Psy 223 1st Edition Lecture 15Current LectureSchool YearsPhysical development- Growth slows- Muscles get stronger- Lung capacity expandingKids are participating in sports and a variety of activitiesKids who get more exposure to this become more physically agile School is becoming more formal. Recess and physical education departments are getting cut and this may not be the conducive for physical development Brain Development• Improvements in reaction time • Improvements in attention• AutomatizationAutomatization- What is it? When certain things become ingrained in a child and the child starts doing it automatically- Why is it possible? The child becomes familiarized with a task - What are some examples? Tying a shoe, riding a bike, readingPiaget: Concrete Operations- Conservation: understanding identity, reversibility, and reciprocity - Classification: recognizing similarities and differences and getting into more complex classifications - Computational skills: adding, subtracting, multiplying, and dividingPiaget – Concrete Operational StageUnderstanding Conservation:- Identity- Reversibility- ReciprocityLearning the basics- Reading- Writing- Arithmetic- Usually accomplished through formal education VygotskySociocultural theory of development- Scaffolding- Zone of proximal developmento Making something challenging but not too difficult in order to help a child learno Figure out the amount of help to provide so that the helper does not solve the problem for the child or deny them guidance when it's needed- Language- Private speecho Listen to what the child says in order to determine the problem areas that could use assistance. This way, the helper can guide the child more efficiently Erikson - Positve and negative outcomes- The central process- Adaptive ego and core pathologyIndustry- Purposeful working, working hard, getting a lot done- Positive pole of the crisis- Cognitive component- Behavioral component- Affective componentInferiority- Negative pole-focusing on limitation and thinking about what can't be done- Social comparisons- Social environmento Effort- working towards something even if you don't possess the skill naturallyo Aptitude- the abilities that you posses naturally. Thinking about the things that your culture (or social environment) values and using it to measure yourself- What kind of message does the grading scale send?o Slapping down letter grades A-F for children can be discouraging as opposed to using a Got it/Working on it/Not yet Scale Central process: education- Knowledge- Skills- Citizenship- Social competenceCompetence and inertia- Competenceo Outcome measureo Personality typeo Motivational systemo Composition of knowledge, skills, abilitieso Belief in ones effectiveness- Inertiao An object at rest stays at rest and an object in motion stays in motiono So this is basically not moving and not giving effort because of a lack of motivation of belief in abilities Moral reasoningLawrence Kohlberg1.) Pre-conventional- all about the self and avoiding punishmentExchange of favors - Other people have needs but your needs are still primary2.)Conventional- good boy/girl decisions focus on what will please othersLaw and order - looks to society for guidelines of behavior, rules are inflexible 3.) post-conventional -rules are social agreements that can be broken if necessary Universal ethical principals- focuses on principles rather than concrete rules. Psychosocial development - Age 7-11- Greater independence- Importance of peers- Importance of parents- Improvements in social cognitiono Self knowledgeo FriendshipsFriendship and acceptance- Acceptance can change over time• Cultural differences in valued traits• Interpretation of and reaction to social situations keyUnpopular children- Neglects- Aggressive-rejected- Withdrawn-rejected- Why does this happen? Shyness, ostracized due to aggression, anxious, unsure of how to handle emotions, peers don't know how to deal with them so they don't deal with them at all. This is all about emotion regulation Emotional development- Psychopathology- illness or disorder (-pathology) that involves the mind (psycho-)Emotional Development• Emotional BalanceExternalizing problemsInternalizing problemsEmotional Development• Empathy and Antipathyempathy• the ability to understand the emotions of another person, especially when thoseemotions differ from one’s ownantipathy• feelings of anger, distrust, dislike, or even hatred toward another personEmotional Development• Empathy and Antipathy Lead to Behavior:prosocial behaviorantisocial behaviorEmotional development- Aggression o “The gradual regulation of emotions and emergence of antipathy is nowhere more apparent than in the most antisocial behavior of all, active aggression, which occurs when a child’s dislike erupts into action."o We all have moments of anger but we learn not to hit back- Instrumental aggression- using aggression as a tool to get what you want - Reactive aggression- response to something that the child did not like- Bullying aggression- usually targeted at certain people, this happens for the sake of being aggressive Aggression- Bullying is not always physical - Physical aggression declines over the school and school age years- Girls and boys bully differently - Girls tend to be more psychological- Boys tend to be more physicalConduct disorder- No pro-social behavior, Hurting for the sake of hurtingSymptoms:- Basic rights of other people are violated routinely- Aggression to people and/or animals- Being physically cruel- Forcing into sexual activity- Setting fire to things- Destroying other people's propertyCauses: neglectful or abusive parents, inconsistent unavailable parents Treatment: family therapy Oppositional defiant disorder- Unknown causes- Comorbidity common- involves other disorders- Treatment: predominantly cognitive behavioral therapyParticipants had differences in how amygdaloid communicated with pre-frontal cortex. There is a lack of activation in the neural areas that are related to self-regulation and moral