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Dev Psych exam 2
Def Psych exam 2
| Question | Answer |
|---|---|
| early childhood | 2-6 years |
| growth | 2-3 inches, 5 pounds/year. early and middle childhood. |
| Epiphyses | Growth centers where this happens–45 of them from 2-6 yrs, Help determine growth patterns |
| Physical growth is asynchronous | •Rapid growth in infancy •Slower gains early, middle childhood •Rapid growth again in adolescence •One exception:–Lymph glands grow most in before age 5 •Important for immune system |
| What determines physical growth? | •Heredity –Plus nutrition, wellness•Genes influence growth–Pituitary gland releases hormones•GH - Growth hormone •TSH - Thyroid-stimulating hormone–thyroxine |
| Brain development: | 90% of adult weight by age 6. By age 4, overproduction of synapses–Double adult #–Takes energy–Unless used, pruned |
| Synaptic Growth and Myelination: | Metabolic rate in cortex is at peak during this age –fMRI shows high cerebral blood flow •After pruning, by age 10, brain energy consumption is at adult levels |
| Skills improve Due to | Formation of synapses–Cell death–Myelination –Synaptic pruning•Improvements in–Coordination, perception, language, attention, memory, imagination. |
| left hemisphere | most active 3-6 yrs, language skills improve |
| right hemisphere | grows steadily during early and middle childhood |
| Three areas of cortex and language | Primary auditory area Broca’s area-Language production Wernicke’s area- Language interpretation |
| increasing behavior control | frontal lobe growth |
| Cerebellum | balance, body control Links to frontal cortex complete by age 4 |
| Reticular formation | In brain stem, Attention, consciousness. Source of introversion/extroversion. 25 specific behaviors- Walking, sleeping,urination, defecation Ascending-Cortex, thalamus, hypothalamus Descending- Cerebellum, Sensory nerves |
| corpus collosum | Bundle of fibers connecting two hemispheres. Myelination occurs after first year, grows rapidly between ages 3-6. Supports integration of perception, memory, language, problem solving Complex tasks need this capability |
| handedness | The dominant hemisphere carries out motor action Right handed = 90% Language in left hemisphere, Hand control, too. left=10% less lateralized, weakly inherited |
| Gross motor skills | 2-3 years: run, jump, throw, ride tricycle 3-4 years: throw, catch, pedal, steer 4-5 years: smooth performance of above 5-6 years: faster running, skipping, bicycle with training wheels |
| fine motor skills | 2-3: puts on, removes clothing, zippers 3-4: fasten buttons, scissors, draws circles, first drawing of a person 4-5: copies triangles, some letters 5-6: tie shoes, draw more complicated people |
| Art | Scribbles first Age 3: representational form Age 3-4:Tadpole is universal first drawing of person more detail as children grow and practice, learning to represent depth |
| preschool | Group size: 18-20 kids/2 teachers Caregiver-child ratio: 1 teacher: 8-10 kids In home care: 6 kids |
| how do young children think? | They are more aware of themselves, others They have better memories But they still lack logical abilities (operations) |
| Piaget | called preoperational. sensorimotor knowledge gets labeled with words. Cognition naïve: logic not developed completely. The Problem is Centration: kids only centered on one dimension. tested conservation:objects remain same even when appearance changes. |
| disagreement with Piaget | Preschoolers can do simplified tasks they are familiar with: They categorize objects very early (furniture, animals, plants) They understand transformation in objects They can do conservation of number if there are only three items instead of six |
| Piaget's influence on preschool | Based on exploration Trial and error Lots of “manipulatives” Blocks, puzzles, pails/shovels, things to touch Individual learning (not group) |
| Vygotsky influence on preschool | Zone of proximal distal dev. Lots of language Communication Group work Teacher assistance Imaginative play Make believe |
| Information processing theory | Attention improves (frontal lobe) Better recognition memory Less good for recall Language is what improves memory Memory for everyday events Use of scripts |
| Autobiographical memory For special events Assisted by parents Elaborate the story with child- What else? What color was it? Repeat the same question- Not as useful, adds little information, not motivating | memory for one-time events |
| Theory of Mind | Children reflect on own thoughts They say: think, pretend About age 4-5, understand “belief” False belief understanding takes time Older sibs help Talk about “inner states” |
| Mindblindness | Autistic children have no “theory of mind” Three core areas missing: No nonverbal behaviors to aid social interactions Language only used to get desired object Not to communicate Less make believe play than normal But intense interest in some things |
| Language Dev. | Vocabulary increases from ~200 words to 10,000 words! Fast-mapping: only have to hear word once What’s that? Joint attention but child initiates Grammar use: Follow word order of adult speech Western children: subject-verb-object |
| components of language | Phonological development Semantic development Grammar development Pragmatic development |
| Overregularization | Don’t understand all the exceptions in grammar They over-apply the rule “I breaked the dish” |
| vocabulary vs grammar | Vocabulary is processed all over the brain And grammar is too Until about age 7-10 At that point, grammar is lateralized in the left hemisphere So learn your second language early! |
| Gender identity Dev. | 2 year olds: Can sort by clothing, Become reliable about knowing what they are 3-4 year olds: Genital recognition, No constancy Gender constancy- Comes with concrete operations |
| self-control, working memory, directed attention | frontal cortex |
| memory | Language improves memory, Memory for everyday events–Use of scripts. one time events: •Autobiographical memory–For special events–Assisted by parents Elaborate story, |
| I-self | The person acting•“ouch! I’m hurt”•“I want a cookie” |
| Me-self | –Recognize self in pictures–Reflects on the self•I got a boo-boo•How did you get it?•“It’s a long story” •What the child knows about the self–Attributes, possessions, feelings |
| Erickson’s preschool stage: initiative vs guilt. | •Children have a sense of purpose - love new tasks.•Play is the way they learn and it is cooperative.•Parents make a big difference in how children adjust at this phase. •Parents who are too critical have children with guilt and little joy. |
| Authoritative | Expectations of good behavior, Some choice, and discussion, Punishment not so severe |
| Authoritarian | My way or the highway, no discussion, strong punishment, |
| Permissive | No rules or strong expectations, Often warm to children. No structure |
| uninvolved | Emotionally detached, No concern for child’s welfare |
| maltreatment age | 1-3 yrs 33%, 4-7 yrs 23.3%, 8-11 yrs 18.8%, 12-15 yrs 17.8%, 16-17 6.3% |
| outcomes of maltreatment | depression, substance abuse, aggression, antisocial behavior, Physical abused: more externalizing symptoms and more withdrawn. In more aggressive, less cooperative. Difficulty in friendships. aggressive LEAST liked by peers, withdrawn not liked either. |
| Adrenarche | Adrenal glands begin pumping out powerful hormones, DHEA– Strong effect on the brain, This allows kids to control impulses |
| middle childhood in other cultures | central Africa, boys kill first animal, face scarring. Girls weave, haul water, babysitters. Kenya girls work hardest, 10hrs/day, New Guinea given own garden plot, northern Africa prepare family meals, Venezuela, almost nothing, friends, bead and rest. |
| Asthma | increased in last 30 years. 1/3 of illness in children. •Risk factors: boys, African Americans, if parents smoke, polluted areas, stressful homes, obesity. |
| ADHD | 3-5% in school have it. Inattention, impulsivity, excessive motor activity, academic/social problems. Diagnosis: •Must show symptoms before age 7. Sufferers score lower on IQ test. Inherited: identical twins more than fraternal. |
| ADHD types and Treatment | 3 types: •Inattentive,hyperactive, Combination.Treatment: Stimulant medication, Modeling, meditation, reinforcement. |
| ADHD Problems | •Two related problems–Impairment in executive processing: Controls attention, Coordinates incoming info. Impairment in inhibition:Hard to delay action. |
| Obesity | greater than 20% over average weight for size and age. Over 25% U.S. children are obese. 80% of obese children become overweight adults. |
| causes of obesity | Causes: •Lack of knowledge of healthy diet•Parental feeding patterns: overfeeding, overly controlling, sweets used as rewards•Too responsive to food cues, Less responsive to hunger cues, Less physically active than peers |
| White matter | Myelinated nerve fibers. increases: •Cerebral cortex: Impulse control, Consciousness •Parietal lobes:Spatial abilities •Corpus callosum:Speed & communication between hemispheres. |
| Gray matter | Learning complex tasks–Neurons involved get more myelinated–Gray matter declines with synaptic pruning •Gray matter areas related to memory, attention, language. |
| cerebral cortex and behavior | Speed, efficiency due to myelination. Gains in cognitive inhibition. Can prevent mind from wandering. |
| parietal lobe | spatial abilities improve |
| Operations | a mental action or transformation that is reversible, Can conserve. |
| horizontal decalage | An operational knowledge of conservation does not develop simultaneously for all properties of material, conservation of some properties develops before others |
| Decentration | focusing on several aspects of a problem and relating them, rather than centering on just one, Have to be able to take the Dual perspective- theory of the mind. |
| Classification | Inclusion problem: understanding classification categories. Start learning biology, for example. 7-8 year olds group items into categories Use basic categories at first: sounds/rhymes. 10-11 year olds use better categories for memory (animals, foods). |
| seriation | The ability to order items along a quantitative dimension, such as length or weight. Transitive inference.-If A>B, and B>C, then A>C. |
| What do middle children lack in terms of cognition according to Piaget? | Lack of abstraction, Difficulty generating principles. |
| cognitive inhibition | Can prevent mind from wandering. Due to frontal lobes of cerebral cortex. |
| The reason cognition improves in middle childhood | With practice, schemes become automatic. Frees up working memory, New information can be added to schemes. Schemes become elaborated –Central conceptual structures develop. Concepts and related info. Aid systematic reasoning. |
| Theory of the mind in middle childhood | more elaborate, refined. regard mind as active and constructive. better understand cognitive processes and psychological factors. |
| inter-subjectivity | Participants arrive at task with different understanding and come to shared understanding. |
| scaffolding | Participants arrive at task with different understanding and come to shared understanding |
| Japan Schooling | socialize children first, teach cooperation, don’t stress academics at first. •By 4th and 5th grade, most cultures expect a lot more of children. •Many more hours in school than U.S.–Saturday school–Language school after regular school. |
| U.S. school | expects more from children early, Reading and writing before 3rd grade. 75% graduate high school. |
| Finland school | Finland ranks at top of countries for reading, math, and science. •No standardized tests, Teachers are highly paid, are admired and most have master’s degrees. •93% of Fins graduate from high school. 66% go on to college•Finland spends 30% less than U.S |
| Leonard Sax: how do boys and girls differ | Boys brains not hardwired and myelinated as early as girls. more boys on ADD/ADHD medication. computer and video games. Environmental estrogens–Synthetic compounds/plant products present, testosterone levels dropping. Boys get motivation from testosterone |
| competence | in specific settings, personality is resilient, child is motivated- Wants to master situations, has abilities and skills to adapt to new learning situations, has a belief in one’s effectiveness. “I can do it” This is what Erikson is talking about |
| Erikson and middle childhood: industry vs. inferiority | Children need opportunities to develop competence–School does this for some kids–Other kids find competence through sports, helping at home, talents (music, art). |
| Inferiority feelings: | Also called “inertia”•The opposite of competence. Or “industry” as Erikson called it. Children who fail to engage or participate in activities. Passive, withdrawn. Life is left up to fate. |
| Self-esteem: | preschoolers have high self-esteem, but drops in school-age children- being compared to others, more independence, less help. |
| hierarchical nature of self esteem: | based on different experiences, form four separate self-esteems, which differentiate into additional self-evaluations, combine to form general self-esteem. |
| Richard Nisbett | environmental factors dominate genetic factors. Any child can be smart with right environment. |
| adolescent research | >70% deals with Parental issues, problem behaviors, hormones. BUt the reality is: Harmless experimentation more likely than enduring problems. Many problem behaviors have their roots in earlier stage issues. Teen delinquency not as extreme as advertised. |
| teen growth, puberty | •rapid growth, 10 inches in height, 40 lbs in weight. Boys: larger muscles, heart, lung capacity. Girls: broader hips relative to shoulders and waist. •changes in states of arousal- sleep declines to 8 hrs per night (less than they need). |
| early maturation | •Earlier and faster maturation observed among adolescents raised in homes with less closeness and more conflict, Also for girls where father not present. More time with more time with older teens. Emotional maturation doesn't match physical maturation. |
| early maturing boys | More popular, more positive self-image, But late maturing boys may learn coping skills that make them happier as adults. |
| early maturing girls | More popular, but more anxiety, lower self-concept, due to cultural value on being thin. |
| Anorexia Nervosa: | Starvation due to obsessive fear of getting fat. •At risk: females of Asian Am, Hispanic, Caucasian heritage. Lost 25-50% of body weight •Pale skin, discolored nails, fine body hair, feeling cold. 6% die: heart shrinks, kidneys fail, brain damage. |
| Bulimia: | strict dieting, excessive exercise, binge eating, vomiting. •2-4 % of teen girls, more common than anorexia. •Early menstruation or being overweight. Feel guilty about abnormal eating habits. Easier to treat with support groups, anti depressants. |
| onset of eating disorders | 10% before age 10, 43% 16-20, 33% 11-15, 14% after 20. 1 in 10 male. |
| teen sexuality | half of teens have had sex. 38% of boys, 28% of girls by ninth grade. Linked to impulsivity, early puberty, divorce in family.•20% of teens don't use contraception regularly, not planning to have sex. 11% of girls and 5% of boys pressured to have sex. |
| Formal operations stage | •Thinking about possibilities. Thinking ahead and planning.Forming hypotheses. Isolate variables. Thinking abstractly. Re-emergence of egocentric thought. pendulum. |
| operation thinkers | Adolescents already hold some systematic framework to consider the problem.•Finite number of variables. expect to produce a single right answer that will bold in all similar circumstances and across time. |
| post-piagetian | wareness of the relativistic nature of knowledge,acceptance of contradiction and –integration into the dialectical whole. "postformal" thinking is considered to he relativistic and dialectical in nature. research shows teens don’t think post-formally yet |
| teen brain changes | Executive thought improves. •Control thoughts to reach internal goals. Brain changes–White matter increases, Grey matter decreases (selectively) |
| teen cognitive changes | Age-related shift in self-regulation. effective self-regulation develops slowly •Teens 13-17 more activity in neural reward circuitry than children and adults, more so for those who are risk takers |
| constructivist classroom | kids construct their own knowledge |
| social-constructivist classrooms | children participate in activities with peers and teachers |
Created by:
Nicole24
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