Test 3 Flashcards
(403 cards)
1
Q
Bone Health
A
MC = time to build bone mass
Calcium in the diet
2
Q
_____ = Higher bone density
A
Boys
3
Q
_____ = more bone mass than caucasian
A
African American
4
Q
____ is associated with speaking, school absence, learning difficulties, and serious illness
A
tooth decay
5
Q
Permanent teeth come around ages
A
5 to 7
6
Q
oral health is important for
A
chewing, speaking, and gives shape to child’s face
7
Q
______ and ______ means that information is being processed more effeciently
A
increased lateralization of the brain hemispheres
Myelination in the prefrontal cortex
8
Q
______ is believed to promote higher cognitive functions such as: planning, goal setting, and inhibiting inappropriate behavior
A
myelination
9
Q
At age ____ kids can remember and reflect
A
9
10
Q
____ is enhanced through Analysis, abstraction, memory space, speed of processing and integration of information
A
self regulation
11
Q
The brain shapes, and is shaped by
A
cognitive developments
12
Q
New synapses are formed when a child
A
is unsuccessful at processing
13
Q
Nural development does not just happen it reflects
A
large part of the organism’s past processing
14
Q
Catching, kicking, running, jumping
age ___
A
5 – 6 year olds
15
Q
Throwing, dribbling, leaping, dodging
age___
A
6-7
16
Q
Punting, striking, swinging
Interacting with throwing and dodging
Or punting where they can kick a moving ball
age _____
A
7-8
17
Q
What is true about motor development at age 10?
A
By age 10 kids have all the physical ability that they will have forever
they now refine or add precise
18
Q
Boys have more ____ such as throwing balls
A
upper body strength
19
Q
Girls have more _____ such as gymnastics and dance
A
agility
20
Q
More than ____% of American Children are not getting recommended PE time
A
50%
21
Q
Recommended Activity time
A
60 min a day
22
Q
How much time does Canada recommend
A
120 min
23
Q
____ more likely to take 16,500 steps
A
boys
24
Q
What does WHO do?
World Health Organization
A
~Increasing overall awareness and understanding of diet, physical activity, and preventive interventions
25
____ encourages the development and implantation of policies and action plans
WHO
26
Kids that do well on physical tests also...
do well on academic tests
27
More recess = more
well behaved children
28
PE (time)
150 min a week
30 min a day
29
Facts about states
Only 22% (11) states require weekly PE
Only 8% require daily PE
Only 2 states require 30 min a day
30
Some activities have cultural connotations
football = black identity
Tennis = white identity
31
—_____Stimulates physiological development, enhance motor abilities and organize the brain for social, emotional, and academic learning
Physical Activity
32
Decline in PE is because of
Time
| budget cuts
33
_____ Learn life skills such as persistence, teamwork humility, and self control
organized sports
34
Shy kids that participated in sports ______
Higher self esteem and decreased levels of social anxiety
35
Caring contexts for sports were associated with positive outcomes such as
Prosocial behaviors and higher levels of self-efficacy
36
Organized Sports some groups underrepresented
— Ethnic groups
— Low SES children
— Overweight and Obese
~ Feeling exhausted, difficulty breathing, muscle pain
~ Insecure about their appearance
~ Did not feel they were good at sports
~ Didn’t enjoy the activity as much as others
37
In orrganized sports kids learn
```
~ Social
~ Leadership
~ Communication
~ Time management
~ Teamwork
```
38
Kids overweight or obese are less likely to participate in sports because
They may be embarrassed
They do not enjoy physical activity as their peers
39
_____ of children and adolescents have chronic conditions or disabilities with implications for participating in physical activities
18%
40
Why more isn't being done about children
— Lack of awareness about what is possible or available
— High costs, lack of facilities and programs
— Many activities can be adapted or individualized
41
Philadelphia initiative ____ decrease in overweight students
50%
42
Philadelphia initiative
| 5 components
```
~ School self assessment
~ Nutrition education
~ Nutrition policy
~ Social marketing
~ Family outreach
```
43
School self assessment
formed advisory groups formed self assesmnets of their schools in terms of healthy eating physical actives and set goals for change
44
Nutrition education
teachers got 10 hours the taught 50 hours of helf
45
Nutrition policy
Food in schools changed to meet standards
46
Social Marketing
incities to eat/bring healthy food options
47
Family outreach
education on nutrition avalible for families
tips for parents
48
The goal of nutrition education
was to show how food choices and physical activities are tied together with behavior health and environment
49
Leading death cause for all age groups other than infants
Motor vehicle transportation
50
other forms of injuries
```
~ Fires or burns
~ Drowning
~ Suffocation
~ Falls
~ Poisoning
```
—Males more likely to be involved than females worldwide
51
Trampoline Recomendations
```
cover all
good condition
safety belts
spotters
put it away from other play
1 at a time
trained thing
child always in center
not for kids 6 and under
```
52
Trampolines have ____ injuries
111,0000
53
Sports injuries
1/3 of all injuries
contact injuries
weight bearing exercise
Injuries due to overuse
54
475,000 children ages 0 to 14 have injures
head injuries
55
head injuries are mostly
15% found to return before fully healed
Importance of full recovery before returning to play
56
Orthopedic impairments
involves skeletal system (bones, joints, and nervous systems)
57
neuromotor impairments
involves central nervous system
58
Ceberal palsy
muscle tone, movement and motor skills
59
Spastic CP
most common causes muscles to stiffen can affect one side both legs or arms
60
Athetotic CP
causes uncontrolled slow body movements and affets the entire
61
Ataxic CP
is the least common form affects balence and cordination
62
Visual Impairments
~ Hold books or objects very close or far, squint, rub eyes
~ Special materials and equipment
~ Arrangement of the room and environment
~ Instruction in orientation and mobility
63
hearing imparments
~ Turing an ear toward speaker, misunderstand speaker when face cannot be seen, seeming distracted or confused
~ Speech reading, manual sign language
~ Cochlear implants
64
in MC Self descriptions become more ____
give example
(abstract and psychological)
I'm not an athlete = more abstract than i have blue eyes
65
Self perceptions become more ____ and _____
refined and realistic
66
~Small difference between ideal and real selves
~Social support from significant others
is ____
high self esteem
67
Self Esteem
self evaluation of self concept
68
_____ = a composite of the beliefs and attitudes we have about ourselves
self concept
69
Piaget defines ____ as what we know and what we feel about ourselves
self concept
70
how does self esteem shift
~ Highest in early childhood
~ Drops during school years,
~ Rises gradually during adulthood
71
How self esteem is in MC
lowest:
— Loses sense of being all positive
— Sees areas of strengths and weaknesses
— Children begin to compare themselves to others
72
collective self esteem
groups to where you belong
73
being the best at something is something that ____ culture values and creates high self esteem?
American
74
____ cluture values modesty and harmony
Asian
75
Social comparisons occcur in ___ culture
American
*not in all cultures
76
Reminders of ____ status may affect self esteem in a negative way
low
*minority groups = lower self esteem
77
Pros of High self esteem
~Success and willingness to try challenges and persist
| ~Popularity with peers
78
Cons of high self esteem
~May react inappropriately when ego is threatened
79
low empathy
sensitive to rejection
high narcissism
all qualities of_______
high Self esteem
80
Academic failure
behavior probs
depression
qualities of _____
low self esteem
81
____ and depression go hand and hand
low self esteem
82
____ allows children to stay focused on goals even in challenging times
• Emotional Self Regulation
— Able to concentrate on goals despite difficult or stressful circumstances
83
— Emotional self-efficacy
~ Children’s belief they are in control of their emotions
84
School age kids have tantrums and such… throw computer
| this shows low ____
Emotional self-efficacy
low emotional control = outbursts
85
How can adults help with emotional self regulation?
acknowledge their feelings of distress and helping them develop coping strategies
＞ Parents need to be excepting of negative emotions, its ok to have feelings but we need to be careful and change how we react to those feelings
86
Culture and Self Regulation
—Children can perceive when to express or suppress feelings
~Some cultures don’t show emotions and such
—Cultural values for calm or expressiveness vary
—Children with risk factors more likely to have trouble with emotional self regulation
~Low poverty is higher risk factor
87
____ = imagine what others are feeling or thinking
Perspective-taking
88
5 stage model to describe development of perspective taking
```
— Egocentric Viewpoint
— Social-Informational Role Taking
— Self Reflective Role Taking
— Mutual Role Taking
— Social and Conventional Role Taking
```
89
— Egocentric Viewpoint
Perspective-taking
— (3-6)
~ Own point of view
＞ Why not getting cookie is such a big deal
Perspective-taking
90
— Social-Informational Role Taking
Perspective-taking
—6-8
~Aware of other roles but focuses on one
＞Can understand that all of them want the cookie
Perspective-taking
91
— Self Reflective Role Taking
Perspective-taking
— (8-10)
~Judges others intensions purposes and actions
Perspective-taking
92
— Mutual Role Taking
Perspective-taking
— (10-12)
~View interaction from outside or third person
＞They realize they can step out and so can the other person
Perspective-taking
93
— Social and Conventional Role Taking
Perspective-taking
— (12-15+)
~Does not always lead to complete understanding
＞ Social conventions avoid misunderstandings
• Negotiating is overwhelming
• Positive way to interact with people
Perspective-taking
94
____ = making judgments about rightness or wrongness of certain acts
Moral Reasoning
95
Distributive juctice
~Same amount of crackers to everyone
96
3 parts of Distributive juctice
equality
merit
benevolence
97
____ Distributive Justice:
5-6
all treated the same
Equality
98
Nancy thought unfair that her brother got stay up longer
___ distributive Justice
Equality
99
____ Distributive Justice:
6-7
They recognize that sometimes people deserve to be treated differently b/c they worked really hard
Merit
100
____ Distributive Justice:
8
are able to realize that some people need more attention and require more resources
Benevolence
101
____ Distributive Justice:
they deserve the sticker or candy
merit
102
Moral Realism
~Rules are absolute they can't be changed bc come from authority
103
There is only one right way to sing the song or play the game
Moral Realism
5-6
104
—Moral relativism
~People can agree to change the rules as long as all understand and act according
age 8+
105
playing monopoly but instead of using money using cookies and all kids followed
example of
Moral relativism
106
age ___ to ___ kids understand that you dont get in trouble for breaking the rules, unless you get caught
8 to 12
107
— Moral Dilemmas
hypothetical situations that ask people to make difficult decisions and then justify the descision
108
the story of heinz wife (him stealing the medicine)
| is an example of
Moral Dilemma
| Kolberg moral reasoning story
109
Kohlbergs levels of moral reasoning
— Level I Pre-conventional
~ Stage 1 – Heteronomous morality
~ Stage 2 – Individualism
— Level II Conventional
~ Stage 3 - Mutual interpersonal expectations
~ Stage 4 - social system & conscience
— Level III
~ Stage 5- social contract or utility and indiv rights
~ Stage 6- universal ethical princip
110
Avoid punishment = ____ stage of moral reasoning
Stage 1 – Heteronomous morality
111
You wouldn’t steal because you wouldn’t want to go to jail
| is an example of ___ stage of moral reasoning
Stage 1 – Heteronomous morality
112
Do what is good for you and recognize others will do what is good for them
= ____ stage of moral reasoning
Stage 2 – Individualism
113
They would try to steal (bc you would do what you have to do), but you recognize that you might be sent to jail (bc the police is going to do what he has to do)
= ____ stage of moral reasoning
Stage 2 – Individualism
114
Frank puts up crayons but doesn’t help anyone else
= ____ stage of moral reasoning
Stage 2 – Individualism
115
Be a good person in your own eyes
• Do whats right to make yourself look good
= ____ stage of moral reasoning
Stage 3 - Mutual interpersonal expectations
116
John sees Katie cut, so he tells the teacher
= ____ stage of moral reasoning
Stage 3 - Mutual interpersonal expectations
117
Uphold laws and keep institution going
It would be crazy if everyone did their own thing… law has to be law
= ____ stage of moral reasoning
Stage 4 - social system & conscience
118
Johnny went to park, his friends graffiti, Johnny left and told an adult
= ____ stage of moral reasoning
Stage 4 - social system & conscience
119
Obligation to the law because of one’s social contract
Need to protect all people’s rights for the welfare of all
= ____ stage of moral reasoning
Stage 5- social contract or utility and indiv rights
120
I understand that I cant cheat on my test because cheating is wrong and against the rules
= ____ stage of moral reasoning
Stage 5- social contract or utility and indiv rights
121
Laws are usually valid because they are based on moral principles
When laws violate moral principles, one acts according to the moral principle
= ____ stage of moral reasoning
Stage 6- universal ethical princip
122
Harry has problem paying taxes, but he goes with the law because paying taxes is the right thing to do
= ____ stage of moral reasoning
Stage 6- universal ethical princip
123
T/F:
At any stage of moral reasoning you can break the law or keep the law
True
124
few people reach stage ___ of moral reasoning
Stage 6- universal ethical princip
125
facts on Kohlberg’s levels of Moral Reasoning
Stages follow in sequence
— Cross cultural studies generally support
— Few people reach Stage 6
— Male perspective unfair to Females caring perspective?
— People use lower levels of reasoning when considering real life situations
— Many who do good deeds may not rate highly on scores of moral reasoning
126
___ = Voluntary behavior to benefit other people
• Prosocial Behavior
127
Prosocial Behavior
| increases with:
~ Connectedness to others,
~ Adult instruction, supervision and correction
~ Inductive discipline internalizing
128
Inductive discipline
give reason to why punish
129
internalizes
adopts standards as their own
130
A little boy got up set- girl went over and helped and understood what he needed
example of _____
Prosocial Behavior
131
Kids holding the door, or understanding the project, or being friends
example of _____
Prosocial Behavior
132
Kids that see the well being of the group tend to be ____
Prosocial
133
Feeling connected to others is also helpful for ___
Prosocial Behavior
134
Aggressive behavior
intended to hurt others or damage property
135
—Reduces with the ability to verbally express themselves
—Declines through preschool and elementary years
describes ____
Aggressive behavior
136
Aggression that does occur increases in hostility, is more
person-directed, and relational
137
If not stopped in childhood aggression predicts:
aka- (what future problems if not stopped)
~Aggressive and violent behavior in adolescence
~Convictions of criminal offenses
~Spousal and/or child abuse
138
is there evidence that aggression is biological based?
yes but only some
139
Girls and aggression
—Girls are still more likely to use relational aggression
—Girls are more likely to be distressed by aggression
140
Family environment affects agression through modeling of:
~Aggressive siblings
~In consistent parenting responses to aggression
~Coercive home environments
141
Causes of Aggressive behavior
—Media Violence
—Ecological and sociocultural influences
—Extent aggression is tolerated in culture
—Violence in neighborhood - drugs and gangs
—Ineffective policies and lax discipline in schools
Seldom the result of one factor
142
__ to ___ % are bullied
10 - 23%
143
Some of highest bully rates are in _____
with ___ incidents an hour
school staff intervened only ___ %
North America
6.5 an hour
school staff intervened only 25%
144
Bullies lack ___
empathy
145
Causes of bullies may be:
family problems
lil warmth or affection
communication is poor at home
harsh punishment (physcal/emotional abuse)
146
____ bullies may have high self esteem reasonably popular, physically strong
— Confident Bullies
147
____ bullies are weak academically and less popular
— Anxious Bullies
148
____ bullies are Bully in some situations and not in others
— Bully/Victims
149
Anxious, low self esteem, physically weak, unpopular
=___ victim of bullying
— Passive Victims
150
Behavior draws attention to them, physically stronger than passive victims, more active role in incidents
=___ victim of bullying
— Provocative Victims
151
~Provoke bullying in others and initiate aggressive acts
~Obese, lack peer groups, in remedial education or have a disability
=___ victim of bullying
— Bully/Victims
152
Short term effects of bullying
~ Dislike going to school or gym, distrust peers, have trouble making friends
153
Long term effects of bullying
~ Anxiety, embarrassment, guilt, loneliness, loss of self esteem, panic attacks, obsessive compulsive disorder, self mutilation
154
bully bystanders
— May encourage bullying by watching
— May follow lead of bully and participate
— May not know what to do or where to report it
— Boys more likely to intervene and use aggression
155
—____ in UK reported witnessing bullying
—Peers were present in ____of bullying incidents
—Intervened in only ____
—63% in UK reported witnessing bullying
—Peers were present in 85% of bullying incidents
—Intervened in only 19%
156
Gender segregation
increases in MC and remains till adolescence
157
Gender Development
—Boys prefer outdoor activities
—Girls prefer quieter activities, conversation, fine motor coordination, more agreeable
~Boys read science fiction, sports and war stories
~Girls read adventures, ghost, animal and relationship stories
158
Parents emphasize independence and industry more with _____ children
boy
159
Men = dispproportionally represented in
school administration
160
—Stereotypes and over representation of males is common in ___ and ____
textbooks and television
161
___ more likely to cross gender roles
female
162
Gender views more flexible at what age
7 or 8
163
Teachers effect on gender roles:
```
— Teachers interact more with boys
— Ask more questions, wait longer, and give more detailed feedback
— Judge behavior differently
— Lying was less desirable for girls
— Quarreling was more serious for boys
```
164
—On average boys have higher competence beliefs in ___ and ____
while girls have higher competence beliefs in ___, ___, and ____
boys - sports and math
girls- reading, English and social activities
165
Peer groups
social groups formed based on interests, values, and typical of some age, gender, race, and other commonalities
166
_____ = Smaller friendship based groups (3-12 people)
Cliques
167
____ = Less intimate more loosely organized groups members may or may not interact w/ one another
Crowds
168
My friends in tridelt from my PC is an example of a
Cliques
169
tri delt is an example of ___ peer group
Crowd
170
____ kids =
rated highly by their peers and may achieve their social status by either engaging status by prosocial behavior or antisocial behavior
popular
171
In mean girls ragina george is a _____ popular girl
antisocial
172
In mean girls kady is a _____ popular girl
prosocial
173
____ kids =
| get mixed reviews by their peers bc of display positive and negative social behaviors
Controversial
174
Young kids from my high school is example of ___
Controversial
175
___ kids =
| activly disliked by peers may be aggressive, immature, socially awkward, socially withdrawn
rejected
176
Mincus in boy meets world is an example of a ___ kid
rejected
177
____ kids get few peer nominations of any kind
well adjusted and not less socially competent
*dont report being lonely
"invisible"
Neglected
178
Mia Thermopolous is an example of a ____ kid (before all the princess stuff)
Neglected
179
Peer rejection
— Academic difficulties
— Psychosocial adjustment and functioning
— Externalizing problems in adolescence
~ Delinquency, conduct disorder, attention problems and substance abuse
— Internalizing problems
~ Loneliness, low self-esteem and depression
180
Popular Children
— Do well academically
— Attractive physically
— Less likely to have an uncommon name
— Cooperative, friendly sociable and sensitive,
— Speak clearly, respond appropriately, when faced with conflict they negotiate and compromise
181
Friendships
— Close mutual and dyadic relationship
~ Most have a mutual best friend
— Most choose friends who are like them in age, sex, ethnicity and interests
— Friendships deepen across middle childhood as does children’s understanding of what it means to be and have a friend
182
—Help acquire knowledge of behavioral norms
—Learn skills for interacting successfully with peers
—Provide models of people like themselves
—Support for important transitions
—Practice for resolving conflicts
different functions of ____
friends
183
____ focus on what they receive from friendships
| and friends with adjectives (nice)
girls
184
___ emphasize reciprocity
| and describe friends with their interests
boys
185
Families
Children do best when parents have warm, loving relationships with them and are actively engaged in helping them learn appropriate behavior
— Cooperation and consistency between parents is important
186
goal of parenting is for kids to be ____
self regulating
187
In middle childhood_____ relationships decline in warmth and conflict (though still warm and close)
sibling
188
SIbling ____ increases in MC
rivalry
189
Step siblings were characterized as ____
less negative
190
different family set ups
```
— Single Parent Families
— Blended Families
— Gay and Lesbian Families
— Adoptive and Foster Families
— Divorce
```
191
Working Parents and Childcare
—Latchkey kids
~ May fit the definition of neglect
—Quality of care and adult child interactions
—Higher social and cognitive competence
—Higher levels of cooperation and participation among children
—Higher levels of independence and social competence
—Aggression?
192
start school between ages of
5 and 7
193
Quality preschool and kindergartens are critical in helping students do well
Academic difficulties by _____ and being held back are greatest predictors of dropping out
3rd grade
194
Children’s relationship with kindergarten teachers predicted behavioral and academic outcomes though ____
8th grade
195
Caring communities
```
— Be warm and supportive
— Promote cooperation and collaboration
— Elicit students’ thinking and discussion
— Emphasize prosocial values
— Increase students’ perceived autonomy
```
196
____ = Less than 1% of early childhood children and increases to 8% in adolescence
depression
197
depression
— Affects boys and girls equally in middle childhood but girls are twice as likely to be effected in adolescence
— Biology, temperament and social factor play a role
— Genetic predisposition
— Neurochemical changes
198
signs of depression
— Frequent sadness, tearfulness or crying
— Feelings of hopelessness
— Withdrawal from friends and activities
— Lack of enthusiasm or motivation
— Decreased energy levels
— Major changes in eating or sleeping
— Increased irritability
— Frequent physical complaints
— Indecision or inability to concentrate
— Feelings of worthlessness or guilt
— Extreme sensitivity to rejection of failure
— Pattern of dark images on drawings or paintings
— Play that involves excessive aggression directed towards oneself or others, or involves persistently sad themes
— Recurring thoughts or talk of death, suicide, or self destructive behavior
199
Fears , Stress and Phobias
— Young children fear imaginary creatures, School age children fear things that pose a real threat
— Begin to worry about things that may harm significant people in their lives.
— Moving, school, and parental discord are sources of stress
— Most children learn to cope with fear and stress and can be amazing resilient
200
— Good family relationships
— Good cognitive functioning
— Easygoing temperament
— Compensatory experiences (good relations with teachers, involvement in athletics…)
are ___ factors
protective
201
Phobias
— Irrational fears that persist
— Significantly affect children’s social functioning
— 3-5% of children
~ More common in girls
202
how adults can help with phobias
— Help children feel safe and secure
— Encourage children to talk about the events and express their feelings
— Be honest
— Protect children from re-exposures to the events and reminders of the trauma
— Involve children in planning what to do to restore their sense of control in the situation
— Pay special attention to students who are affected more deeply by the events
203
```
•By age 5 or 6 majority of the children have mastered the basics of their narrative language
— Can make _____
— Can turn statements _______
— Can talk about _____
~ Cant think of ______
```
—Can make complete sentences
—Can turn statements into questions or into negative
—Can talk about past/future if relatively close
~Cant think of hypothetical situations
204
Language development is more rapid as soon as they start school
Why?
~ Learn by fast mapping
| ~ Learn new meaning for words
205
Average 6 year old has expressive vocab of 2600 words and reactive- 20,000
Then add the many meanings = about 50,000 by ___
age 11
206
age 1-18 kids learn about ___ words a day
10
207
Kids have a hard time with words such as
~ Justice
~ Economy
b/c...
— don't understand Abstract words
208
kids would not understand-
"If you were a butterfly"
because...
— Don’t understand subjective
209
If you said-
"If you were a butterfly"
a kid may respond with
"I am not a butterfly"
b/c...
— Interpret all statements as true
210
Fables are understood more than moral lessons
b/c
kids Misunderstand sarcasm and metaphors
211
Context clues = age ___
5
212
~To abstract and synthesizing a broader meaning based on many experiences by age ___
11
213
— Kids learn new words in
```
~ Homes
~ Communities
~ Church
~ Peers
~ Media
＞ Tv
＞ Magazines
＞ Games
＞ Internet
＞ Films
```
214
Young kids definitions reflect ____
personal experience
215
ways to organize
— Sequences : One two three
| — Hierarchies : Big bigger biggest
216
— 2 Main strategies of organizing
~ 1. Chunking
~ 2. Syntagmatic-paradigmatic shift
217
Chunking
＞ Larger categories then sub categories
218
Change from organizing words by what might come next (syntagmatic associations) to organizing by meaning (pragmatic associations) =
Syntagmatic-paradigmatic shift
219
Organizing words based on associations or connections
Syntagmatic-paradigmatic shift
220
You say “baby” kid says “cries”
is an example of
— Syntagmatic
because Having to do with order of words
221
You say “baby” kid says “infant”
is an example of _____
— Paradigmatic
becuse Meaning based
222
By _____children’s word play is more likely to involve meanings, puns, and double meanings
age 6 or 7
223
MC learning to use figurative lang
~ Simile
~ Metaphor
~ Idiom
224
• Syntax
— Order takes time to learn
| — By age 8 kids can hold the sentence by memory and focus on the meaning not just order
225
First _________ then using _____ such as extra clauses qualifiers and conjunctions
understand then using complex grammatical structures
226
_______ Involves the appropriate use of language to communicate
Pragmatics
227
Pragmatics in MC
— Dramatic changes in pragmatics during mid childhood (MC)
— MC developing social perspective-taking ability
~ Children who can view things differently (others views) are better at having conversations and telling stories
228
By age _____ kids understand “now” and “then”
“now” and “then” = examples of _____
age 6
Conjunctives
229
~ Conjunctives
Usually followed by information that is consistent with overall message
230
—About age _____they can use “however” “therefore” “although” “anyway”
examples of ____
age 12
~ Disjunctives
231
~ Disjunctives
They prepare listener for information that isn’t consistent
232
“I see you haven’t eaten your broccoli yet”
is an example of ____ becoming a ____
— MC learns that observations can be a hint or command
233
— Heaps
= unrelated sentences
2 year old narratives
234
— Leapfrog narrative
= jumps from topic to topic
4 year old narrative
235
Narratives focus on immediate situation
| and Supported by people places and events= ____
~ Contextualized
236
More mature stories = ______
~Talk about people places and events not apart of ones life
decontextualized language
237
— More mature stories:
```
Require organization
＞ Main characters, setting, plots
~ Plots become more defined
~ Characters thoughts and feelings
＞ Motivations
＞ Psychological and physical causes for the events and outcomes described
```
238
Narative depends on culture
~ Japanese
~ African American
~ Latino
~ Hawaiian
~ Japanese = More hiku-like
~ African American = Different events around common theme
~ Latino = Social relationships (families)
~ Hawaiian = Home life and family
239
— Metalinguistic awareness
~Understanding about language and how it works to be come explicit
＞Can use language to describe language
around age 5
240
MC are able to consider two things at once
| when telling naratives
~ Meaning trying to convey
| ~ Correctness of language
241
Regional variation of language characterized by distinct grammar, vocab, and pronunciation
— Dialect
242
— Code-switching
~ Moving between two speech forms
243
— Dialects based on gender
= genderlects
244
— Girls = more talkative and ___ speech
Affiliative speech
245
Talk intended to establish and maintain relationships
Affiliative speech
246
Boys = more competitive and talk about
rights
African American girls talk more like this too
247
T/F
— Culture effects genderlects
true
248
~ Face-to-face communication
— Contextualized language
249
~ Reading texts and grammar
— Academic Language
250
— Takes ____ years in a good quality English Language Learners (ELLs) program
2 to 3
251
— Many are losing their heritage language by ________
~ 16% retained ability to speak
~ 72% preferred English
subtractive bilingualism
252
• Second Language
Best to acquire on own in early childhood
~ Pronunciation
— Still ok to teach in MC
253
• Piaget: Concrete operational stage
— Recall if you move the same water from one cup to another then its different amounts
~ Preoperational because lack on operations (actions that are carried out and reversed mentally)
254
＞Recognition of the logical stability of the physical word
＞The realization that elements can be changed or transformed and still conserve many of their original characteristics
＞Understanding that these changes can be reversed
basic characteristics of _____
Piaget: Concrete operational stage
255
______ = Understanding that quantities such as numbers, weight, volume, or area stay the same even when their appearances change
— Conservation
256
According to Piaget the ability to solve conservation problems depends on three aspects of reasoning
______, ________, and _______
identity, compensation and reversibility
257
If nothing added or taken away then it remains the same
____ aspect of reasoning
identity
258
Change in one direction can be compensated by change in another
____ aspect of reasoning
Compensation
259
Mentally cancel out the changed that have been made
____ aspect of reasoning
~ Reversibility
260
Also important to Piaget aspect of reasoning is Classification
classification =
Ability to focus on a single characteristic of objects
~Related to reversibility
261
putting coins by date then by amount is an example of ____
classification
262
Orderly arrangement from large to small or vise versa
— Seriation
263
A
— Seriation
264
a stick A is shorter than stick B and B is shorter than stick C, then stick A is shorter than stick C
is an example of
• Transitivity
| as long as dealing with objects MC kids can do
265
Preoperational kids cant do this
Seriation and Transitivity
266
Limitations on Concrete operational thinking
?
267
Limitations on Piaget
— Underestimates children’s abilities
— Children can think abstractly in areas where they have more knowledge
— When culture or context emphasizes a cognitive ability, children growing up in that culture tend to acquire that ability sooner
268
Vygotsky: Contexts for learning Development
? (read summary)
269
The area between the child's current development and the level of development a child could achieve with support from others = ____
Zone of Proximal Development
270
_____ = Connections between teachers knowledge and a child's everyday experience and knowledge.
Scaffolding
271
~Assisted learning
~Instructional conversations
~Building on the child’s funds of cultural knowledge
= applications of ________________
Vygotsky: Contexts for learning Development
272
Giving information, prompts, reminders, and encouragement at appropriate time Then allowing children to do more and more on their own = _______
~Assisted learning
273
~Assisted learning requires _____
scaffolding
274
Teachers can adapt learning by
Demonstrating skills or thought process, walking through a difficult problem
275
Doing part of a problem
—Kid sets it up and teacher solves or vise versa
is an example of ____
Assisted learning
276
Strategies of Assisted learning
```
• Procedural facilitators
— Help students breakdown or scaffold a problem
~ Telling students to ask who, what, when, where and why
• Modeling use of Facilitators
• Thinking out loud
• Anticipating difficult areas
• Providing prompt or cue cards
• Regulating difficulty
• Providing half done examples
• Reciprocal Teaching
• Providing checklists
```
277
Designed to promote learning but it is a conversation, not a lecture or discussion = ____
Instructional Conversations
278
Instructional Conversations
table 9.4
279
Are the understandings and skill developed over generations that families need to fiction = _____
~ Funds of Knowledge
Identify and build on strengths (cultural tools)- funds of knowledge
280
Hilda Anguilo’s Application of Funds of Knowledge and cultural tools
- (She built and construct something she knew nothing about-but many of her students and their families were experts)
•The students as well as Hilda learned a lot. Also Hilda had a lot more respect for her community afterwards
281
____ = A disorder that affects the focus on a stimulus and also the awareness of and interest in phenomena
— Attention disorders
282
Attention disorders are identified in _____
in elementary school.
| • Around age 8
283
______ = The current term for disruptive behavior disorders marked by over activity, excessive difficulty sustaining attention, or impulsiveness
ADHD- (attention-deficit hyperactivity disorder)
＞ Psychologists thought that ADHD diminished as children enter adolescence, but now some think this could continue into adulthood
284
Hyperactive
Abrnormally or extremely active- quality of someone with ADHD
— Hyperactivity is not one particular condition, but two kinds of problems that may or may not occur together- attention disorders and impulsive-hyperactivity disorders, usually called ADHD.
285
Main components of the ________ system are attention, memory, processing speed, control processes, and strategies. These develop in the middle years and allow children to become problem solvers and add to their knowledge of the world.
information processing
286
_______= The verbal and sound information that is in the working part of memory. This is important, we can produce and intake verbal communication and information.
— Phonological loop
287
Phonological loop is assessed by recalling ___ and ____
words and numbers
~ This is proven due to:
＞ Children with disabilities
• Have trouble holding on to words and sounds
288
visual sketch pad is
— Visual and spacial information
Reading text and photos/ visual information will be retained for up to 20 seconds, duration of time.
remembering block designs and mazes
289
Children with disabilities have difficulty with the ___________memory such as, arithmetic and problem solving.
visual sketchpad/working
290
_____ = The worker that overseas processing. It is necessary for our working memory so we can formulate and work backwards in higher level process of thinking
— Central executive
291
_________ increases the working memory and which fully sets in place by age 4.
~Storage capacity and speed of processing increases.
~Verbal, Visual, and Mathematical subjects are learned more rapidly.
Age
292
— Visual and spatial memory occurs at _____
elementry age
Performance on working memory tasks, improve steadily over elementary and secondary education.
293
~ Systematic procedures for improving memory
— Mnemonics
294
When information has little inherent meaning, __________strategies build in meaning by connecting what you are trying to remember with established words or images.
— Mnemonics
295
~Organizing, rehearsing, elaborating, and using imagery help children move information from ____ into ______
working memory into long-term memory.
296
_____ Is a word formed from the first letter of each word in a phrase
~ Acronym
297
Use HOMES to remember the Great Lakes (Huron, Ontario, Michigan, Erie, Superior)
example of ____
~ Acronym
298
Keyword method
What are the 3 R's?
*Most well researched mnemonic strategy
3 R’s to teach the keyword method :
Recode
Relate
Retrieve
• Recode
— The to be learned vocab item as a more familiar concrete word, this is the keyword
• Relate
— Keyword clue to the definition through sentence
• Retrieve
— Retrieve the desired definition
299
Carlin means old woman:
~Think car
~the old woman is driving the car
~So the def of carlin = old woman
this is an example of ______
Keyword method
300
_______ = learn and apply strategies when coached, but they might not use the strategies spontaneously
(Children in the middle years)
— Production Deficiency
301
— Strategies can be used as mature
cultures where strategies are emphasized kids can use them better
* Around age 6, most children discover the value of using organizational strategies
* By 9 or 10, they use these strategies spontaneously
302
Older children benefit more from strategy
| —But there also are individual differences
~Some young children benefit more from coaching and strategy training than others, regardless of age
303
Compared to Americans, _____children tend to perform better on strategic memory tasks
why?
German
—Teach strategies directly and monitor strategy use in homework
—Games for their children that require strategic thinking, so the effective elements of direct teaching, modeling, practice, and monitoring of strategies
304
_______ memory through stories and narratives is an example of Vygotsky’s social constructivist theory
event memory
~stories are socially constructed with family and friends and then remembered
(remember SVU)
305
cultural differences in Event Memory
German and American kindergarteners, 2nd graders, 4th graders, and college students were all shown a video involving theft. They were interviewed a week later using a variety of questioning techniques. The German children and adults had more accurate memories using free recall and misleading question formats. The American children were more accurate when questions were unbiased
306
_______ = knowing about how your own cognitive processes work and using that knowledge to reach your goals.
— Metacognition
— Ages 5 to 7 and improve in school
307
_____ metacognition = “Knowing what to do ”Explicit, conscious, and factual knowledge about your cognitive abilities and the skills, strategies and resources needed to perform a task
— Declarative
308
__________ metacognition involves “Judging if you have the right knowledge to solve a problem”
Declarative Metacognition
309
_____metacognition = Knowing how” to use strategies, focus attention, and generally enact the plans you make
— Procedural Metacognition
310
_____metacognition involves:
Deciding where to focus attention
Determining if you understood what you just read
Devising a plan
Procedural Metacognition
311
_______ metacognition = Knowing when or why” to apply the procedures and strategies
Conditional
312
________ metacognition involves:
Revising the plan as you proceed
Determining if you have studied enough to pass a test
Evaluating a problem solution
Deciding to get help
Generally orchestrating you cognitive powers to reach a goal
Conditional
313
— Differences in metacognitive abilities
~ Age
~ Maturation
~ Strong relationships between the development of language abilities and metamemory.
314
— Declarative metacognition
~Is explicit, factual knowledge about your cognitive abilities
Knowing what to do
315
— Procedual metacognition
~ Knowing how to do
316
— Conditional metacognition
~ Knowing when and why
317
_______ = a group of mental processes that includes attention, memory, producing and understanding language, learning, reasoning, problem solving, and decision making
Cognition
318
______ = the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires, and intentions that are different from one's own
— Theory of mind
319
______ = Growth of knowledge as children development
Conceptual Development
320
_____means to outweigh or overtake.
For example, a child’s advantage in context knowledge can trump adult’s advantages in memory abilities
Trump
321
______ is a theory in which early ancestors solved problems in order to survive.
Biologically primary mathematical abilities
322
____ is when children have multiple experiences close together with the same type of problem.
. Density of relevant experiences
323
_____is when children equations that are consistent with principles they are learning and also equations that violate the principles, examples and non-examples.
Exposure to principle violations
324
_________- for this to take place children must go through 6 stages: initial discomfort with their own ideas and beliefs, attempts to explain away inconsistencies between their theories and evidence presented to them, attempts to adjust measurements or observations to fit personal theories, doubt, vacillation, and finally conceptual change.
Conceptual Change
325
_______= During this age, children develop their understanding of scientific concepts, physics is a good example
Science
326
- lack of equilibrium or stability
Disequilibrium
327
______ = people of different backgrounds come to see themselves as part of a larger
Assimilation-
328
_______ Understanding of our own and other people’s mental life – beliefs, desires, emotions, intentions, thoughts, plans, and so on.
2. ______ Judging what you know and what you don’t know, and where you learned what you do know.
Theory of Mind:
329
_____Assumes that ability is an uncontrollable trait.
Source Monitoring:
330
______: Says that ability is controllable and potentially always expanding.
Entity View of Ability:
331
_______: Traits that cannot be changed
.Incremental View od Ability
332
_______ The capacity to learn, the total knowledge acquired, and the ability to adapt
Intelligence:
333
______ The cognitive processing that involves holding/working with verbal and visual info in working memory, in order to meet goals
Fluid Cognition:
334
General Intelligence (g):
_______ mental energy
335
______: mental efficiency and reasoning ability
Fluid Intelligence
336
_______ ability to apply problem solving methods in context
Crystallized Intelligence:
337
________-Processing Actions- Broadly defined capabilities (such as holding and accessing information in short- and long-term memory or the trio of ‘intellectual’ capabilities).
Elementary Information
338
__________- Crystallized Intelligence, Fluid Intelligence, and Visual-Spatial reasoning ability
The Trio of Intelligence
339
______- The ability to apply the problem-solving methods appropriate in cultural context.
Crystallized Intelligence
340
_________=Mental efficiency and reasoning ability
Fluid Intelligence-
341
_____- Sensitive to sound, rhythms, the functions of language, and meanings of words.
_____
Linguistic
342
-Abilities to produce and appreciate rhythm, pith, and timbre. Musical expressiveness
Musical
343
_____- Being able to perceive the Visio-spatial world and to change people perception
Spatial
344
______-Abilities to control one's body and to handle objects skillfully
Bodily-kinesthetic
345
_____ Being able to respond to moods, temperaments, motivations, and desires of others.
Interpersonal-
346
______Access to one's own feelings and be able to guide and draw from them
Intrapersonal-
347
________-Abilities to recognize plants and animals and to be able to make distinctions in the natural world.
Naturalist
348
______s- The belief that there are several separate mental abilities.
Theory of Multiple Intelligence
349
_____- Applying our information processing abilities to abstract, but familiar problems such as reading a subject we know.
Analytical Intelligence
350
______- Applying the abilities to new experiences using insight and automaticity.
Creative Intelligence
351
______- selecting, shaping, and adapting to everyday situations in our lives
Practical Intelligence
352
______- cognitive process approach to understanding intelligence.
Triarchic theory of successful intelligence
353
.______- humans have many unrelated cognitive processes such as short-term memory or reaction time.
Mutualism
354
_____– a number that tells exactly how much above or below the average a person scored on the test.
Deviation IQ
355
_________the argument of whether genetics or environment affect a child’s intelligence
Nature-versus-nurture:
356
________ IQ test that a student takes alone, such as the Wechsler Scales, the Stanford-Binet 5th ed., or the KABC-II.
Individual test:
357
______ IQ test taken by a group of students, such as the Cognitive Abilities Test, the Analysis of Learning Potential, and the Kuhlman-Anderson Intelligence Tests.
. Group test:
358
______ How well or much a child is able to learn
. Aptitude for Learning:
359
______ skills not tested on IQ tests but that are useful in everyday life
Adaptive skills:
360
_______ - a number representing a person’s reasoning ability as compared to the statistical norm or average for their age, taken as 100.
IQ-
361
________- each of the major division of humankind, having distinct physical characteristics.
Race
362
______- the ability to acquire and apply knowledge and skills.
Intelligence
363
_______-the study of heredity and the variation of inherited characteristics.
Genetics
364
______- provides content for instruction intended for use in differentiated instruction and/or intensive instruction to meet student learning needs in one or more of the specific areas of reading.
Intervention programs
365
______ is the capability to think logically and to solve problems, and identify relationships that would require logic.
Fluid intelligence
366
______ is demonstrated through one’s vocabulary and general knowledge. It improves with age, as their perception of life broadens.
Crystallized abilities
367
_____The theory that people’s IQ increases through the generations based of environmental factors.
The Flynn Effect.
368
Cultural differences in conceptions of intelligence:
Aspects of intelligence emphasized by adults in their everyday notions of intelligence from different cultures
369
by when have kids developed an understanding of numbers, order, and quantity.
by the time they enter school
370
to master problem solving kids must understand _____ and _____
meaning of the words and the whole problem
371
How many more does lewis have?
more means to add
this is an example of
mastered problem solving
372
by putting 3+6 and then 6+3 later it allows students to discover community property on their own.
this is an example of
Density of relevent exsperience
373
children try to make new info fit existing ideas (assimilation) but when the fit simply wont work, and disequilibrium then accommodations (changes) in cognitive structures must be learned
this explains...
Piaget’s notions of assimilation, disequilibrium, and accommodation
374
people dont always feel the way they look
interpretation can be influenced by bias
not always know what you now know
need info to make judgemnet
people can activly think while sitting calmly
these are all examples of-
concepts of mental life
| ages 6-8
375
Fluid cognition is an important factor of ____
intelligence
376
Intelligence testing is effected by _____and ___
general and specific intelligence
377
what can you do to measure intelligence?
You can give intelligence test and see what areas people thrive in
2. You can observe people in everyday life
3. You can look at people success over a lifetime
4. Look at peoples ability to solve problems
5. Look and test peoples ability to work with numbers and vocabulary
378
3 themes of intellgence
1. capcity to learn
2. total knowledge aquired
3. ability to adapt how
379
Many forms of intellegence are hard to measure....such as
creativity
wisdom
social
and emotional skills
380
8 separate intelligences.
according to Gardner
```
Logical- mathematical,
linguistic,
musical,
spatial,
bodily-kinesthetic,
interpersonal,
intrapersonal,
naturalist
```
381
Not everyone buys into Gardner's ideas.
why?
Many believe that intelligence is not separate. Also many people believe that these intelligences are just talents.
382
3 kinds of intellegence
Analytical
Creative
Practical
383
____ intellegence uses insight and automaticity
creative
384
______is a test that has been revised 5 times. It tests fluid reasoning, knowledge, quantitative reasoning, visual abilities, and working memory.
The Stanford-Binet test
385
________ Is a commonly used individual intelligence test. Questions about concepts, vocabulary, puzzles, number sequences, general knowledge, symbols, and pictures are used to assess the child in verbal comprehension, perpetual reasoning, working memory, and processing speed.
Wechsler Intelligence Scale for Children IV
386
__________ test assesses areas such as visual processing, short term memory, fluid reasoning, long term storage and retrieval, and crystalized ability. Test was developed using samples of children with different backgrounds with a range of learning challenges
Kauffman Assessment Battery for Children II
387
______ type of test = There is no reading or writing needed to test. There are also group tests that will probably not give an accurate picture of anyone’s abilities.
Individual IQ Tests
388
intelligence is influenced by:
both: Nature and Nurture
389
Intelligence is influenced by ____ more for adults than children
genetics
390
______ = general aptitude for learning
IQ tests
391
______ reflects a child's past experience and learning
IQ scores
392
Genetic influences are maximized by
life choices
393
Scientists agree that overall __________________ causes intelligence levels
no single factor
394
lifestyles of families are important for many aspects, but they make _____________difference for the skills measured by intellegence
little long term differences
395
T/F
| nutrition does not affect the IQ tests
False
396
The difference between African American and white average IQ scores is ______ points
15 points
*however there no proof that this is because of genetics
no one knows what this is caused by
397
Prolonged exposure of
older homes and inner cities
is associated with _______
(along lines of Intelligence)
lower IQ scores
398
The definition of "smart" varies from _____ to _____
culture to culture
399
According to the Flynn effect IQ is continuing to ____
increase through gennerations by 18 points
400
What factors could be an explanation for why IQ is increasing?
```
Some explanations are:
better nutrition
medical care,
increasing complexity around us that enriches thinking,
increased literacy of parents,
more schooling,
and better preparation for taking tests
```
401
Cognitive skills can always ______ and _____
improve and evolve
402
Consequences of the Flynn Effect
the questions on the standardized IQ tests have to continually change and become more difficult.
This has negative effects. An example is that children who would not be identified as having intellectual disabilities a generation ago might be identified as disabled now based solely off the altered test questions
403
Itellingence is a current ______________
current state of affairs
