7/10/13. Middle and Late Childhood (~6 10/11) Cognitive and physical development. Practice Question. Questions? Material? Course business?

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~10/11 ) Development Dr. Bart Moore bamoore@napavalley.

development Physical development Body growth and change The brain Motor

s cognitive developmental theory Information processing Extremes of

Moral development Gender Peers Schools Practice Question Wayne is a father

If they are caught watching the channel even an educational program they

1 Questions? Material? Course business? PSYC 125 HUMAN DEVELOPMENT 7/9/2013 LECTURE 6: Mid-Late Childhood (~6 ~10/11 ) Development Dr. Bart Moore bamoore@napavalley.edu 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 Extremes of intelligence Emotional and personality development Emotional development Moral development Gender Peers Schools 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 1

7/10/13 Practice Question The sense of being male or female, which most children acquire by the

(~6 10/11) Cognitive and Physical development Physical changes and health Body growth and

Piaget s cognitive developmental theory Information processing B) Gender state C) Gender role

coordinated Boys outperform girls in gross motor skills involving large muscle activity Brain

childhood due to increased myelination of the central nervous system But, Increases in cortical

2 7/10/13 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 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 B) Gender state C) Gender role D) Gender identity The Brain Motor Development Gross motor skills become smoother and more coordinated Boys outperform girls in gross motor skills involving large muscle activity Brain stabilizes to near adult volume Improvement of fine motor skills during middle and late childhood due to increased myelination of the central nervous system But, Increases in cortical thickness Activation of some brain areas increase while others decrease Continued increase in brain cell myelination 2

3 Exercise Middle and late childhood is a time of excellent health! 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 Overweight children (BMI) Heredity and environmental contexts and Consequences of being overweight Diabetes, hypertension, and elevated blood cholesterol levels Health, Illness, and Disease Accidents and injuries Motor vehicle accidents are most common cause of severe injury Cancer 2 nd 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 Language development Vocabulary & grammar Reading & Writing Bilingualism and second-language learning Children with disabilities The scope of disabilities Educational issues 3

Piaget s Cognitive Developmental Theory Piaget s Cognitive Developmental Theory Sensorimotor stage (infancy) Preoperational stage (~2 to ~7)

along a quantitative dimension Transitivity: Ability to logically combine relations to understand certain conclusions video Piaget s Cognitive

Education and culture exert strong influences on children s development Neo-Piagetians: Argue that Piaget got some things right but that his

4 Piaget s Cognitive Developmental Theory 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 video 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 4

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

Children with disabilities The scope of disabilities Educational issues Information Processing: topics Memory Short term & Working memory Mental workbench, desktop, RAM long-term memory desk drawer,

5 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 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 Short term & Working memory Mental workbench, desktop, RAM long-term memory desk drawer, bookshelf, hard drive Cognition Styles of thinking Thinking about thinking ( metacognition ) 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: 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 5

6 Information Processing: Metacognition Information Processing: Executive Function Metacognition: Cognition about cognition Metamemory - Knowledge about memory Metacognition improves dramatically in middle & late childhood 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 Extremes of intelligence Language development Vocabulary & grammar Reading & Writing Bilingualism and second-language learning Children with disabilities The scope of disabilities Educational issues Ability to solve problems, learn, and adapt Assessed 2 main ways Wechsler Scales Binet tests (Stanford-Binet test) 6

Binet tests gauge: Mental age (MA): Individual s level of mental development

age, multiplied by 100 Normal distribution: Symmetric distribution Most scores

the extremes of the range The Normal Curve and Stanford-Binet IQ Scores But,

tests for different age groups WISC-IV for children 6-16 provide IQ score But

7 Binet tests gauge: Mental age (MA): Individual s level of mental development relative to others quotient (IQ): Person s mental age divided by chronological age, multiplied by 100 Normal distribution: Symmetric 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 7

intelligence Practice and perform activities Howard Gardner s eight types of intelligence: Verbal (authors, journalists) Mathematical (scientists, engineers)

8 Are there really different types of 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 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) Is intelligence dominated by nature or nurture? 8

Both nature and nurture Extremes of Mental retardation: Limited mental ability in which an

a genetic disorder or brain damage IQ is generally between 0 and 50 Cultural-familial retardation:

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

more topics Domain-specific giftedness Middle and Late Childhood (~6 10/11) Cognitive and physical

Health, illness, and disease Cognitive changes Piaget s cognitive developmental theory Information

9 Both nature and nurture Extremes of 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 Gifted: Above-average intelligence (an IQ of 130 or higher) and/or superior talent for something Three criteria Mature early (precocious) Independent ( March to their own drummer ) Passion for one or more topics Domain-specific giftedness 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 Extremes of intelligence Emotional and personality development Emotional development Moral development Gender Peers Schools 9

10 Emotional Development Developmental changes in emotional understanding Multiple emotions can be experienced in a single situation (e.g. asking someone if they like-like you) Increased awareness of the events leading to emotional reactions ( I m sad because ) Increased ability to suppress or conceal negative emotional reactions (examples?) Capacity for genuine empathy Emotional Development: Stress Stress Examples of stressful situations for childern? Older children use more coping strategies for stressful situations Reframing or rationalizing the situation Shifting thoughts away from situation Moral Development Two primary theories: Lawrence Kohlberg s Stages 3 levels, 6 stages Not everyone develops through all stages Domain specific moral development Moral domain Social domain Personal domain Moral Development Moral reasoning Feelings of anxiety and guilt are central to moral development Heteronomous morality: The first stage of moral development in Piaget s theory, occurring from approximately 4 to 7 years of age Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people Autonomous morality: children (10 and older) become aware that rules and laws are created by people we should consider the intentions as well as the consequences 10

11 Kohlberg: Level 1 Kohlberg: Level 2 Kohlberg: Level 3 Bullying: 11

12 Peers Schools Bullying Verbal or physical behavior intended to disturb someone less powerful Boys and younger middle school students are most likely to be affected 70-80% of victims and bullies are in the same classroom Cyberbullying??? Outcomes of bullying Depression, suicidal ideation, and attempted suicide Socioeconomic status and culture Low-income schools have more difficulties Lower test scores, lower graduation rates, and lower college-attendance rates Young teachers with less experience Fewer resources Schools Schools Contemporary approaches to student learning Bush s 2001 No Child Left Behind (NCLB) legislation Statewide standardized testing Schools that do not perform are defunded Culture Cross-cultural comparisons of achievement U.S. students have lower achievement in math and science than a number of other countries Asian teachers spend more of their time teaching math than American teachers 12

13 Mothers Beliefs About the Factors Responsible for Children s Math Achievement 13

BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York Department of Social Sciences

BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York Department of Social Sciences Developmental Psychology: PSY 240-1704 and 1403 Prof. Zorn, Adjunct Lecturer-Spring 2016 Extra Credit Voluntary