PSYC 2301 INTRO TO PSYC Chapter 13—Stress, Health, and Coping.
PSYC 125 Lecture 5 Mid-late Childhood 1 - Napa Valley … 125...3/6/13 1 PSYC 125 HUMAN DEVELOPMENT...
Transcript of PSYC 125 Lecture 5 Mid-late Childhood 1 - Napa Valley … 125...3/6/13 1 PSYC 125 HUMAN DEVELOPMENT...
3/6/13
1
PSYC 125 HUMAN DEVELOPMENT
3/5/2013 LECTURE 5: Mid-Late Childhood:
(~6 – 10-11 )
Physical and Cognitive Development
Dr. Bart Moore [email protected]
Office hours Tuesdays 11:00-1:00 Office: 1031G
Middle and Late Childhood (~6 – 10/11) Cognitive and physical development • Physical development
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Questions? Material? Course business?
Practice Question
Wayne is a father who is very strict. He prohibits his children from watching MTV. If they are caught watching the channel—even an educational program—they are punnished. This is an example of:
A) Authoritative parenting
B) Authoritarian parenting
C) Permissive parenting
D) Neglectful parenting
E) Wayne is Dr. Phil
3/6/13
2
Practice Question
The sense of being male or female, which most children acquire by the time they are 3 years old, is sometimes called their:
A) Gender type
B) Gender state
C) Gender role
D) Gender identity
Middle and Late Childhood (~6 – 10/11) Cognitive and Physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Body Growth and Change
• Growth averages 2–3 inches per year
• Weight gain averages 5–7 pounds a year
The Brain
• Brain stabilizes to near adult volume
• But, Increases in cortical thickness
• Activation of some brain areas increase while others decrease
• Continued increase in brain cell myelination
3/6/13
3
Motor Development
• Gross motor skills become smoother and more coordinated
– Boys outperform girls in gross motor skills involving large muscle activity
• Improvement of fine motor skills during middle and late childhood due to increased myelination of the central nervous system
Exercise
• Higher level of physical activity is linked to lower:
• Cholesterol
• Waist size
• insulin levels
• Aerobic exercise in children benefits:
– Attention
– Memory
– Creativity
– goal-directed thinking and behavior
Health, Illness, and Disease
• Middle and late childhood is a time of excellent health!
Health, Illness, and Disease
• Overweight children (BMI)
• Heredity and environmental contexts
• _______ and ________
– Consequences of being overweight
• Diabetes, hypertension, and elevated blood cholesterol levels
3/6/13
4
Health, Illness, and Disease
• Accidents and injuries
– Motor vehicle accidents are most common cause of severe injury
• Cancer
– 2nd leading cause of death in children 5–14 years old
– Most common child cancer is leukemia (~40%)
– BUT: advancements in cancer treatment are improving survival odds
Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Piaget’s Cognitive Developmental Theory
• Sensorimotor stage (infancy)
• Preoperational stage (~2 to ~7)
• Concrete operational stage (~7 to ~11)
– Children can perform mental operations on real, concrete objects
– Seriation: Ability to order stimuli along a quantitative dimension
– Transitivity: Ability to logically combine relations to understand certain conclusions
Piaget’s Cognitive Developmental Theory
• video
3/6/13
5
Piaget’s Cognitive Developmental Theory
• BUT!
– Education and culture exert strong influences on children’s development
Piaget’s Cognitive Developmental Theory
• BUT!
– Education and culture exert strong influences on children’s development
• Neo-Piagetians: Argue that Piaget got some things right but that his theory needs considerable revision
– Elaborated on Piaget’s theory, giving more emphasis to:
• Information processing,
• Thinking strategies
• Specific cognitive steps
Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Information Processing: topics
• Memory
– Working memory
• ‘Mental workbench’, ‘desktop’, ‘RAM’
– long-term memory
• ‘desk drawer’,’bookshelf’, ‘hard drive’
• Cognition
– Styles of thinking
– Thinking about thinking (‘metacognition’)
3/6/13
6
Working Memory
‘Mental workbench’
Information Processing: Memory
• Long-term memory: Increases with age during middle and late childhood
– Knowledge and expertise
• Experts have acquired extensive knowledge about a particular content area
Information Processing: Memory
• Strategies for remembering
– Elaboration
– Engage in mental imagery
– Understanding the material
– Repeat with variation
Information Processing: Thinking
• Convergent thinking: Produces one correct answer
– Kind of thinking tested by standardized intelligence tests
• Divergent thinking: Produces many answers to the same question
• Creativity
• Creative thinking: Ability to think in novel and unusual ways
– Come up with unique solutions to problems
3/6/13
7
Information Processing: Metacognition
• Metacognition: Cognition about cognition
– Metamemory - Knowledge about memory
• Executive functioning
– Self-control/inhibition
– Working memory
– Flexibility
Information Processing: Executive Function
• Executive functioning: Goal directed thinking
– Most important for mid-late childhood:
• Self-control/inhibition
• Working memory
• Flexibility
• Executive functioning is a better predictor of school readiness than general IQ.
Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Intelligence
• Ability to solve problems, learn, and adapt
• Assessed 2 main ways
– Wechsler Scales
– Binet tests (Stanford-Binet test)
3/6/13
8
Intelligence
• Binet tests gauge:
– Mental age (MA): Individual’s level of mental development relative to others
– Intelligence quotient (IQ): Person’s mental age divided by chronological age, multiplied by 100
• Normal distribution: Symmetrical distribution
– Most scores falling in the middle of the possible range of scores
– Few scores appearing toward the extremes of the range
The Normal Curve and Stanford-Binet IQ Scores
But, Binet tests depend on environment & culture • Wechsler Scales
– Different sets of tests for different age groups
– ‘WISC-IV’ for children 6-16
• provide IQ score
• But also assess other areas
• Verbal comprehension
• Nonverbal comprehension
• Processing speed
• Working memory
Intelligence
3/6/13
9
Intelligence
• Are there really different types of intelligence?
Intelligence
• Types of intelligence?
– Robert Sternberg’s triarchic theory of intelligence
• Analytical intelligence
• Judge, compare contrast
• Creative intelligence
• Imagine, create, invent
• Practical intelligence
• Practice and perform activities
Intelligence
– Howard Gardner’s eight types of intelligence:
• Verbal (authors, journalists)
• Mathematical (scientists, engineers)
• Spatial (architects, artists)
• Bodily-Kinesthetic (dancers, athletes, surgeons)
• Musical (pirates? )
• Interpersonal (teachers, therapists)
• Intrapersonal (psychologists)
• Naturalist (farmers, landscapers)
Intelligence
– Is intelligence dominated by nature or nurture?
3/6/13
10
Both nature and nurture
Extremes of Intelligence
• Mental retardation: Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life
– Organic retardation:
• Caused by a genetic disorder or brain damage
• IQ is generally between 0 and 50
– Cultural-familial retardation:
• No evidence of organic brain damage
• IQ is generally between 50 and 70
Extremes of Intelligence
• Gifted: Above-average intelligence (an IQ of 130 or higher) and/or superior talent for something
– Three criteria
• Mature early (precocious)
• Independent (‘Marching to their own drummer’)
• Passion for one or more topics
– Domain-specific giftedness
Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
3/6/13
11
Vocabulary, Grammar, and Metalinguistic Awareness • Middle and late childhood
– Dramatic changes in vocabulary (14,000 words to > 40,000 words)
– Similar advances in grammar skills
• Metalinguistic awareness: Knowledge about language
– Being able define new words
• Backbone, bookmobile
– Understanding syntax
• Understand what a preposition is
Reading
• Whole-language approach:
– Reading instruction should parallel children’s natural language learning
– Teach whole sentences
• Phonics approach:
– Reading instruction should teach basic rules for translating written symbols into sounds
Writing
• Parents and teachers should encourage children’s early writing
– BUT, don’t be concerned with the formation of letters or spelling
Bilingualism and Second-Language Learning
• Second-language learning
– Bilingualism has a positive effect on children’s cognitive development
• Subtractive bilingualism
• Bilingual education
– Research supports bilingual education
3/6/13
12
Middle and Late Childhood (~6 – 10/11) Physical and Cognitive development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
U.S. Children with a Disability Who Receive Special Education Services
The Scope of Disabilities
• Learning disability: Difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling
– Dyslexia: Severe impairment in the ability to read and spell
– Dysgraphia: Difficulty in handwriting
– Dyscalculia: Developmental arithmetic disorder
The Scope of Disabilities
• The scope of disabilities
– Attention deficit hyperactivity disorder (ADHD): Characterized by inattention, hyperactivity, and impulsivity
• Number of children diagnosed has increased substantially
• Possible causes
• Genetics
• Brain damage during prenatal or postnatal development
• Cigarette and alcohol exposure during prenatal development
• Low birth weight
3/6/13
13
Regions of the Brain in Which Children with ADHD had a Delayed Peak in the Thickness of the Cerebral Cortex
The Scope of Disabilities
• Emotional and behavioral disorders:
– Serious, persistent problems that involve:
– aggression, depression, and fears associated with personal or school matters
– Inappropriate socioemotional characteristics
The Scope of Disabilities
• Autism spectrum disorders (ASD): Range from autistic disorder to Asperger syndrome
– Autistic disorder: Onset in the first three years of life
• Deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior
– Asperger syndrome: Good verbal language skills
• Milder nonverbal language problems
• Restricted range of interests and relationships
Educational Issues
• Individualized Education Plan (IEP): Written statement that is specifically tailored for the disabled student
• Least Restrictive Environment (LRE): Setting that is as similar as possible to the one in which non-disabled children are educated
• Inclusion: Educating a child with special education needs full-time in the regular classroom
3/6/13
14
Middle and Late Childhood (~6 – 10/11) Cognitive and physical development
• Physical development – Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues