PSYC 125 Lecture 5 Mid-late Childhood 1 - Napa Valley … 125...3/6/13 1 PSYC 125 HUMAN DEVELOPMENT 3/5/2013 LECTURE 5: Mid-Late Childhood: (~6 – 10-11 ) Physical and Cognitive Development

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PSYC 125 HUMAN DEVELOPMENT

3/5/2013 LECTURE 5: Mid-Late Childhood:

(~6 – 10-11 )

Physical and Cognitive Development

Dr. Bart Moore bamoore@napavalley.edu

Office hours Tuesdays 11:00-1:00 Office: 1031G

Middle and Late Childhood (~6 – 10/11) Cognitive and physical development •  Physical development

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence –  Extremes of intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

Questions? Material? Course business?

Practice Question

Wayne is a father who is very strict. He prohibits his children from watching MTV. If they are caught watching the channel—even an educational program—they are punnished. This is an example of:

A)  Authoritative parenting

B)  Authoritarian parenting

C)  Permissive parenting

D)  Neglectful parenting

E)  Wayne is Dr. Phil

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Practice Question

The sense of being male or female, which most children acquire by the time they are 3 years old, is sometimes called their:

A)  Gender type

B)  Gender state

C)  Gender role

D)  Gender identity

Middle and Late Childhood (~6 – 10/11) Cognitive and Physical development •  Physical changes and health

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

Body Growth and Change

•  Growth averages 2–3 inches per year

•  Weight gain averages 5–7 pounds a year

The Brain

•  Brain stabilizes to near adult volume

•  But, Increases in cortical thickness

•  Activation of some brain areas increase while others decrease

•  Continued increase in brain cell myelination

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Motor Development

•  Gross motor skills become smoother and more coordinated

–  Boys outperform girls in gross motor skills involving large muscle activity

•  Improvement of fine motor skills during middle and late childhood due to increased myelination of the central nervous system

Exercise

•  Higher level of physical activity is linked to lower:

• Cholesterol

• Waist size

•  insulin levels

•  Aerobic exercise in children benefits:

–  Attention

–  Memory

–  Creativity

–  goal-directed thinking and behavior

Health, Illness, and Disease

•  Middle and late childhood is a time of excellent health!

Health, Illness, and Disease

•  Overweight children (BMI)

• Heredity and environmental contexts

• _______ and ________

–  Consequences of being overweight

• Diabetes, hypertension, and elevated blood cholesterol levels

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Health, Illness, and Disease

•  Accidents and injuries

–  Motor vehicle accidents are most common cause of severe injury

•  Cancer

–  2nd leading cause of death in children 5–14 years old

–  Most common child cancer is leukemia (~40%)

–  BUT: advancements in cancer treatment are improving survival odds

Middle and Late Childhood (~6 – 10/11) Cognitive & physical development •  Physical changes and health

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

Piaget’s Cognitive Developmental Theory

•  Sensorimotor stage (infancy)

•  Preoperational stage (~2 to ~7)

•  Concrete operational stage (~7 to ~11)

–  Children can perform mental operations on real, concrete objects

–  Seriation: Ability to order stimuli along a quantitative dimension

–  Transitivity: Ability to logically combine relations to understand certain conclusions

Piaget’s Cognitive Developmental Theory

•  video

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Piaget’s Cognitive Developmental Theory

•  BUT!

–  Education and culture exert strong influences on children’s development

Piaget’s Cognitive Developmental Theory

•  BUT!

–  Education and culture exert strong influences on children’s development

•  Neo-Piagetians: Argue that Piaget got some things right but that his theory needs considerable revision

–  Elaborated on Piaget’s theory, giving more emphasis to:

•  Information processing,

• Thinking strategies

• Specific cognitive steps

Middle and Late Childhood (~6 – 10/11) Cognitive & physical development •  Physical changes and health

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence –  Extremes of intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

Information Processing: topics

•  Memory

–  Working memory

•  ‘Mental workbench’, ‘desktop’, ‘RAM’

–  long-term memory

•  ‘desk drawer’,’bookshelf’, ‘hard drive’

•  Cognition

–  Styles of thinking

–  Thinking about thinking (‘metacognition’)

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Working Memory

‘Mental workbench’

Information Processing: Memory

•  Long-term memory: Increases with age during middle and late childhood

–  Knowledge and expertise

• Experts have acquired extensive knowledge about a particular content area

Information Processing: Memory

•  Strategies for remembering

–  Elaboration

–  Engage in mental imagery

–  Understanding the material

–  Repeat with variation

Information Processing: Thinking

•  Convergent thinking: Produces one correct answer

–  Kind of thinking tested by standardized intelligence tests

•  Divergent thinking: Produces many answers to the same question

• Creativity

•  Creative thinking: Ability to think in novel and unusual ways

–  Come up with unique solutions to problems

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Information Processing: Metacognition

•  Metacognition: Cognition about cognition

–  Metamemory - Knowledge about memory

•  Executive functioning

–  Self-control/inhibition

–  Working memory

–  Flexibility

Information Processing: Executive Function

•  Executive functioning: Goal directed thinking

–  Most important for mid-late childhood:

• Self-control/inhibition

• Working memory

• Flexibility

•  Executive functioning is a better predictor of school readiness than general IQ.

Middle and Late Childhood (~6 – 10/11) Cognitive & physical development •  Physical changes and health

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence –  Extremes of intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

Intelligence

•  Ability to solve problems, learn, and adapt

•  Assessed 2 main ways

–  Wechsler Scales

–  Binet tests (Stanford-Binet test)

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Intelligence

•  Binet tests gauge:

–  Mental age (MA): Individual’s level of mental development relative to others

–  Intelligence quotient (IQ): Person’s mental age divided by chronological age, multiplied by 100

•  Normal distribution: Symmetrical distribution

–  Most scores falling in the middle of the possible range of scores

–  Few scores appearing toward the extremes of the range

The Normal Curve and Stanford-Binet IQ Scores

But, Binet tests depend on environment & culture •  Wechsler Scales

–  Different sets of tests for different age groups

–  ‘WISC-IV’ for children 6-16

• provide IQ score

• But also assess other areas

• Verbal comprehension

• Nonverbal comprehension

• Processing speed

• Working memory

Intelligence

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Intelligence

•  Are there really different types of intelligence?

Intelligence

•  Types of intelligence?

–  Robert Sternberg’s triarchic theory of intelligence

• Analytical intelligence

• Judge, compare contrast

• Creative intelligence

•  Imagine, create, invent

• Practical intelligence

• Practice and perform activities

Intelligence

–  Howard Gardner’s eight types of intelligence:

• Verbal (authors, journalists)

• Mathematical (scientists, engineers)

• Spatial (architects, artists)

• Bodily-Kinesthetic (dancers, athletes, surgeons)

• Musical (pirates? )

•  Interpersonal (teachers, therapists)

•  Intrapersonal (psychologists)

• Naturalist (farmers, landscapers)

Intelligence

–  Is intelligence dominated by nature or nurture?

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Both nature and nurture

Extremes of Intelligence

•  Mental retardation: Limited mental ability in which an individual has a low IQ and has difficulty adapting to everyday life

–  Organic retardation:

• Caused by a genetic disorder or brain damage

•  IQ is generally between 0 and 50

–  Cultural-familial retardation:

• No evidence of organic brain damage

•  IQ is generally between 50 and 70

Extremes of Intelligence

•  Gifted: Above-average intelligence (an IQ of 130 or higher) and/or superior talent for something

–  Three criteria

• Mature early (precocious)

•  Independent (‘Marching to their own drummer’)

• Passion for one or more topics

–  Domain-specific giftedness

Middle and Late Childhood (~6 – 10/11) Cognitive & physical development •  Physical changes and health

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence –  Extremes of intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

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Vocabulary, Grammar, and Metalinguistic Awareness •  Middle and late childhood

–  Dramatic changes in vocabulary (14,000 words to > 40,000 words)

–  Similar advances in grammar skills

•  Metalinguistic awareness: Knowledge about language

–  Being able define new words

• Backbone, bookmobile

–  Understanding syntax

• Understand what a preposition is

Reading

•  Whole-language approach:

–  Reading instruction should parallel children’s natural language learning

–  Teach whole sentences

•  Phonics approach:

–  Reading instruction should teach basic rules for translating written symbols into sounds

Writing

•  Parents and teachers should encourage children’s early writing

–  BUT, don’t be concerned with the formation of letters or spelling

Bilingualism and Second-Language Learning

•  Second-language learning

–  Bilingualism has a positive effect on children’s cognitive development

• Subtractive bilingualism

•  Bilingual education

–  Research supports bilingual education

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Middle and Late Childhood (~6 – 10/11) Physical and Cognitive development •  Physical changes and health

–  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget’s cognitive developmental theory –  Information processing –  Intelligence –  Extremes of intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues

U.S. Children with a Disability Who Receive Special Education Services

The Scope of Disabilities

•  Learning disability: Difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

–  Dyslexia: Severe impairment in the ability to read and spell

–  Dysgraphia: Difficulty in handwriting

–  Dyscalculia: Developmental arithmetic disorder

The Scope of Disabilities

•  The scope of disabilities

–  Attention deficit hyperactivity disorder (ADHD): Characterized by inattention, hyperactivity, and impulsivity

• Number of children diagnosed has increased substantially

• Possible causes

• Genetics

• Brain damage during prenatal or postnatal development

• Cigarette and alcohol exposure during prenatal development

• Low birth weight

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Regions of the Brain in Which Children with ADHD had a Delayed Peak in the Thickness of the Cerebral Cortex

The Scope of Disabilities

•  Emotional and behavioral disorders:

–  Serious, persistent problems that involve:

–  aggression, depression, and fears associated with personal or school matters

–  Inappropriate socioemotional characteristics

The Scope of Disabilities

•  Autism spectrum disorders (ASD): Range from autistic disorder to Asperger syndrome

–  Autistic disorder: Onset in the first three years of life

• Deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior

–  Asperger syndrome: Good verbal language skills

• Milder nonverbal language problems

• Restricted range of interests and relationships

Educational Issues

•  Individualized Education Plan (IEP): Written statement that is specifically tailored for the disabled student

•  Least Restrictive Environment (LRE): Setting that is as similar as possible to the one in which non-disabled children are educated

•  Inclusion: Educating a child with special education needs full-time in the regular classroom

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Middle and Late Childhood (~6 – 10/11) Cognitive and physical development

•  Physical development –  Body growth and change –  The brain –  Motor development –  Exercise –  Health, illness, and disease

•  Cognitive changes –  Piaget –  Information processing –  Intelligence –  Extremes of intelligence

•  Language development –  Vocabulary & grammar –  Reading & Writing –  Bilingualism and second-language learning

•  Children with disabilities –  The scope of disabilities –  Educational issues