Developmental Psychology13/18/2008 1Socioemotional Development in Middle & Late ChildhoodPsychology of Development 307TR 2:20-3:35p.m. Room 108Guest Lecturer: Eswen Fava2/26/083/18/2008 2Cochlear Implant Follow-Up• http://www.utdallas.edu/~loizou/cimplants/cdemos.htmDevelopmental Psychology23/18/2008 3Today we will cover…Cognitive Theories of Middle childhoodCognitive SkillsIntelligence Testing & TheoriesLanguage DevelopmentSocioEmotional DevelopmentDevelopment of Self & MoralsGender DifferencesRelationships3/18/2008 4Cognitive Theories of Middle Childhood• Piaget• Vygotsky• Neo-Piagetians• Information ProcessingDevelopmental Psychology33/18/2008 5Theories of Middle Childhood DevelopmentMemory, thinking, metacognitionLanguage, behaviorConservation tasks, seriation, transitivityOther important skillsSustain & control attentionUse of attention, memory, strategies for info processingSocial interaxnConcrete operationsBiggest change/Method of changeMiddle childhoodPartial agreement w PiagetNo real stageConcrete stage“Stage”Info ProcessingNeo-PiagetVygotskyPiaget3/18/2008 6Cognitive Skills• Memory• Creative Thinking• Metacognition• Intelligence • (Scales, Skills, Measures and Application)Developmental Psychology43/18/2008 7Memory• After age 7, STM does not show as much increase as it did in the preschool period• Long-term memory• Strategies– Mental imagery– Elaboration3/18/2008 8Thinking• Guilford (1967) distinguished betweenconvergent thinking & divergent thinking,– Other forms: • Critical thinking & Creative thinking– How to Foster Creative Thinking?– BrainstormingDevelopmental Psychology53/18/2008 9Metacognition• Deanna Kuhn (1999) believes schools should pay more attention to helping students develop awareness of what they (and others) know– schools should do more to develop metacognition• studies have focused on metamemory3/18/2008 10Theories of Intelligenceverbalmathematicalspatialbodily-kinestheticmusicalinterpersonalintrapersonalNaturalistN/AGardnerAnalytical, Creative, PracticalTriarchic theory of intelligenceSternberg’sHow Captures Intelligence?Name of TheoryPersonDevelopmental Psychology63/18/2008 11Language Development• Reading and Writing• Bilingualism3/18/2008 12Language Development • New skills that make it possible to learn to read and write:– increased use of language to talk about things that are not physically present– learning what a word is– learning how to recognize and talk about sounds• They also learn the alphabetic principle--(Berko Gleason, 2003)Developmental Psychology73/18/2008 13Vocabulary, Grammar, and Metalinguistic Awareness• Changes occur in the way children’s mental vocabulary is organized • Metalinguistic awareness – Allows children “to think about their language, understand what words are, and even define them”3/18/2008 14Approaches to Teaching Reading• Whole-language approach• Phonics approach• Research suggests that children can benefit from both approachesDevelopmental Psychology83/18/2008 15Bilingualism and Second Language Learning• Learning a second language is more readily accomplished by children than adolescents or adults• Bilingualism– Subtractive bilingualism -- going from being monolingual in their home language to bilingual in that language and in English, only to end up monolingual as speakers of English 3/18/2008 16•Development of Self & Morals•Gender Differences•Relationships: Parent-Child•Peer (Friendships, Bullying,SES)•Theories of …Socioemotional Development in Middle and Late ChildhoodDevelopmental Psychology93/18/2008 17The Self• Self-esteem – Self-esteem reflects perceptions that do not always match reality– How to increase?• Self-concept – Children self-evaluate in many domains of their lives (academic, athletic, appearance)• Self-Efficacy: – Level of can influence choice of activities• Self-Regulation – Linked to dev advances in brain’s prefrontal cortex3/18/2008 18Another Take on The SelfErikson’s 4thStage:• Industry– When children are encouraged in their efforts, their sense of industryincreases • InferiorityDevelopmental Psychology103/18/2008 19Developmental Changes in Emotion• Increased understanding that more than one emotion can be experienced in a particular situation • Increased awareness of the events leading to emotional reactions • Ability to suppress /conceal -ve emotional reactions • The use of self-initiated strategies for redirecting feelings • A capacity for genuine empathy3/18/2008 20Moral Development & Reasoning• According to Piaget, older children:– consider the intentions of the individual – believe that rules are subject to change– are aware that punishment does not always follow wrongdoing• Based on Piaget, Kohlberg proposed 6 universal stages of moral development– Preconventional Reasoning– Conventional Reasoning– Post-Conventional ReasoningDevelopmental Psychology113/18/2008 21Stage 6:Universal Ethical PrinciplesStage 4:Social System MoralityStage 2:Individualism, Purpose & ExchangeStage 5:Social Contract/Utility & Individual RightsStage 3:Mutual Interpersonal Expectations, Relationships, & Interpersonal ConformityStage 1: Heteronomous MoralityLevel 3: Postconventional (Full Internalization)Level 2Conventional Level(Intermediate Internalization)Level 1Preconvential (No Internalization)3/18/2008 22Kohlberg’s Critics• Key criticisms involve– link between moral thought & moral behavior– roles of culture & family in moral development– significance of concern for others– misses/misconstrues some moral concepts in particular cultures• Gender & Care Perspective (Carol Gilligan)• Prosocial Behavior (behavioral emphasis)Developmental Psychology123/18/2008 23Gender Stereotypes, Similarities & Differences• Gender stereotypes• Bear in mind– the differences are averages – even when differences are reported, considerable gender overlap – the differences may be due primarily to biological and/or sociocultural factors3/18/2008 24Gender Differences inPhysical DevelopmentResearchers have found some differences in the brains of males and femalesfemale hormones stop such growth at pubertyhormones promote the growth of long bones;less likely to develop physical or mental disorderstwice the risk of coronary diseaselonger life expectancygrow to be 10% tallerFemalesMalesDevelopmental Psychology133/18/2008 25Gender
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