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DEVPSYCH > CHAPTER 7: MIDDLE AND LATE CHILDHOOD > Flashcards

CHAPTER 7: MIDDLE AND LATE CHILDHOOD Flashcards

1
Q

(Physical Development)

As children grow, they tend to get taller by about ______ inches each year.

A

2 to 3

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2
Q

(Physical Development)

Children also tend to gain weight as they grow, typically adding around ______ pounds to their body weight each year.

A

5 to 7

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3
Q

(Physical Development)

What gradually increases and decreases as children grow older?

A

Muscle mass and strength gradually increase, while baby fat decreases.

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4
Q

(Physical Development)

This refers to the process of bones becoming harder and more solid over time. In childhood, bones are still developing and strengthening, so they go through a process of becoming more like adult bones.

A

Ossification of Bones

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5
Q

(Physical Development)

What happens to the brain in middle and late childhood?

A
  • Brain volume stabilizes
  • Changes in prefrontal cortex
  • Increase in cortical thickness
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6
Q

(Physical Development)

What happens to the gross motor skills? Who outperforms the other?

A
  • Become smoother and coordinated
  • Boys usually outperform girls in GMS
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7
Q

(Physical Development)

What happens to the fine motor skills? Who outperforms the other?

A
  • Improves due to the increase of myelination of CNS
  • Girls usually outperform boys in FMS
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8
Q

(Physical Development)

It plays an important role in children’s growth and development.

A

Exercise

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9
Q

(Physical Development)

It is linked with low activity and obesity in children.

A

Television watching

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10
Q

(Physical Development)

It is usually the time of excellent death.

A

Middle and Late Childhood

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11
Q

(Physical Development)

What are the leading causes of death in middle and late childhood (Philippines)?

A
  • Pneumonia
  • Accidental drowning
  • Other diseases of nervous system
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12
Q

(Physical Development)

What are the leading causes of death in middle and late childhood (United States)?

A
  • Injuries
  • Cancer
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13
Q

(Physical Development)

It is a risk factor for being obese as an adult.

A

Overweight

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14
Q

(Physical Development)

Who are more likely to be overweight, girls or boys?

A

Girls

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15
Q

(Physical Development)

What may be the two reasons for increasing obesity rates?

A
  • Changes in diet
  • Total calorie intake
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16
Q

(Physical Development)

Overweight in children raises risks for many medical and psychological problems. What are these problems?

A

Medical Problems (PDH)
- Pulmonary
- Diabetes
- High blood pressure

Psychological Problems (LDE)
- Low self-esteem
- Depression
- Exclusion from peer groups

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17
Q

(Physical Development)

What are the three components of Learning Disability?

A

(MDE)

  • Minimum IQ level
  • Difficulty in school-related areas
  • Exclusion of severe emotional disorders, second-language background, sensory disabilities, and neurological deficits
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18
Q

(Physical Development)

Learning disabilities affect them three times more frequently. Girls or Boys?

A

Boys

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19
Q

(Physical Development)

What are the most common forms of learning disabilities?

A

Dyslexia, Dysgraphia, Dyscalculia

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20
Q

(Physical Development)

This common type of learning disability happens when someone has a hard time reading and understanding written words.

A

Dyslexia

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21
Q

(Physical Development)

This common type of learning disability happens when someone struggles with handwriting, making it messy or difficult to write legibly.

A

Dysgraphia

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22
Q

(Physical Development)

This common type of learning disability happens when a person finds it challenging to do math, like adding, subtracting, or doing calculations.

A

Dyscalculia

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23
Q

(Physical Development)

What are the possible causes of learning disabilties?

A

(GEPB)

  • Genetics
  • Environmental Influences
  • Problems in integrating information
  • Brain structures and functions
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24
Q

(Physical Development)

What are the interventions for learning disabilities?

A

(IEA)

  • Improving reading ability through intensive instruction
  • Educational intervention
  • Alternative materials
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25
Q

(Physical Development)

It is characterized by inattention, hyperactivity, and impulsivity. The number of children diagnosed of this has increased substantially.

A

ADHD

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26
Q

(Physical Development)

Children with ADHD often have trouble focusing on tasks, paying attention to details, and staying organized. They may seem forgetful or easily distracted.

The characteristic described above is?

A

Inattention

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27
Q

(Physical Development)

Many kids with ADHD are in constant motion. They have difficulty sitting still, even when it’s expected, and may fidget or squirm. This restlessness can make it challenging for them to remain quiet in situations where it’s necessary.

The characteristic described above is?

A

Hyperactivity

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28
Q

(Physical Development)

It means acting without thinking about the consequences. Children with ADHD might blurt out answers in class, interrupt others, or have difficulty waiting their turn. They can be impulsive in their decisions and actions.

The characteristic described above is?

A

Impulsivity

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29
Q

(Physical Development)

What are the possible causes of ADHD?

A

(GDBC)

  • Genetics
  • Delay maturation of cerebral cortex
  • Brain damage
  • Cigarette and alcohol exposure
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30
Q

(Physical Development)

It is the outermost layer of the brain. Regions of the brain in which children with ADHD had a delayed peak in the thickness of this layer.

A

Cerebral Cortex

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31
Q

(Physical Development)

The greatest delay of more than 2 years occurred in this region.

A

Prefrontal Cortex

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32
Q

(Physical Development)

This medication is helpful in treating ADHD. Give two examples.

A

Stimulant medication: Ritalin and Adderall

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33
Q

(Physical Development)

Combination of ____ and ____ management seems to work best in ADHD treatment.

A

medication and behavior management

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34
Q

(Physical Development)

This may reduce ADHD symptoms.

A

Exercise

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35
Q

(Physical Development)

It is used to increase concentration and to decrease impulsiveness by boosting the brain’s available supply of the neurotransmitters dopamine and norepinephrine.

A

Adderall

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36
Q

(Physical Development)

It is known as the feel-good neurotransmitter; a chemical that ferries information between neurons; Boosts mood, motivation, and attention, and helps regulate movement, learning, and emotional responses.

A

Dopamine

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37
Q

(Physical Development)

It is characterized by problems in:

  • social interactions
  • impairment in communication
  • restrictive behavior, interests, and activities
  • repetitive behaviors
A

Autism Spectrum Disorder (ASD)

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38
Q

(Physical Development)

Autism Spectrum Disorder (ASD) falls under the category of?

A

Pervasive Developmental Disorders

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39
Q

(Physical Development)

All individuals with ASD experience difficulties related to these three. What are these?

A

(LSC)

language, socialization, and cognition

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40
Q

(Physical Development)

This term indicates that these challenges are not minor but have a significant and enduring impact on individuals throughout their lives.

A

Pervasive

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41
Q

(Physical Development)

Individuals with ASD often exhibit this as they tend to maintain routines and sameness in their behaviors and may struggle with changes or transitions.

A

Restrictive Behavior

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42
Q

(Physical Development)

Autism is associated with abnormalities in brain structure and neurotransmitter function. These differences in the brain may affect how individuals with ASD process information and interact with the world.

What possible cause of ASD is described above?

A

Brain Dysfunction

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43
Q

(Physical Development)

It is a part of the brain responsible for processing emotions, such as anxiety and fear. Research has shown that this specific region can be enlarged early in children with autism, potentially contributing to heightened anxiety and fear, which may lead to _______ _______.

What is it? Identify the blank term.

A

Answer: Amygdala

Term: social withdrawal

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44
Q

(Physical Development)

While the exact genes responsible for autism are not fully understood, there is a ____ ______.

Research is ongoing to identify specific genes and genetic factors associated with ASD.

One area of current focus is the role of genes related to ________, a hormone involved in social bonding and emotional regulation.

A

genetic component; oxytocin

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45
Q

(Physical Development)

Who are identified as being five times more likely to have ASD? Boys or Girls?

A

Boys

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46
Q

(Physical Development)

Historically, autism was sometimes misunderstood, and people believed it was the result of ____ _____.

This view is now discredited, and autism is recognized as a complex neurodevelopmental condition with biological and genetic roots.

A

failed parenting

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47
Q

(Physical Development)

What are the treatments for ASD?

A

(WISB)

  • Well-structured classroom
  • Individualized teaching
  • Small group instruction
  • Behavior Modification Techniques
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48
Q

(Cognitive Development)

What is the age range of Piaget’s Concrete Operational Stage?

A

7 to 11

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49
Q

(Cognitive Development)

Children in Concrete Operational Stage can perform _____ ______, which means they can think _____ about tangible, real-world situations.

They can manipulate and reason with actual objects or information that is directly available to their senses.

A

concrete operations; logically

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50
Q

(Cognitive Development)

The logical reasoning of children in Concrete Operational Stage is _______ to concrete, specific examples.

They are not yet capable of _______ thinking, which involves conceptual and hypothetical ideas.

A

limited; abstract

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51
Q

(Cognitive Development)

Compared to earlier stages, there is a ________ in _________ in Concrete Operational Stage.

This means they become better at understanding that other people may have different perspectives.

A

decreased in egocentrism

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52
Q

(Cognitive Development)

In Concrete Operational Stage, children begin to grasp the concept of __________, understanding that actions can be undone or reversed.

A

Reversibility

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53
Q

(Cognitive Development)

Children in Concrete Operational Stage have a better grasp of this concept. This means they understand that certain properties, like the quantity or volume of a substance, remain the same even if it looks different or changes in appearance.

A

Conservation

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54
Q

(Cognitive Development)

Children in Concrete Operational Stage begin to understand the concept of _________, which involves drawing general conclusions based on specific observations and experiences.

A

Induction

55
Q

(Cognitive Development)

It is a cognitive ability that allows individuals to order or arrange items or stimuli along a quantitative dimension, such as size, length, or height.

A

Seriation

56
Q

(Cognitive Development)

It is a cognitive concept related to the ability to logically combine relations to draw certain conclusions. In a simple example, consider three sticks labeled A, B, and C, each of different lengths. This concept allows you to make logical conclusions based on relationships between these sticks.

A

Transitivity

57
Q

(Cognitive Development)

It’s generally observed that ______ _______ capacity tends to increase with age during middle and late childhood. As children grow older, they become better at retaining and recalling information over longer periods.

A

long-term memory

58
Q

(Cognitive Development)

As individuals, including children, acquire more knowledge about a particular subject or content area, they are said to have _______ in that area.

A

expertise

59
Q

(Cognitive Development)

Expertise in a specific area influences children on how they _____, ______, and _____ information related to that subject.

A

organize, represent, and interpret

60
Q

(Cognitive Development)

Expertise influences their ability to ________ facts and details, _______ through complex challenges, and ______ _______ related to their area of expertise.

A

remember; reason; solve problems

61
Q

(Cognitive Development)

They generally have the opportunity to accumulate more knowledge and expertise in various subjects compared to the other.

Who are they?

A

older children

62
Q

(Cognitive Development)

What are the two important cognitive strategies that can aid in memory and learning?

A

1) Creating mental images
2) Elaborating on information

63
Q

(Cognitive Development)

It is a is a cognitive process where you engage in more extensive thinking about the information.

A

Elaboration

64
Q

(Cognitive Development)

It is an effective memory and learning strategy as it refers to relating a concept to personal experiences.

A

Personalization

65
Q

(Cognitive Development)

It is a psychological theory that explains how memory works and how people store and retrieve information.

A

Fuzzy Trace Theory

66
Q

(Cognitive Development)

Fuzzy Trace Theory proposes two types of memory representations. What are these?

A
  • Verbatim Memory Trace
  • Gist
67
Q

(Cognitive Development)

This represents precise details of the information, including specific facts and details. It is like a direct copy of the information.

A

Verbatim Memory Trace

68
Q

(Cognitive Development)

This represents the central idea or the essence of the information. It captures the main message or concept without necessarily including all the precise details.

A

Gist

69
Q

(Cognitive Development)

According to the Fuzzy Trace Theory, ____ ______ tend to use “gist” more effectively.

A

older children

70
Q

(Cognitive Development)

These memory traces are more enduring and resistant to forgetting because they capture the essential message.

A

Gist

71
Q

(Cognitive Development)

It is a cognitive skill that involves thinking reflectively, productively and evaluating evidence.

Unfortunately, many schools may not explicitly teach this thinking although it’s a crucial skill for education and life.

A

Critical Thinking

72
Q

(Cognitive Development)

It is the ability to think in novel and unusual ways and come up with unique solutions to problems. It involves generating innovative ideas and thinking outside the box.

A

Creative Thinking

73
Q

(Cognitive Development)

It is a cognitive process that aims to produce a single, correct answer or solution to a problem. It’s the type of thinking typically associated with standardized tests and well-defined, structured problems.

A

Convergent Thinking

74
Q

(Cognitive Development)

It is a cognitive process that generates many different answers, ideas, or solutions to the same question or problem. It involves exploring a wide range of possibilities and is often used in creative problem-solving.

A

Divergent Thinking

75
Q

(Cognitive Development)

In children, this thinking often involves a natural curiosity and a desire to understand the world around them.

A

Scientific Thinking

76
Q

(Cognitive Development)

In scientific thinking, children often ask ______ _______ about reality, such as “Why is the sky blue?” or “Where do babies come from?”

A

fundamental questions

77
Q

(Cognitive Development)

In scientific thinking, Children tend to place a great deal of emphasis on understanding the _____ ______ behind phenomena.

A

causal mechanisms

78
Q

(Cognitive Development)

In scientific thinking, young children may be more influenced by ____ ______ than by recognizing broader patterns or statistical regularities.

A

chance events

79
Q

(Cognitive Development)

In scientific thinking, children may ______ _____ _______ or explanations even in the face of contrary evidence. This resistance to changing their understanding is often part of the learning process as they gradually refine their knowledge.

A

maintain old theories

80
Q

(Cognitive Development)

It refers to problem-solving skills and the ability to learn from and adapt to life’s everyday experiences.

A

Intelligence

81
Q

(Cognitive Development)

It refers to the stable, consistent ways which make people different from each other.

A

Individual Differences

82
Q

(Cognitive Development)

It presents a model of intelligence that comprises three main types.

What theory of intelligence is described above? What are the three main types?

A

Answer: Sternberg’s Triarchic Theory of Intelligence

1) Analytical Intelligence
2) Creative Intelligence
3) Practical Intelligence

83
Q

(Cognitive Development)

Theorist: Sternberg

This type of intelligence involves the ability to analyze information, judge, evaluate, compare, and contrast different ideas or situations. It relates to academic problem-solving and the capacity to think critically and logically.

A

Analytical Intelligence

84
Q

(Cognitive Development)

Theorist: Sternberg

This type of intelligence refers to the ability to create, design, invent, originate, and imagine. It is crucial in fields like art, music, innovation, and problem-solving in novel situations.

A

Creative Intelligence

85
Q

(Cognitive Development)

Theorist: Sternberg

This type of intelligence focuses on the ability to use, apply, implement, and put ideas into practice in everyday life.

A

Practical Intelligence

86
Q

(Cognitive Development)

This theory suggests that intelligence is not a singular, fixed trait but rather a collection of different abilities or “frames of mind.” It proposed eight distinct types of intelligence.

What theory of intelligence is described above? What are the eight types?

A

Answer: Gardner’s Theory of Multiple Intelligences

1) Verbal Intelligence
2) Mathematical Intelligence
3) Spatial Intelligence
4) Bodily-Kinesthetic Intelligence
5) Musical Intelligence
6) Interpersonal Intelligence
7) Intrapersonal Intelligence
8) Naturalist Intelligence

87
Q

(Cognitive Development)

Theorist: Gardner

This involves the ability to think in words and effectively use language to express ideas, meaning, and information.

A

Verbal Intelligence

88
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence is about the ability to perform mathematical operations, solve numerical problems, and understand abstract mathematical concepts.

A

Mathematical Intelligence

89
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence relates to thinking in three dimensions and having a strong sense of spatial awareness. People with this intelligence excel in tasks involving navigation, visualization, and understanding spatial relationships.

A

Spatial Intelligence

90
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence refers to the ability to manipulate objects and use the body skillfully. It relates to physical dexterity, coordination, and a keen sense of body movement and control.

A

Bodily-Kinesthetic Intelligence

91
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence involves a heightened sensitivity to pitch, melody, rhythm, and tone. Those with this intelligence often excel in playing instruments, composing music, and recognizing musical patterns.

A

Musical Intelligence

92
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence refers to the capacity to understand and interact effectively with others. It includes skills in communication, empathy, and the ability to form strong relationships.

A

Interpersonal Intelligence

93
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence relates to the ability to understand oneself, one’s emotions, and motivations.

A

Intrapersonal Intelligence

94
Q

(Cognitive Development)

Theorist: Gardner

This type of intelligence involves the ability to observe patterns in nature, understand natural systems, and human-made systems. It’s often seen in individuals who excel in biology, ecology, or environmental studies.

A

Naturalist Intelligence

95
Q

(Socioemotional Development)

How do children define one’s “self” during middle and late childhood?

A

using internal characteristics or personality traits

96
Q

(Socioemotional Development)

What aspects do children recognize of the self?

A

social aspects

97
Q

(Socioemotional Development)

Does social comparison increase or decrease during middle or late childhood?

A

Increase

98
Q

(Socioemotional Development)

What aspects of the self are children developing during the school-age years?

A

Self-concept and Self-esteem

99
Q

(Socioemotional Development)

It is the ability to assume other people’s perspectives and understand their thoughts and feelings.

A

Increase in Perspective Taking

100
Q

(Socioemotional Development)

Children become increasingly _______ of others’ claims.

A

skeptical

101
Q

(Socioemotional Development)

It is the global evaluation of yourself. It’s how you see yourself in general. It refers to one’s worth or value.

A

Self-esteem

102
Q

(Socioemotional Development)

It refers to the domain-specific evaluations of the self. It is a collection of beliefs about oneself.

A

Self-concept

103
Q

(Socioemotional Development)

Children with high self-esteem often show _____ ______, which means they’re more likely to take action or try things. It can either be positive or negative.

A

greater initiative

104
Q

(Socioemotional Development)

What are the four ways to improve self-esteem?

A
  • Identify causes of low self-esteem
  • Provide emotional support and social approval
  • Help child achieve
  • Help child cope
105
Q

(Socioemotional Development)

It is rooted to autonomy vs. shame and doubt.

A

Self-esteem

106
Q

(Socioemotional Development)

It is the belief that one can master a situation and produce favorable outcomes. It is how you feel about your ability to function in different situations.

A

Self-Efficacy

107
Q

(Socioemotional Development)

It refers to the deliberate efforts to manage one’s behavior, emotions, and thoughts, leading to increased ____ _____ and ________.

What is it? Identify the terms.

A

Answer: Increased Capacity for Self-Regulation

Terms: social competence and achievement

108
Q

(Socioemotional Development)

During this stage, children become interested in understanding how things work and enjoy developing skills. They are eager to learn, take on new challenges, and accomplish tasks. This stage is characterized by a sense of competence and mastery.

A

Industry

109
Q

(Socioemotional Development)

If children’s efforts and initiatives are met with discouragement or criticism, they may develop these feelings. This can happen when parents or significant adults in their lives do not recognize their efforts or see their activities as mischievous or unimportant.

A

Inferiority

110
Q

(Socioemotional Development)

If the child pass the Industry vs. Inferiority Stage, they will develop _______. They will become hardworking and competent.

A

Industry

111
Q

(Socioemotional Development)

Increased ________ that more than one emotion can be experienced in a particular situation.

A

understanding

112
Q

(Socioemotional Development)

Increased ________ of the events leading to emotional reactions.

A

awareness

113
Q

(Socioemotional Development)

Ability to _____ or ______ negative emotional reactions.

A

suppress or conceal

114
Q

(Socioemotional Development)

Use of self-initiated _______ for redirecting feelings.

A

strategies

115
Q

(Socioemotional Development)

A capacity for genuine _______.

A

empathy

116
Q

(Socioemotional Development)

They are increasingly able to reframe or change their perception of stressful events. This means they can view challenges in a more positive or manageable light, which can help reduce stress.

The information above refers to what concept?

A

Reframing

117
Q

(Socioemotional Development)

By the age of ____, most children have developed cognitive coping strategies.

A

10

118
Q

(Socioemotional Development)

He was a psychologist who expanded on Jean Piaget’s work on cognitive development to create a theory of moral development.

He proposed that moral development occurs in stages and is influenced by a person’s cognitive abilities and reasoning. He suggested three levels of moral development, each containing two universal stages, for a total of six stages.

A

Lawrence Kohlberg

119
Q

(Socioemotional Development)

What are the three moral reasoning proposed by Kohlberg?

A

1) Preconventional
2) Conventional
3) Postconventional

120
Q

(Socioemotional Development)

People base their moral decisions on fear of punishment.

At this stage, moral judgment is guided by the fear of punishment. People believe that rules are fixed and must be obeyed to avoid consequences.

Punishment and Obedience Stage.

A
  • Stage 1: Heteronomous Morality
  • Avoiding Punishment
121
Q

(Socioemotional Development)

Individuals pursue their own interests but let others do the same. What is right involves equal exchange.

In this stage, moral decisions are based on self-interest and fairness. Individuals recognize that different people have different needs and perspectives, and they act in ways that serve their own interests.

A
  • Stage 2: Individualism and Exchange
  • Self-interest
122
Q

(Socioemotional Development)

Individuals value trust, caring, and loyalty to others as a basis for moral judgments.

At this stage, individuals aim to maintain social order and approval.

They make moral decisions to gain approval or avoid disapproval from others.

A
  • Stage 3: Loyalty and Interpersonal Conformity
  • Good Boy Attitude
123
Q

(Socioemotional Development)

Moral judgments are based on understanding of the social order, law, justice, and duty.

Moral reasoning is guided by a sense of duty, law, and authority. People believe in upholding social rules and maintaining the social order, even if it means obeying laws without questioning their reasons.

A
  • Stage 4: Social System Morality
  • Law and Order Morality
124
Q

(Socioemotional Development)

Individuals reason that values, rights, and principles undergird or transcend the law.

People begin to recognize that there are different opinions on what is right and just. They consider societal rules as social contracts and are open to changing them for the greater good.

A

Stage 5: Social Contract and Individual Rights

125
Q

(Socioemotional Development)

The person has developed moral judgments that are based on universal human rights.

When faced with a dilemma between law and conscience, a personal, individualized conscience is followed.

At this highest level, individuals have a strong commitment to universal ethical principles and individual conscience.

They are willing to disobey laws that conflict with their principles and are driven by a sense of justice and equality.

A

Stage 6: Universal Ethical Principles

126
Q

(Socioemotional Development)

Complete the statements below:

1) Parents spend ____ _____ with children during middle and late childhood.

2) Parents ______ and ______ children’s academic achievement.

3) Parents use ___ _____ forms of punishment as children age.

A

1) less time
2) support and stimulate
3) less physical

127
Q

(Socioemotional Development)

Remarriages involving children has _____ ______ in recent years.

A

grown steadily

128
Q

(Socioemotional Development)

How long does it typically take for about half of all children from divorced families to have a step-parent?

A

Within four years of a divorce.

129
Q

(Socioemotional Development)

What percentage of adolescents in established stepfamilies describe their relationships with stepparents as “close” or “very close”?

A

Over 75%

130
Q

(Socioemotional Development)

How do relationships in stepfamilies generally compare between custodial parents and stepparents?

A

better in custodial parents than with stepparents

131
Q

(Socioemotional Development)

They are typically characterized by similarity.

What are their six functions?

A

Answer: Friends

Functions: CoSPESA
1) Companionship
2) Stimulation
3) Physical support
4) Ego support
5) Social comparison
6) Affection and intimacy

132
Q

(Socioemotional Development)

What is the percentage of the situation where victims and bullies are in the same classroom?

A

70-80%

133
Q

(Socioemotional Development)

They are more likely to be affected by bullying.

A

boys and younger middle school students

134
Q

(Socioemotional Development)

What are the outcomes of bullying?

A

Depression, suicidal ideation, attempted suicide, and more health problems

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