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7/10/13
1
PSYC 125 HUMAN DEVELOPMENT
7/9/2013 LECTURE 6: Mid-Late Childhood
(~6 – ~10/11 )
Development
Dr. Bart Moore [email protected]
Questions? Material? Course business?
Middle and Late Childhood (~6 – 10/11) Cognitive and physical development • Physical development
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Emotional and personality development – Emotional development – Moral development – Gender – Peers – Schools
Practice Question
Wayne is a father who is very strict. He prohibits his children from watching MTV. If they are caught watching the channel—even an educational program—they are punnished. This is an example of:
A) Authoritative parenting
B) Authoritarian parenting
C) Permissive parenting
D) Neglectful parenting
E) Wayne is Dr. Phil
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Practice Question
The sense of being male or female, which most children acquire by the time they are 3 years old, is sometimes called their:
A) Gender type
B) Gender state
C) Gender role
D) Gender identity
Middle and Late Childhood (~6 – 10/11) Cognitive and Physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence
The Brain
• Brain stabilizes to near adult volume
• But, Increases in cortical thickness
• Activation of some brain areas increase while others decrease
• Continued increase in brain cell myelination
Motor Development
• Gross motor skills become smoother and more coordinated
– Boys outperform girls in gross motor skills involving large muscle activity
• Improvement of fine motor skills during middle and late childhood due to increased myelination of the central nervous system
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Exercise
• Middle and late childhood is a time of excellent health!
• Higher level of physical activity is linked to lower:
• Cholesterol
• Waist size
• insulin levels
• Aerobic exercise in children benefits:
– Attention
– Memory
– Creativity
– goal-directed thinking and behavior
Health, Illness, and Disease
• Overweight children (BMI)
• Heredity and environmental contexts
• _______ and ________
– Consequences of being overweight
• Diabetes, hypertension, and elevated blood cholesterol levels
Health, Illness, and Disease
• Accidents and injuries
– Motor vehicle accidents are most common cause of severe injury
• Cancer
– 2nd leading cause of death in children 5–14 years old
– Most common child cancer is leukemia (~40%)
– BUT: advancements in cancer treatment are improving survival odds
Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
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Piaget’s Cognitive Developmental Theory
• Sensorimotor stage (infancy)
• Preoperational stage (~2 to ~7)
• Concrete operational stage (~7 to ~11)
– Children can perform mental operations on real, concrete objects
– Seriation: Ability to order stimuli along a quantitative dimension
– Transitivity: Ability to logically combine relations to understand certain conclusions
Piaget’s Cognitive Developmental Theory
• video
Piaget’s Cognitive Developmental Theory
• BUT!
– Education and culture exert strong influences on children’s development
Piaget’s Cognitive Developmental Theory
• BUT!
– Education and culture exert strong influences on children’s development
• Neo-Piagetians: Argue that Piaget got some things right but that his theory needs considerable revision
– Elaborated on Piaget’s theory, giving more emphasis to:
• Information processing,
• Thinking strategies
• Specific cognitive steps
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Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Information Processing: topics
• Memory
– Short term & ‘Working’ memory
• ‘Mental workbench’, ‘desktop’, ‘RAM’
– long-term memory
• ‘desk drawer’,’bookshelf’, ‘hard drive’
• Cognition
– Styles of thinking
– Thinking about thinking (‘metacognition’)
Information Processing: Memory
• Long-term memory: Increases with age during middle and late childhood
– Knowledge and expertise
• Experts have acquired extensive knowledge about a particular content area
Information Processing: Thinking
• Convergent thinking: Produces one correct answer
– Kind of thinking tested by standardized intelligence tests
• Divergent thinking: Produces many answers to the same question
• Creativity
• Creative thinking: Ability to think in novel and unusual ways
– Come up with unique solutions to problems
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Information Processing: Metacognition
• Metacognition: Cognition about cognition
– Metamemory - Knowledge about memory
– Metacognition improves dramatically in middle & late childhood
Information Processing: Executive Function
• Executive functioning: Goal directed thinking
– Most important for mid-late childhood:
• Self-control/inhibition
• Working memory
• Flexibility
• Executive functioning is a better predictor of school readiness than general IQ.
Middle and Late Childhood (~6 – 10/11) Cognitive & physical development • Physical changes and health
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Language development – Vocabulary & grammar – Reading & Writing – Bilingualism and second-language learning
• Children with disabilities – The scope of disabilities – Educational issues
Intelligence
• Ability to solve problems, learn, and adapt
• Assessed 2 main ways
– Wechsler Scales
– Binet tests (Stanford-Binet test)
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Intelligence
• Binet tests gauge:
– Mental age (MA): Individual’s level of mental development relative to others
– Intelligence quotient (IQ): Person’s mental age divided by chronological age, multiplied by 100
• Normal distribution: Symmetric distribution
– Most scores falling in the middle of the possible range of scores
– Few scores appearing toward the extremes of the range
The Normal Curve and Stanford-Binet IQ Scores
But, Binet tests depend on environment & culture • Wechsler Scales
– Different sets of tests for different age groups
– ‘WISC-IV’ for children 6-16
• provide IQ score
• But also assess other areas
• Verbal comprehension
• Nonverbal comprehension
• Processing speed
• Working memory
Intelligence
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Intelligence
• Are there really different types of intelligence?
Intelligence
• Types of intelligence?
– Robert Sternberg’s triarchic theory of intelligence
• Analytical intelligence
• Judge, compare contrast
• Creative intelligence
• Imagine, create, invent
• Practical intelligence
• Practice and perform activities
Intelligence
– Howard Gardner’s eight types of intelligence:
• Verbal (authors, journalists)
• Mathematical (scientists, engineers)
• Spatial (architects, artists)
• Bodily-Kinesthetic (dancers, athletes, surgeons)
• Musical (pirates? )
• Interpersonal (teachers, therapists)
• Intrapersonal (psychologists)
• Naturalist (farmers, landscapers)
Intelligence
– Is intelligence dominated by nature or nurture?
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Both nature and nurture
Extremes of Intelligence
• Mental retardation: Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life
– Organic retardation:
• Caused by a genetic disorder or brain damage
• IQ is generally between 0 and 50
– Cultural-familial retardation:
• No evidence of organic brain damage
• IQ is generally between 50 and 70
Extremes of Intelligence
• Gifted: Above-average intelligence (an IQ of 130 or higher) and/or superior talent for something
– Three criteria
• Mature early (precocious)
• Independent (‘March to their own drummer’)
• Passion for one or more topics
– Domain-specific giftedness
Middle and Late Childhood (~6 – 10/11) Cognitive and physical development • Physical development
– Body growth and change – The brain – Motor development – Exercise – Health, illness, and disease
• Cognitive changes – Piaget’s cognitive developmental theory – Information processing – Intelligence – Extremes of intelligence
• Emotional and personality development – Emotional development – Moral development – Gender – Peers – Schools
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Emotional Development
• Developmental changes in emotional understanding
– Multiple emotions can be experienced in a single situation (e.g. asking someone if they ‘like-like’ you)
– Increased awareness of the events leading to emotional reactions (“I’m sad because…)
– Increased ability to suppress or conceal negative emotional reactions (examples?)
– Capacity for genuine empathy
Emotional Development: Stress
• Stress
– Examples of stressful situations for childern?
– Older children use more coping strategies for stressful situations
• Reframing or rationalizing the situation
• Shifting thoughts away from situation
Moral Development
• Two primary theories:
– Lawrence Kohlberg’s Stages
• 3 levels, 6 stages
• Not everyone develops through all stages
– Domain specific moral development
• Moral domain
• Social domain
• Personal domain
Moral Development
• Moral reasoning
– Feelings of anxiety and guilt are central to moral development
– Heteronomous morality: The first stage of moral development in Piaget’s theory, occurring from approximately 4 to 7 years of age
• Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people
– Autonomous morality: children (10 and older) become aware that rules and laws are created by people
• we should consider the intentions as well as the consequences
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Kohlberg: Level 1
Kohlberg: Level 2
Kohlberg: Level 3 Bullying:
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Peers
• Bullying
– Verbal or physical behavior intended to disturb someone less powerful
– Boys and younger middle school students are most likely to be affected
– 70-80% of victims and bullies are in the same classroom
– Cyberbullying???
– Outcomes of bullying
• Depression, suicidal ideation, and attempted suicide
Schools
• Socioeconomic status and culture
– Low-income schools have more difficulties
• Lower test scores, lower graduation rates, and lower college-attendance rates
• Young teachers with less experience
• Fewer resources
Schools
• Contemporary approaches to student learning
• Bush’s 2001 ‘No Child Left Behind’ (NCLB) legislation
• Statewide standardized testing
• Schools that do not ‘perform’ are defunded
Schools
• Culture
– Cross-cultural comparisons of achievement
• U.S. students have lower achievement in math and science than a number of other countries
• Asian teachers spend more of their time teaching math than American teachers
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Mothers’ Beliefs About the Factors Responsible for Children’s Math Achievement