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TAMU PSYC 307 - Psychology of Development
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Socioemotional Development in Middle & Late ChildhoodCochlear Implant Follow-UpToday we will cover…Cognitive Theories of Middle ChildhoodPowerPoint PresentationCognitive SkillsMemoryThinkingMetacognitionTheories of IntelligenceLanguage DevelopmentLanguage DevelopmentVocabulary, Grammar, and Metalinguistic AwarenessApproaches to Teaching ReadingBilingualism and Second Language LearningSocioemotional Development in Middle and Late ChildhoodThe SelfAnother Take on The Self Erikson’s 4th Stage:Developmental Changes in EmotionMoral Development & ReasoningSlide 21Kohlberg’s CriticsGender Stereotypes, Similarities & DifferencesGender Differences in Physical Development Gender Differences in: Cognitive Development Gender Differences in: Socioemotional Development Gender Differences in Prosocial BehaviorGender-Role Classification in Context Dev Changes in Parent-Child RelationshipsParents as ManagersStepfamiliesLatchkey Kids & AlternativesDevelopmental Changes in Peer RelationsPeer StatusBullyingReducing BullyingSocial CognitionSlide 3801/14/19 1Socioemotional Development in Middle & Late ChildhoodPsychology of Development 307TR 2:20-3:35p.m. Room 108Guest Lecturer: Eswen Fava2/26/0801/14/19 2Cochlear Implant Follow-Up•http://www.utdallas.edu/~loizou/cimplants/cdemos.htm01/14/19 3Today we will cover…Today we will cover…Cognitive Theories of Middle childhoodCognitive SkillsIntelligence Testing & TheoriesLanguage DevelopmentSocioEmotional DevelopmentDevelopment of Self & MoralsGender DifferencesRelationshipsCognitive Theories of Middle childhoodCognitive SkillsIntelligence Testing & TheoriesLanguage DevelopmentSocioEmotional DevelopmentDevelopment of Self & MoralsGender DifferencesRelationships01/14/19 4Cognitive Theories of Middle Childhood•Piaget•Vygotsky•Neo-Piagetians•Information Processing01/14/19 5Theories of Middle Childhood DevelopmentPiaget Vygotsky Neo-Piaget Info Processing“Stage” Concrete stageNo real stagePartial agreement w PiagetMiddle childhoodBiggest change/Method of changeConcrete operationsSocial interaxnUse of attention, memory, strategies for info processingSustain & control attentionOther important skillsConservation tasks, seriation, transitivityLanguage, behaviorMemory, thinking, metacognition01/14/19 6Cognitive Skills•Memory•Creative Thinking•Metacognition•Intelligence •(Scales, Skills, Measures and Application)01/14/19 7Memory•After age 7, STM does not show as much increase as it did in the preschool period•Long-term memory•Strategies–Mental imagery–Elaboration01/14/19 8Thinking•Guilford (1967) distinguished between convergent thinking & divergent thinking, –Other forms: •Critical thinking & Creative thinking–How to Foster Creative Thinking?–Brainstorming01/14/19 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 metamemory01/14/19 10Theories of IntelligencePerson Name of Theory How Captures Intelligence?Sternberg’s Triarchic theory of intelligenceAnalytical, Creative, PracticalGardner N/A verbalmathematicalspatialbodily-kinestheticmusicalinterpersonalintrapersonalNaturalist01/14/19 11Language Development•Reading and Writing•Bilingualism01/14/19 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)01/14/19 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”01/14/19 14Approaches to Teaching Reading•Whole-language approach •Phonics approach •Research suggests that children can benefit from both approaches01/14/19 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 English01/14/19 16•Development of Self & Morals•Gender Differences•Relationships: Parent-Child•Peer (Friendships, Bullying,SES)•Theories of … Socioemotional Development in Middle and Late Childhood01/14/19 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 cortex01/14/19 18Another Take on The SelfErikson’s 4th Stage:•Industry –When children are encouraged in their efforts, their sense of industry increases •Inferiority01/14/19 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 empathy01/14/19 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 Reasoning01/14/19 21Level 1Preconvential (No Internalization)Level 2Conventional Level(Intermediate Internalization)Level 3: Postconventional (Full Internalization)Stage 1: Heteronomous MoralityStage 3: Mutual Interpersonal Expectations, Relationships, & Interpersonal Conformity Stage 5: Social Contract/Utility & Individual RightsStage 2:Individualism, Purpose & ExchangeStage 4: Social System MoralityStage 6: Universal Ethical Principles01/14/19 22Kohlberg’s Critics•Key criticisms involve –link between moral thought & moral


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TAMU PSYC 307 - Psychology of Development

Type: Miscellaneous
Pages: 38
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