PSY 213 1st Edition Exam 2 Study Guide Chapter 7 Middle Late Childhood How much the average child grows each year height weight 2 3 inches per year 5 7 pounds per year What changes occur in the prefrontal cortex and how do these changes contribute to children s cognitive functioning Less diffusion and more focal activation Increased efficiency in cognitive performance especially cognitive control effective control and flexibility Overweight children 1 in 3 middle students Causes Heredity and environmental contexts eating choices and genetics Consequences Diabetes hypertension and elevated blood cholesterol levels Interventions Family based interventions Putting child strict diet is bad Especially with girls eating disorders Learning disabilities NOT THE SAME AS MENTAL RETARDATION Difficulty in learning that involves understanding or using spoken or written language and the difficulty can appear in listening thinking reading writing and spelling Gap between what child is capable of and perform 3 most common types of learning disabilities 1 Dyslexia severe impairment in ability to read or spell 2 Dysgraphia difficulty in handwriting Write very slow illegible might have a lot of spelling errors 3 Dyscalcia developmental arithmetic disorder difficulty in math ADHD inattention hyperactivity and impulsivity Boys are 3 to 4 more likely to be diagnosed Have times processing information through prefrontal cortex Number of diagnosed increased Possible causes Genetics Brain damage during prenatal and postnatal development Cigarette and alcohol exposure prenatal Low birth weight END OF LECTURE Autism Spectrum Disorder Causes brain dysfunction abnormalities in brain structure and neurotransmitters lack of connecting between brain regions and genetic factors Symptoms characteristics problems in social interaction problems in verbal and nonverbal communication repetitive behaviors Atypical sensory experiences Can be detected as early as 1 3 years of age IEP individualized education plan written statement that spells out a program that specifically tailored for a student with a disability Legal document that lays out exactly what the child is entitled to during the school day Inclusion education child with special education needs full time in the regular classroom Memory strategies deliberate mental activities that improve the processing of information NOT on automatic things 1 Elaboration intensive processing of the information 2 Engage in mental processing 3 Understanding the material 4 Repeat with variation 5 Embed memory relevant language END OF LECTURE Verbatim memory remembering every single detail of something you encounter Gist ability to memorize and recall have the idea of but don t remember every detail MORE EFFICIENT less challenging more likely recall memory down the road because we are not bogged down by excess facts What type of thinking is emphasized on intelligence tests Convergent thinking produces one correct answer What type of thinking is used to measure creativity Divergent thinking produces many answers to the same question o Creativity o No right answer Intelligence quotient IQ mental age divided by chronological age and multiplies by 100 Average IQ score 85 115 One in 50 people have an IQ score higher than 130 or less than 70 Sternberg s Triarche Theory comes in 3 forms 1 Analytical Intelligence analyze factors use judgment evaluate and compare it to what we know 2 Creative Intelligence ability to create design invert originate and imagine 3 Practical Intelligence ability to use apply implement and put ideas into practice Gardner s 8 frames of mind 1 Verbal interact and communicate effectively 2 Mathematical 3 Spatial find way around without GPS 4 Bodily kinesthetic athletic talent 5 Musical 6 Interpersonal understand others 7 Intrapersonal understand self 8 Naturalist biology Factors that contribute to ethnic differences in IQ scores Tests are primarily based on Western values Influences of genetics Environmental influences diet having access to stimulating things educational opportunities END OF LECTURE Chapter 8 Middle and Late Childhood How do children of this age describe themselves More psychological traits o Example popular nice helpful mean smart dumb Self esteem global evaluations of the self Self worth or self image Comes from environment where they grow up parents Self concept breaking down more domain specific evaluations Academic athletic appearance and so on Children with high self esteem Do not necessarily perform better in school o Example narcissist Have greater initiative positive or negative Self efficacy belief that one can master a situation and produce favorable outcomes I CAN I know I will be able to learn the material in this class and I expect to be able to do well at this activity mastery oriented attribution belief that I can learned helplessness belief that I cannot more willing to work and work on more challenging things Erikson s 4th stage industry vs inferiority industry child becomes interested in how things work inferiority parents who see their child s efforts as mischief may encourage inferiority Development change in emotional understanding understanding that more than one emotion can be experienced in a situation Increased awareness of events leading to emotional reactions Ability to conceal negative emotions Use of self initiated strategies for redirecting feelings Genuine empathy ability to feel what other do because they can relate END OF LECTURE Consequences for children who experience trauma and disasters Acute stress reactions children has immediate or shortly after trauma Short lived Depression Panic disorder panic attacks PTSD can feel like that are reliving event Stressful responses that go on for long periods of time How can we help Allow child to retell events and be patient in listening to them Encourage child to talk about feelings Protect child from re exposing them to frightening situations and reminders of trauma Help children make sense of what happened Reassure child of their safety and security 3 broad levels of moral thinking Kohlberg s Stages 1 Pre conventional level of reasoning lowest level of moral reasoning Child interprets good and bad in terms of external rewards and punishments 2 Conventional reasoning second level or intermediate level Apply certain standards but they are standards set out by others such as parents of government 3 Post conventional reasoning highest level Individual recognizes