PSY 213 1st EditionExam # 2 Study GuideChapter 7 (Middle & Late Childhood) How much the average child grows each year (height & weight) - 2-3 inches per year - 5-7 pounds per yearWhat 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 geneticsConsequences:- Diabetes, hypertension, and elevated blood cholesterol levels.Interventions:- Family based interventions (Putting child strict diet is bad. Especially with girls.) = eating disordersLearning 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 mathADHD: 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 weightEND OF LECTUREAutism 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 LECTUREVerbatim 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 answerWhat type of thinking is used to measure creativity? :- Divergent thinking: produces many answers to the same question.o Creativityo No right answerIntelligence 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 70Sternberg’s Triarche Theory: comes in 3 forms1. Analytical Intelligence: analyze factors, use judgment, evaluate, and compare it towhat we know 2. Creative Intelligence: ability to create, design, invert, originate, and imagine3. Practical Intelligence: ability to use, apply, implement, and put ideas into practice. Gardner’s 8 frames of mind:1. Verbal – interact and communicate effectively2. Mathematical3. Spatial – find way around without GPS4. Bodily/kinesthetic – athletic talent5. Musical6. Interpersonal – understand others7. Intrapersonal – understand self8. 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 opportunitiesEND OF LECTUREChapter 8 (Middle and Late Childhood)How do children of this age describe themselves?:- More psychological traitso 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 schoolo Example: narcissist- Have greater initiative (positive or negative)Self – efficacy: belief that one can master a situation and produce favorable outcomes. “ICAN!”- “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 thingsErikson’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 relateEND OF LECTUREConsequences 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 timeHow 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 security3 broad levels of moral thinking: (Kohlberg’s Stages) 1. Pre – conventional level of reasoning: lowest level of moral reasoning. Child