemes
-Letter name strategy
-Other features like affrication

Front 3

Learning to read is associated with what 3 things..

Back 3

Pretty d- cute
prereading
decoding
comprehension

Front 4

4 types of ambiguity in language that make jokes and riddles possible..

Back 4

P lsw

Phonology
lexical
syntactic
word boundaries

Front 5

What are the 3 reasons someone in middle childhood will be able to conserve?

Back 5

decentration
reversibility
compensation

Front 6

Ages at which children have a good sense of the different emotions..

Back 6

ME DA ME UI

Masking emotion - 6 yrs
Displaced Anger- 9 yrs
Mixed Emotion - 10 yrs
Understand Intention - 11-12yrs

Front 7

G. Stanley Hall (1904)

Back 7

1st developmental psychologist, research along with students’ research led to creation of developmental ‘norms’ first half of twentieth century

Front 8

Arnold Gesell

Back 8

emphasized middle childhood as distinct phase in lifespan

Front 9

Social construction

Back 9

refers to the ways in which the understandings of and expectations about children are passed on through society

Front 10

Microsystem

Back 10

Interaction between child and those close to her (parents, teachers, etc)

Front 11

Mesosystem

Back 11

Interactions between microsystems (parent/teacher conferences)

Front 12

Exosystem

Back 12

– External to child, but still has impact (social services, neighborhood)

Front 13

Macrosystem

Back 13

Larger cultural influences (ethnic or religious values)

Front 14

Chronosystem

Back 14

Changes over time

Front 15

What affects physical development? Is it nature or nurture?

Back 15

Generally, we believe
Nature determines the upper and lower levels of possible development for an individual (range of reaction)
The environment (nutrition, exercise, stress, etc) decides where the individual ends up between these two extremes

Front 16

Research shows that nonshared environmental influences may have such a large impact that siblings tend to..

Back 16

be more different than similar.

Front 17

Secular trend

Back 17

Long-term upward or downward trend in the numbers, as opposed to a smaller cyclical variation with a periodic and short-term duration.

Front 18

Secular trend toward children being heavier and taller (up 2 cm per decade since 1900)
Why?

Back 18

Possible ‘tall’ over ‘short’ gene selection
Environment – prenatal care, immunizations, hygiene/sanitation, better nutrition, less illness

Front 19

Physical Development in middle childhood
Up until this point we saw two variations
Cephalocaudal – Head down
Proximodistal – Core out
Does it continue this way during the pubertal growth spurt?

Back 19

NO. However, this reverses during pubertal growth spurt
Hands and feet, then arms and legs, then trunk

Front 20

At what age does activity level peak?

Back 20

AROUND8!

Front 21

Which of piaget's stages is associated with middle childhood?

Back 21

Concrete operational (7-12 years)

Front 22

Schema

Back 22

mental structure by which children organize the world

Front 23

Assimilation

Back 23

incorporating new info into existing schema

Front 24

accomidation

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creating new schema to organize new info

Front 25

Equilibration –

Back 25

constant cycles of assimilation and accomidation

Front 26

Operations

Back 26

Internalized mental actions that follow logical rules

Front 27

Children become capable of conservation of quantity and number, using the following mental operations:

Back 27

Decentration –
reversibility
– – Compensation –

– –

Front 28

During the concrete operational stage, children become able to do which 4 things?

Back 28

CCC S

conservat (be/c of decent, compens, and reversibility)
Classification
Causality
Seriation

Front 29

Classification

Back 29

More sophisticated in concr op because they can consider multiple attributes
Class inclusion is a part of this

Front 30

class inclusion

Back 30

red truck vs all trucks distinction

Front 31

Seriation

Back 31

Ability to mentally arrange elements according to increasing size (length, weight, then volume - pg 103

Front 32

Piaget said children have a need for cognition (the tendency to engage in and enjoy effortful cognitive activity), researchers have found this need actually varies from person to person.
Under what circumstances does need for cogntion increase?

Back 32

need for cognition increases with enjoyment, competence, mastery in thinking

Front 33

Under what circumstances does need for cognition decrease?

Back 33

high levels of controlling surveliance, time pressure, external rewards

Front 34

Criticism of Piaget
Piaget discounted significance of training, however...

Back 34

cross cultural differences disappear when relevant training is provided
AND child chess experts are more skilled than adult ametures

Front 35

Piaget criticized for emphasis on logical, scientific thinking and his lack of attention to development of ___________________________________________________aspects of intelligence or _____________________________________ that affect performance on cognitive tasks

Back 35

Piaget criticized for emphasis on logical, scientific thinking and his lack of attention to development of musical, spatial, social, or quantitative aspects of intelligence or motivational factors that affect performance on cognitive tasks

Front 36

• • Vygotsky believed cognitive development closely linked to social and contextual environments
• • Zone of proximal development


• • Scaffolding

Back 36

need to look up

Front 37

Private speech is associated with...

Back 37

better performance and better memorization

Front 38

Vygotsky thought biology important in that ones gender, temperment, etc....

Back 38

influenced social position and treatment

Front 39

What are Vygotsky's thoughts on the stages?

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• • No universal stages
– – Example…Less cognitive egocentrism shown in cultures where care taking of younger siblings is common

Front 40

Criticisms of Vygotsky...

Back 40

1. vague
2. does not say what mental representations are formed from social interaction and how the child acts on them

Front 41

Sociocultural Perspective in the Classroom
• • What must a teacher understand in order to properly scaffold the development of the students?

Back 41

you need to know what a kid already knows (in order to) see where they (could be?) with assistance

Front 42

Information processing
Like a computer – Neuroscience tells us that different locations in the brain are responsible for the following 3 things...

Back 42

1. input/encoding
2. storage (short term working memory and long term storage)
3. output/retrieval

Front 43

Information processing
Not interested in stages (like Piaget was), interested in mental activities involved in these 5 things...

Back 43

1. attending to info (neuro diff may be responsible for some gender diff
2. taking in info
3. mentally manipulating info
4. storage of info
5. how we act on info

Front 44

Information processing Improvements in school age children include:
• • Increased
• • Faster
• • Improved
• • Improved
• • Increase in
• • Greater
• • More

Back 44

increased STM capacity
faster speed of processing
improved attentional focus
improved mnemonic strategies
increase in knowledge base
greater automaticity
more metacognition

Front 45

Short-term store capacity

Back 45

• • 2 year olds – 2 items
• • 5 year olds – 4 items
• • 7 year olds – 5 times
• • 9 year olds – 6 items
• • Adults – 7 items (for example?)

Front 46

What are the mnemonic stragegies?

Back 46

rehersal - repeating info to oneself
organization- putting together items that go together
elaboration-link info to existing knowledge (includes self referencing, which involves relating new info to one's own life experiences)

Front 47

What is self referencing?

Back 47

Relating new info to one's own life experiences.Is a form of elaboration

Front 48

Metacognition

Back 48

Ability to think about thinking (chess), play with thoughts (riddles), and to monitor and deploy mental effort strategically (use memory strategies above)
Develops around 2nd grade

Front 49

__________________ – for working-class children; stressed “mastery of the basics”; largely drill and practice, combined with group recitation
 ___________________ – for children of the political and economic elite; went beyond “the basics” to more complex subjects, such as history, arts, and sciences; taught by a
tutor or in small groups

Back 49

mass education – for working-class children; stressed “mastery of the basics”; largely drill and practice, combined with group recitation
 liberal education – for children of the political and economic elite; went beyond “the basics” to more complex subjects, such as history, arts, and sciences; taught by a
tutor or in small groups

Front 50

What are the four features of modern schooling that were not true of apprentiships of the past?

Back 50

1.motivation
2.social relations
3.social organization
4. medium of instruction

 __________________________: Students must work for years (at relatively boring tasks) to perfect their skills before they can put their knowledge to use in adult work
 __________________________Teachers are assigned a carefully restricted role in their pupils’ upbringing that separates education from kinship and economic obligations
 __________________________Children traditionally find themselves in a large room in the company of other children of about the same age and only one adult, where they are generally expected to work individually rather than cooperatively
 __________________________Children are required to acquire skills and knowledge through the manipulation of written symbols

Front 51

Schools and affect Cognitive Performance by…

Back 51

 Increasing children’s knowledge base
 Teaching specific info processing strategies that are relevant primarily to school itself (e.g., recall of arbitrary info)
 Changing children’s overall life situations and attitudes, which they pass on to their children in the form of new child-rearing practices that promote cognitive development

Front 52

Describe the Psychometric approach.

Back 52

based on the belief that we can quantify intelligence

Front 53

How does Stanford-Binet define intelligence?

Back 53

intelligence is a stable, unidimensional construct with variablity determined largely by genetics, not experience.

Front 54

Describe the two general forms of intelligence...

Back 54

 Spearman’s g factor (i.e., ability to see relationships among objects, events, and ideas; practical sense and initiative)
 Jensen’s belief that neural processing speed is the fundamental faculty that underpins g and results in differences in intelligence

Front 55

Describe the theories that consider intelligence to be many specific abilities.

Back 55

 Thurstone’s 7 primary mental abilities (i.e., verbal ability, inductive reasoning, perceptual speed, facility with numbers,
spatial relations, memory, verbal fluency)
 Sternberg’s triarchic theory of intelligence (i.e., analytic, creative, practical)
 Gardner’s theory of multiple intelligences

Front 56

Describe garner's 7 intelligences.

Back 56

1. linguistic
2.logical-mathematical
3. spatial
4.musical
5. bodily kinesthetic
6.personal
7. social
Linguistic Special sensitivity to language, which allows one to choose precisely the right word or turn of phrase and to grasp new meanings easily
Musical Sensitivity to pitch and tone, which allows one to detect and produce musical structure
Logical-mathematical Ability to engage in abstract reasoning and manipulate symbols
Spatial Ability to perceive relations among objects, to transform mentally what one sees, and to re-create visual images from memory
Bodily-kinesthetic Ability to represent ideas in movement; characteristic of great dancers and mimes
Personal Ability to gain access to one’s own feelings and to understand the motivations of others
Social Ability to understand the motives, feelings, and behaviors of other people

Front 57

Thorndike and colleagues (1986) expanded scoring of Stanford-Binet to include four broad measures and subscales within these 4 measures:

Back 57

1.Verbal reasoning
2.Quantitative reasoning
3.Visual reasoning
4.Short-term memory

Front 58

 Researchers have shown little correlation between scores for different mental abilities when very low scoring clusters (ex. fetal alcohol syndrome) are removed.
 What view of intelligence do these findings support?

Back 58

This would support the idea that intelligence is not unidimensional, it's multidimensional.

Front 59

 Worldwide, there has been _______________________________________ test performance since testing began (e.g., average English person in 1900 would score at the level currently considered to indicate mental retardation)

Back 59

increase

Front 60

 Best evidence: IQ, an aspect of a person’s phenotype (i.e., one’s observable characteristics), arises from the joint interaction of the...

Back 60

genotype (i.e., the set of genes one inherits) and the environment

Front 61

• Differences in intelligence are almost eliminated by adjusting for differences in...

Back 61

family poverty, neighborhood economics, maternal education, and differences in learning opportunities

Front 62

Stability of IQ
Although IQ is theorized by some to be a stable construct, longitudinal studies show a great deal of variation. Under what circumstances does this occur?

Back 62

Increase Found among independent, academically competitive, self-initiating children with encouraging parents who were verbally and emotionally responsive, gave explanations, and provided interesting toys and activities
Decrease Related to parental unemployment, psychological or physical illness among family members, absence of father, presence of overly restrictive or overly permissive parent

Front 63

 Researchers used to believe link between IQ and years of schooling went in that direction, actually they now believe years of schooling affect IQ, but NOW..

Back 63

now believe years of schooling affect IQ

Front 64

The 2 Personal and social factors affecting academic achievement are ....

Back 64

Value-Expectancy Theory
Teacher Expectations

Front 65

Value-Expectancy Theory
Effort a child shows depends on ...

Back 65

 The value:
 Affected by environment and parental values (ex. Asian American versus Caucasian American children)
 The student’s expectation:
 Increases effort
 Reduces performance anxiety
****** Not always related to past performance

Front 66

Perceived Competence is best fostered by...

Back 66

TASK focused goals
 Task-focused goals (developing new skills, improving level of competence, or understanding something) offer best chance of success
 Ability-focused goals (outperforming others, wanting to look smart rather than dumb) offer less chance for success