Exam 3CHILDHOOD – EARLY AND MIDDLEWhat are the typical patterns of growth? Early childhood – 2.5 inches per yearMiddle childhood – Slow consistent growthWhat are typical sex differences?-Boys have more muscle cells, girls have moreFat cells. BRAIN DEVELOPMENTWhat changes are occurring in the brain during childhood? Early – Rapid prefrontal cortex growth, increase in brain surface Middle – Pruning and growth, start balancing each other outDoes the volume of the brain change? Yes, by 95% Does the functioning of the brain change? How so? Yes, by speed and efficiencyWhat areas of the brain are developing at these ages? Left hemisphere, prefrontal cortexDescribe “synaptic pruning” Elimination of neurons and synaptic connections to increase efficiency ofNeuronal transmissionsHow does brain development relate to attention? Prefrontal increases which contributes to attentionGive examples of early and middle childhood of -Gross motor development -Early - Large muscle skills being usedHelping to create physical ability Middle – Reaction building, ability, force- Fine motor development -Early - Particular motor skills, such as Blocks moving onto legs. Middle – Writing/DrawingWhat are examples of learning Disabilities? Dyslexia – Reading Dysgraphia – Writing Dyscalculia - MathDescribe common features of ADHD?Causes? Genetics, brain damage during prenatal, low birth weight, drinking/smoking during pregnancyBehaviors? inattention, hyperactivity, impulsivityDifferences in brain development?Delayed peak in the thickness of the Cerebral CortexWhat are the autism spectrum disorders? Deficiencies in social relationships, abnormalities in communicationRestricted, repetitive, and stereotyped patterns of behaviorCOGNITIVE DEVELOPMENTPiaget:Compare and contrast Preoperational and Concrete Operational StagesPreoperational 2 to 5-7 years – One dimension Concrete 5-7 to 12 years - MultidimensionalGive examples of preoperational thought in regards to: Symbolic Function – Can mentally represent and object that is not present, Draw, language, and playCausality Identity and Category -Egocentrism - Focus on one’s own point of view, inability to take another person'sperspective Contrast concepts: Centration & De-centration - Focus on one aspect of a situation while ignoring other aspectsIrreversibility - not being able to mentally undo what they done before - Reversibility - Being able to mentally undo what they had done before, usually PhysicallyGive Examples of concrete operational thinking in regards to:Seriation – the ability to order stimuli to sort by color or type-Transitive Inference – the ability to combine relations to understand certain conclusions (if, then)- Class Inclusion - Ability to include objects correctly withinMultiple classifications- What cognitive ability is still limited during the concrete operational stage?Abstract concepts are still difficultVygotskyDefine and give an example “zone of proximal development” – Range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance “scaffolding” – Changing the level of supportInformation Processing Theory, defineAttention – the focusing of cognitive resourcesSustained attention – Focused and extended engagement with an object, eventExecutive Functioning - planning, self-monitoring problem solvingWhat are some developmental changes in Attention - Memory – short term storage of info while actively processedMetamemory – Understanding memory Memory strategies – Rehearsal, Organization, Elaboration Give an example of 3 types of childhood memoryGeneric – Produces scripts, experiences that help to organize and predictEpisodic – clear memories of unique eventsAutobiographical – Distinct experiences of one’s own historyTheory of mind (see activity 3.2)What is it? Involves the ability to infer the existence of mental states and use them as an explanatory device for human behaviorWhen do most children achieve theory of mind? Ages 4 to 5Define the following terms with an exampleFast mapping – Hypothesized mental process where a new concept is learnedOverextensions – Call all men dadOverregularities – If you have 2 of something you add S, Feet and foots.Define the following termsSyntax – How things are placed properly in a sentenceSemantics – Using correct words for what your meaningPragmatics – Speak to your peers different than your professor, known behaviorMetalinguistic awareness - the ability to see language as a code and separate it from its symbolicmeaning.INTELLIGENCEWhat are the arguments for and against the use of IQ tests?Favor – Reliability and scores are good predictorsCriticisms – children who do not test well, the tests do not measure native abilityDescribe the Wechsler scales? Verbal and non-verbal testsWhat kinds of scores do they generate? IQ scoresWhat is Stenberg’s Triarchic Theory of Intelligence? Activity 3-3-Analytic Intelligence - ability to analyze, judge, evaluate, compare, and contrastTend to be favored in conventional schooling-Creative Intelligence - ability to create, design, invent, originate, and imagineMay not conform to expectations about how assignments should be done-Practical Intelligence - the ability to use, apply, implement, and put ideas into practiceOften do no relate well to the demands of school, but do well outside of the classroom's walls showing excellent social skills and good common sense. SOCIAL AND EMOTIONAL DEVELOPMENTErikson What are the two stages of Psychosocial Development that occur within childhood?Initiative – Eager to try new things, Development of conscience, Goal setting Guilt – Overly strict conscience, Related to excessive – threats, criticism, punishmentIndustry – Developing a sense of competenceInferiority – lack of self-confidenceSelf-concept – 5 and under. How does the younger child reconcile the ideal self with the Real self?Traits such as hair color or things you are good at, not what you are bad at. They only say what they are good at.Give an example of each of the following terms:Single Representations – one-dimensional characteristics without logical connectionsRepresentational Mappings – Logical connections between parts of self-image, I am good at reading but bad at math. Making multidimensional self-explanationsRepresentational Systems – Multi-directional, integrated, I am good at this, okay at this, and