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Lifespan Development PSYC 333 > Middle Childhood > Flashcards

Middle Childhood Flashcards

(81 cards)

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1
Q

The Big 5 traits

A

extroversion, openness, neuroticism, conscientiousness, agreeableness

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2
Q

Bandura’s reciprocal determinism

A

personal, behavioural, environmental factors interact in patterns

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3
Q

Bandura’s social cognitive approach

A

Helps understand development of self-efficacy

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4
Q

self-efficacy

A

child’s self-perceived competence

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5
Q

self-concept

A

Understanding of themselves improves
Find new ways to describe themselves and others

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6
Q

Harter’s development of self (3-4y)

A

Observable physical features
Preferences, possessions and social characteristics

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7
Q

Harter’s development of self (5-7y)

A

competencies

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8
Q

Harter’s development of self (8-10y)

A

More complex descriptions
Abilities and interpersonal attributes

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9
Q

Harter’s development of self (early adolescence)

A

Interpersonal attributes
Social skills and competencies
Emotions
Different selves in different contexts

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10
Q

Harter’s development of self (middle adolescence)

A

Introspective
Preoccupied with what others think of them
Begin to question self descriptions

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11
Q

Harter’s development of self (late adolescence)

A

Emphasize personal beliefs,morals, values
Think about the future of the relationship and future selves

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12
Q

psychological self

A

the understanding of one’s internal traits
self-judgements of competency

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13
Q

valued self

A

global evaluation of one’s self worth

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14
Q

self-esteem

A

affect based
how we view ourselves in comparisons to others
relationship between ideal selves and actual selves

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15
Q

self-worth

A

cognitive based
stable
how we view ourselves

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16
Q

Harter and self-esteem development

A

suggest it’s developed:
- how we perceive ourselves in the domain
- how important the domain is to us

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17
Q

higher self-esteem in children = …

A
  • competent, capable, pleased with identity
  • happier
  • more positive adjustment outcomes
  • higher academic success
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18
Q

social development of self esteem (factors)

A
  • family influences (accepting, consistent rules, involved)
  • constant praising of the child (can lead to disappointment when failure arises)
  • dark side of self esteem (become overconfident)
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19
Q

children vs external and internal traits (6-7y)

A

exclusively external

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20
Q

children vs external and internal traits (7-8)

A

increase in focus on internal traits

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21
Q

moral realism stage

A

rules are inflexible

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22
Q

moral relativism stage

A

many rules can be changed through social agreement

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23
Q

social comparison

A

people evaluate their own abilities/values/qualities by comparing them to others
gives a realistic appraisal of skills

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24
Q

sociometric theory

A

determination of child’s status within the peer group

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25
categories of sociometric theory
popular prosocial popular aggressive aggressive-rejected non aggressive rejected
26
popular prosocial
friendly, well-liked
27
popular aggressive
athletic, arrogant, aggressive viewed as cool
28
aggressive rejected
low level of self control high aggression level
29
non-aggressive rejected
anxious, withdrawn,socially unskilled
30
friendships in middle childhood
friends help with problem solving/conflict management
31
early childhood friendship primary concern
to maximize entertainment and excitement
32
early childhood friendship main purpose of communication
to coordinate play talk about activities resolve conlficts
33
adolescent friendship emotional development
to integrate logic and emotion understand implications of friendship
34
early childhood friendship emotional development
manage arousal
35
middle childhood friendship primary concern
to be included present oneself in + light
36
middle childhood friendship main purposes of communication
share negative gossip together
37
middle childhood friendship emotional development
acquire rules for showing emotion
38
adolescent friendship primary concern
explore, define oneself
39
adolescent friendship main purpose of communication
to disclose oneself to others
40
bullying
use of aggression against perceived weaker individuals to gain status or power
41
grades 2-3 expectations of friends
reward-cost
42
grades 4-5 expectations of friends
normative
43
grades 6-7 expectations of friends
empathetic
44
reward-cost stage
expect friends to help share common activities provide stimulating ideas demographically similar physically nearby
45
normative stage
expect friends to accept/admire them loyalty and commitment express similar attitudes and values
46
empathetic stage
expect genuineness and potential for intimacy understanding + willing to self-disclose accepting of interests share attitudes, values and morals
47
Piaget's concrete operational stage
- children use schemes - decentration - reversibility - deductive knowledge
48
children using schemes
enables them to think logically about objects and events in real world
49
decentration
thinking that takes multiple variables into account
50
reversibility
both physical actions and mental operations can be reversed
51
deductive knowledge
still not strong
52
advances in information processing
- automacity - executive processes - expertise - memory function continues to improve - processing efficiency
53
processing efficiency
ability to make efficient use of short term memory capacity increase with age
54
automacity
- ability to recall info from long-term memory - without using short-term memory capacity - achieved through practice
55
executive processes
- devising and carrying out strategies for remembering and solving problems - based on knowing how the mind works
56
expertise
- more knowledge a person has about a topic, the more efficiently their info processing system will work, despite age - advanced skills in one area do not improve general levels of memory
57
language
- children continue to add new vocabulary at rate of 5000 to 1000 words per day - by 8-9y, understand whole categories of words (adjectives, verbs, pronouns, etc)
58
literacy
- ability to read and write = focus of education for 6-12 - automacity - balanced approach
59
literacy: automaticity
- identifying sounds and symbol connections - need plenty of opportunities to practice translating written language into spoken words
60
literacy: balanced approach
- reading instruction combining explicit phonic instruction with other strategies for helping children acquire literacy
61
bilingual education
- instills an appreciation for another culture - provides alternative - encourages children to become more objective and open-minded - preservation of heritage language = fundamental to preservation of language nature
62
Gardner's theory of multiple intelligence
- musical - kinetic - interpersonal - intrapersonal - linguistics - mathematical - naturalistic - picture smart - self-smart
63
Sternberg's Triarchic theory of intelligence
- contextual - experiential - componential
64
contextual intelligence
knowing right behaviour for specific situation
65
experiential intelligence
learning to give specific response without thinking about them
66
componential learning
- ability to come up with effective strategies - very analytical
67
Daniel Goleman's theory of emotional intelligence
- awareness of our own emotions - ability to express our emotions appropriately - capacity to channel our emotions into pursuing worthwhile goals
68
theory of emotional intelligence and middle childhood
ability to exercise control over their emotions in early childhood is strongly related to measures of academic achievement in high school
69
testing in school
refer to "Controversial Questions", powerpoint on middle childhood, slide 22
70
learners with exceptionalities
- disabilities and attention problems are correlated with achievement - educators moving away from labels - educators put emphasis on academic strengths and processing style
71
categories of exceptionalities
- behaviour disorders - communication disorders - sensory impairements - intellectual impairements - pervasive development disorders - physical and health disorders - multiple
72
behaviour disorders
- conduct disorder - social maladjustment - ADHD - etc.
73
communication disorders
- language impairment - learning disability
74
sensory impairments
- deafness - blindness
75
intellectual impairments
- giftedness - mild intellectual disability - developmental disability
76
pervasive development disorders
- child psychosis - schizophrenia - autism
77
physical and health disorders
- neurological defects - physical disability
78
multiple disorders
mixture of multiple disorders
79
Canadian Special Education (SE) practices
modified program - changes in curriculum individual education plan (IEP) - written document - contains learning and behavioural objectives - specific accommodations for the student
80
ADHD causes
caused by interaction of: - genes - temperament - parenting style - peer relationships - stressors - etc.
81
ADHD types
- hyperactive-impulsive type - inattentive type - combined type

Lifespan Development PSYC 333 (11 decks)

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