Human Growth & Development - Chapter 5

Front 1

Concrete Operations

Back 1

Concrete Operations is Piaget's Third stage of Cognitive Development

The child can perform operations to solve problems as long as they are in the here and now or physically present.

The child in this stage cannot yet understand abstract concepts, but has achieved number concepts, such as reversibility.

Front 2

Reversibility

Back 2

The idea that an operation once done can be reversed - If one can add, one can also subtract.

Front 3

Conservation

Back 3

In middle childhood, logic becomes more similar to that of the adult, albeit in concrete terms.

Conservation: The ability to understand that some things do not change, even if their appearance is altered.

ex: Two identical ball of clay. one is flattened. Younger children are fooled by the transformation & say that they are no longer the same.

Front 4

Schema

Back 4

A schema is a cognitive structure that serves to organize related information.

Schemas develop through experience in the environment and help children to negotiate new situations.

Front 5

Scripts

Back 5

Scripts are schemas for events.

With a little experience, children learn a school-day script that contains elements like getting up at a certain time in the morning, getting dressed, taking the bus to school, taking classes, having recess, more classes, then lunch, more classes, and then returning home at a certain time.

Front 6

Basic Skills
(Phonetics)

Back 6

Two major viewpoints about how children should be taught to read: 1. Basic Skills or Phonetics 2. The Whole Language Approach

The Basic Skills or Phonetics approach proposes that children learn how to sound out words using very simple phonetic words, then progress to the more difficult. Basic skill drills include sentences such as, "The cat sat on the bat", and the old Dick and Jane reader sentences like, "Look, Spot, look. Jane, look at Spot".

Front 7

Whole Language

Back 7

Two major viewpoints about how children should be taught to read: 1. Basic Skills or Phonetics 2. The Whole Language Approach

The Whole Language approach the proposes that phonetics approach uses unnatural language forms and that children could learn better using meaningful, everyday sentences. One activity includes students dictating storie. The teacher writes the stories in the childrens' own language, and then the children learn to read from these natural stories.

Front 8

Bilingual Education

Back 8

Bilingual Education programs were designed to teach children at least partly in their own language until they mastered English.

Front 9

3 Memory Improving Strategies

Back 9

1. Rehearsal: Repetition of material to keep it active in short-term memory.
2. Organization: Using a categorizing scheme, like remembering all the fruits together, then all the refrigerated items on a grocery list.
3. Imagery: Pairing a visual image with the item to be remembered.

Front 10

Rehearsal

Back 10

1 of 3 Memory Improving Strategies

1. Rehearsal: Repetition of material to keep it active in short-term memory.

Front 11

Organization

Back 11

1 of 3 Memory Improving startegies

2. Organization: Using a categorizing scheme, like remembering all the fruits together, then all the refrigerated items on a grocery list.

Front 12

Imagery

Back 12

1 of 3 Memory Improving startegies

3. Imagery: Pairing a visual image with the item to be remembered.

Front 13

Meta-memory

Back 13

Meta-memory: Knowing about one's own memory.

Memory improves because children grow better at understanding their own memory skills and limitations. Meta- memory helps children recognize when they need to use a memory strategy and when material is beyond their memory capacity.

Meta-memory is one aspect of Metacognition.

Front 14

Metacognition

Back 14

Metacognition: Knowing about one's own cognitive functions in general.

Children become much more skilled at recognizing when they need to study more, what kind of study strategy they need, and when they need to review.

Front 15

Intelligence

Back 15

Intelligence is an abstract concept referring to our ability to adapt to the environment, solve problems, and use verbal skills efficiently.

Front 16

Componential Intelligence

Back 16

Robert Sternberg conceptualized intelligence as having 3 components:
1. Componential Intelligence 2. Experiential Skills 3. Contextual Intelligence

Componential Intelligence is analytic, critical thinking skills, vocabulary and other verbal tasks, as are measured in most intelligence tests.

Front 17

Experiential Skills

Back 17

Robert Sternberg conceptualized intelligence as having 3 components:
1. Componential Intelligence 2. Experiential Skills 3. Contextual Intelligence

Experiential Skills are the ability with experience in the world to seek out appropriate information for problem-solving and to compare, contrast, or combine information in unique ways to create new solutions. (Not measured in IQ Tests)

Front 18

Contextual Intelligence

Back 18

Robert Sternberg conceptualized intelligence as having 3 components:
1. Componential Intelligence 2. Experiential Skills 3. Contextual Intelligence

Contextual Intelligence consists of "street smarts" and is the ability to survive in the real world.
(Not measured in IQ Tests)

Front 19

Mental Age

Back 19

Mental Age is the level of mental development relative to others.

Alfred Binet developed the first IQ test.

IQ = Mental age X 100
----------------
Chronologic age

AVG = 85 - 115

Front 20

Mental Retardation

Back 20

Mental Retardation refers to a condition in which a person has a low IQ and has difficulty with tasks of daily living, such as self-care, transportation, and communication.

Mental Retardation is divided into levels depending on the IQ score.

- Mild = IQ 55-70 (can live independently as adults).
- Moderate= IQ 40-54 (supervised employment/group homes)
- Severe & Profound= IQ <40 (needs 24hr/day supervision)

Front 21

Gifted/Talented

Back 21

Gifted/Talented: IQ >= 120

Creativity is often overlooked.

Front 22

Convergent Thinking

Back 22

Convergent Thinking is sorting through possibilities to arrive at the one best answer.

Most of schoolwork depends on Convergent Thinking.

Front 23

Divergent Thinking

Back 23

Divergent Thinking is producing multiple alternative solutions to one problem.

Creativity is defined by divergent thinking.

Creative people can come up with unusual or novel ways to solve problems.

Front 24

Learning Disabilities

Back 24

Learning Disabilities (LD) can occur in children with average or higher IQs who are not achieving as well as expected in at least one aspect of their academic experience.

Learning disabilities are not due to poor motivation, physical illnesses, sensory deficits, or emotional problems, but are the result of an innate cognitive diffference or deficit. LDs most often affect reading & spelling, but can also affect math & other subjects as well.

Front 25

ADHD

Back 25

Attention Deficit Hyperactivity Disorder
(ADHD) is a condition that generally manifests in preschool and early school years, is defined by inattention, distractability, impulsivity, and hyperactivity.

This disorder & accompanying effects can continue into adulthood.

Contributing Factors: Heredity, prenatal alcohol or cigarette smoke exposure, pediatric sleep apnea, child abuse & neglect, and vitamin deficiencies.

Front 26

Self-concept

Back 26

An image of oneself consisting of one's abilities, limitations, appearance, likes, and dislikes.

Middle childhood is a period of emerging self-concept and self esteem.

Front 27

Self-esteem

Back 27

A value judgment placed on aspects of the self-concept.

Self-knowledge becomes more subjective and involves inner thoughts and feelings.

Middle childhood is a period of emerging self-concept and self-esteem.

Front 28

Perspective Taking

Back 28

Perspective Taking is an important component of self-understanding. It is the ability to understand the viewpoint and motives of another person.

Front 29

Industry

Back 29

Achieving a sense of accomplishment from one's own activities.

Erikson noted that industry is a strong source of self-esteem.

Front 30

Conventional Reasoning

Back 30

Conventional Reasoning Stage:
They obey the rules generated by authority figures such as parents or government.

(Kohlberg suggested that in middle childhood, most chidren are in the Conventional Reasoning Stage)

Front 31

Interpersonal Norms

Back 31

Kohlberg's Theory of Moral Reasoning

In stage three of the Conventional Reasoning Stage, Interpersonal Norms, the child obeys in order to be considered a good person and strives to please parents or teachers.

Front 32

Altruism

Back 32

An unselfish interest in helping others. Our survival depends on altruism. One major component of altruism is reciprocity, or treating others as one would like to be treated.

Front 33

Social System Morality

Back 33

Kohlberg's Theory of Moral Reasoning

In stage four, Social System Morality, children have learned that rules and laws have a purpose and that to be good citizens, they must abide by the rules. They have learned a sense of duty to their countries or communities.

Front 34

Co-regulation

Back 34

In middle childhood, parents begin to transfer some control over decision making to their children in a process called co-regulation.

Parents still monitor and supervise their children, but from a greater distance, and they teach their children to monitor their own behavior, and use good judgment so that they can gradually transfer even more control to the child in adolescence.

Front 35

Industry vs Inferiority

Back 35

Erikson's Stage for Middle Childhood

Stems largely from experiences at school. Good teachers need to motivate their students to want to enagage in learning activities and create experiences for success. The best student outcomes will come from teachers who are warm, enthusiastic, flexible, and who treat students as individuals.

Front 36

Antisocial Personality Disorder

Back 36

A serious problem associated with criminal behavior and substance abuse.

Aggression varies by type & degree:
Instrumental Aggression
(Goal of obtaining some
desired object)
Hostile Aggression
(Goal=retaliation)
- Physical Aggression
- Verbal Aggression

Front 37

Resilient

Back 37

Resilient: Spring back easily.

Protective Factors:

- Personality: Flexible, adaptable, positive thinkers with good self-esteem.
- Intelligence: Smarter kids tend to come up with better solutions.
- Family: Having a good relationship with a parent or at least one other adult figure.
- Coping Skills
- Compensating Experiences: Having at least one environment that fosters good self-esteem and a sense of competence.