Develop 6

Question 1

What is the average growth rate for children between 7 to 11 years of age?

Answer 1

Children grow ~5-8 cm and ~2.5-3 kg each year before puberty.

Growth rates increase to 5-10 cm and 4.5-7 kg per year during puberty.

Question 2

What cognitive ability improves from ages 7 to 13 according to Miller & Weiss (1981)?

Answer 2

The ability to resist distraction from task-irrelevant information improves.

13-year-olds were better at ignoring distractions compared to younger children.

Question 3

Define meta-cognition in the context of children aged 7-10.

Answer 3

Knowledge of one’s own cognitive processes, including strategies for attention and memory.

Children demonstrated awareness of how to focus on relevant information.

Question 4

What is meta-attention as observed in 4-year-olds?

Answer 4

Understanding that it is harder to pay attention to two people telling different stories simultaneously.

This reflects an awareness of cognitive limitations.

Question 5

What is the difference in memory understanding between younger children and those around 11 years?

Answer 5

Younger children view memory as a ‘mental copy,’ while older children understand it holds interpretations that can be distorted.

This shift leads to better memory strategies.

Question 6

Describe the two common types of mnemonics used by children.

Answer 6

• Rehearsal
• Organisation

Rehearsal involves repeating information, while organisation involves grouping information into meaningful clusters.

Question 7

At what age do children begin to effectively use organisational mnemonic techniques?

Answer 7

Around 9-10 years of age.

This involves grouping items into semantic categories for easier retention.

Question 8

What are the four stages of Piaget’s Cognitive Development Theory?

Answer 8

• Sensorimotor Intelligence (Birth to 2 years)
• Preoperational Thought (2 to 7 years)
• Concrete Operations (7 to 11 years)
• Formal Operations (11 years to adulthood)

Each stage is characterized by different mental processes.

Question 9

What is the main characteristic of concrete-operational thought?

Answer 9

The ability to use logic to solve concrete, current problems.

Abstract problem solving develops in the formal-operational stage.

Question 10

Define transitivity as understood by concrete-operational children.

Answer 10

Understanding the logical relations between a series of objects.

E.g., if A > B and B > C, then A > C.

Question 11

What is the understanding of conservation in concrete-operational children?

Answer 11

Understanding that quantities remain the same despite changes in shape or arrangement.

This includes the ability to mentally reverse actions.

Question 12

What major language development occurs between ages 6 and 11?

Answer 12

Great improvements in the pragmatic system of language.

This involves effective use in social situations and understanding others’ perspectives.

Question 13

How do children’s self-descriptions evolve from ages 5 to beyond 10?

Answer 13

• 5 years or under: Physical features or facts
• 5-9 years: Character references and interpersonal traits
• Beyond 10 years: Qualifiers considering private self-knowledge

This reflects increasing complexity in self-concept.

Question 14

What is the significance of humour in language development?

Answer 14

It requires understanding other people’s sense of humour and the double meanings of words.

This ability develops as children learn the rules of conversation.

Question 15

True or False: Children under 6 often use the term ‘the man’ in storytelling, assuming others know what they know.

Answer 15

True.

This reflects egocentrism and an immature theory of mind.

Question 16

What do children aged 5 and 10 demonstrate regarding non-verbal vocalisations?

Answer 16

Children show increasing accuracy in identifying emotions conveyed by non-verbal vocalisations.

10-year-olds were 84% accurate for non-verbal vocalisations.

Question 17

Fill in the blank: Children’s self-descriptions at 5 years often include statements about _______.

Answer 17

Physical features or facts.

Question 18

What question do adults often ask to develop their self-concept?

Answer 18

Who am I?

Question 19

List some characteristics adults may use to describe themselves.

Answer 19

• Name
• Age
• Gender
• Birthplace
• Nationality
• Occupation
• Education
• Religion

Question 20

What is self-concept?

Answer 20

The concept or idea we have of ourselves.

Question 21

How do we categorize other people in relation to ourselves?

Answer 21

By grouping them based on common external and internal characteristics.

Question 22

What is social identity?

Answer 22

The sense of identity derived from our membership of social groups.

Question 23

How does self-concept develop according to Maccoby (1980)?

Answer 23

By degrees, in a gradual and cumulative way.

Question 24

What age group typically describes themselves using physical characteristics?

Answer 24

Children aged 3-5 years.

Question 25

What did Eder (1989, 1990) find regarding children's self-description?

Answer 25

Children 3-5 years could describe themselves when given forced-choice statements.

Question 26

At what age do children start to describe themselves using internal characteristics?

Answer 26

Children older than 5 years.

Question 27

What percentage of 8-year-olds used internal characteristics to describe themselves according to Rosenberg (1979)?

Answer 27

36%.

Question 28

What is the developmental precursor to self-concept?

Answer 28

Self-awareness.

Question 29

At what age do infants show well-developed self-awareness according to Gillibrand et al. (2015)?

Answer 29

Around 15-18 months.

Question 30

What is the rouge test used for?

Answer 30

To measure self-awareness in infants.

Question 31

What does the subjective self refer to?

Answer 31

Awareness of how our actions affect others and that our experience is unique.

Question 32

What are primary circular reactions in infants?

Answer 32

Behaviors directed towards their own body.

Question 33

When does the objective self develop according to Lewis (1990, 1991)?

Answer 33

Around 2 years of age.

Question 34

What is the looking-glass self?

Answer 34

The concept that we see ourselves reflected in others' behavior towards us.

Question 35

What is self-esteem?

Answer 35

An important part of self-concept formed from self-evaluations and evaluations by others.

Question 36

How does self-esteem change from childhood to late childhood according to Harter (1990)?

Answer 36

It becomes more specific and differentiated.

Question 37

What two internal assessments influence self-esteem according to Harter (1990)?

Answer 37

* Ideal self * Real self

Question 38

What is the relationship between self-esteem and the discrepancy between ideal and real self?

Answer 38

Little discrepancy leads to high self-esteem; high discrepancy suggests failure to meet standards.

Question 39

What are attributional styles?

Answer 39

Children’s beliefs about the causes of their successes and failures.

Question 40

List the four possible causes of success and failure according to Weiner (1974, 1986).

Answer 40

* Ability * Task difficulty * Effort * Luck

Question 41

What is a strong achievement expectancy?

Answer 41

When poor performance is attributed to a stable cause like low ability.

Question 42

What do children under 7 years tend to believe about success?

Answer 42

They are unrealistic optimists and believe they can succeed at almost any task.

Question 43

How do children's attributions change between 8 to 12 years?

Answer 43

They begin to distinguish between ability and effort.

Question 44

What roles emerge in peer groups as children develop?

Answer 44

Leader, followers, and other roles.

Question 45

What is peer social status?

Answer 45

The extent to which a child is liked/disliked or accepted/rejected by peers.

Question 46

What research methods are used to study peer social status?

Answer 46

* Nomination method * Rating scales * Naturalistic observation

Question 47

List characteristics associated with peer acceptance.

Answer 47

* Physical attractiveness * Academic competence * Social skills * Cooperative disposition

Question 48

What characteristics are associated with peer rejection?

Answer 48

Children who are less socially skilled or who do not fit in.

Question 49

What are the main characteristics associated with academic competence in children?

Answer 49

Academic competence, social skills, cooperative and supportive disposition ## Footnote Skills such as being able to communicate in a warm and friendly manner are also included.

Question 50

What behavior tends to lead to higher peer acceptance among children?

Answer 50

Negotiating and compromising during conflict ## Footnote Children who can adjust their behavior to fit in also promote acceptance.

Question 51

What are the two main groups of children that experience peer rejection?

Answer 51

* Aggressive, disruptive, or uncooperative behavior * Timid, withdrawn behavior

Question 52

What abilities do children with aggressive behavior typically lack?

Answer 52

Social skills necessary for compromise and turn-taking ## Footnote They also show relatively poor perspective-taking ability.

Question 53

How does social anxiety affect children who are withdrawn?

Answer 53

It causes them to avoid approaching peer groups for fear of rejection ## Footnote This can lead to awkward behavior and a self-fulfilling prophecy.

Question 54

What is a common awareness among rejected and withdrawn children?

Answer 54

They are aware that they are disliked ## Footnote In contrast, many rejected and aggressive children may believe they are liked.

Question 55

How do neglected children differ from rejected children?

Answer 55

Neglected children are neither strongly liked nor disliked ## Footnote Many may prefer solitude and do not report feeling unhappy about being ignored.

Question 56

What are the four family educational styles?

Answer 56

* Democratic * Permissive * Authoritarian * Indifferent

Question 57

What are the characteristics of the Democratic educational style?

Answer 57

High affection and communication; high control and demands ## Footnote Results in self-confidence, good attitude, and few behavioral problems.

Question 58

What consequences are associated with the Authoritarian educational style?

Answer 58

Obedient and work-oriented; low self-confidence; depressive problems ## Footnote May lead to hostility and rebelliousness.

Question 59

What defines a moral dilemma?

Answer 59

A situation where one must choose a course of action from conflicting alternatives ## Footnote None of the alternatives are entirely morally acceptable.

Question 60

What are the two components in Kohlberg's model of moral development?

Answer 60

* Social perspective * Moral content

Question 61

What characterizes the Preconventional moral level in children aged 4-10 years?

Answer 61

Egocentric point of view; focus on punishment and obedience ## Footnote Children avoid breaking rules out of fear of punishment.

Question 62

What is the focus of the Conventional moral level (10-13 years)?

Answer 62

Taking into account the point of view of others ## Footnote Children live according to the expectations of those close to them.

Question 63

What defines the Postconventional moral level?

Answer 63

Formal operations; focus on social contract and universal ethical principles ## Footnote Individuals follow self-chosen ethical principles.

Question 64

Fill in the blank: The ability to focus and sustain attention ______ from 7 to 11 years.

Answer 64

improves

Question 65

What cognitive ability improves in children aged 7 to 11 years?

Answer 65

Memory strategies, such as mnemonics ## Footnote Knowledge of how memory works helps improve remembering information.

Question 66

What is self-concept in children?

Answer 66

The physical, mental, emotional, and behavioral characteristics used to describe themselves ## Footnote Changes with age, moving from external to internal characteristics.

Question 67

How do children's self-concept and self-esteem develop?

Answer 67

Through interactions with others and their perceptions of successes and failures ## Footnote Attributing failure to lack of ability can lower self-esteem.

Question 68

What happens to peer groups as children develop?

Answer 68

They become more complex, with social statuses like accepted, rejected, or neglected ## Footnote Personal characteristics influence acceptance or rejection.