Developmental Psychology - Middle and Late Childhood Part 2
This deck covers key concepts in developmental psychology related to middle and late childhood, focusing on intelligence testing, learning disabilities, mental disorders, and self-concept development.
most widely used individual test • Another common test is Stanford-Binet Intelligence Scales
o Wechsler Intelligence Scale for Children (WISC-IV
Key Terms
most widely used individual test • Another common test is Stanford-Binet Intelligence Scales
o Wechsler Intelligence Scale for Children (WISC-IV
a popular group tests for kindergarten thru Grade 12 o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know o Cortical thickness is influenced by genes
o Otis-Lennon School Ability Test o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well...
conventional intelligence tap only three types of intelligence: linguistic, logical-mathematical, and to some extent spatial
o Theory of Multiple Intelligence
– intelligence consists of three elements: a. Componential: analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results b. Experiential: insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together c. Contextual: practical, helps people deal with their environment; the ability to size up situation and decide what to do
o Triarchic Theory of Intelligence
an individual test for ages 3-18, designed to evaluate cognitive abilities in children with diverse needs and from varying cultural and linguistic backgrounds
o Kaufman Assessment Battery for Children (K-ABC-II)
an individuals belief that they can execute behaviors necessary to attain specific performance
o Self-Efficacy o Doing well in school increases self-efficacy o Girls tend to do better in school than boys o Children who are disliked by their p...
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| Term | Definition |
|---|---|
most widely used individual test • Another common test is Stanford-Binet Intelligence Scales | o Wechsler Intelligence Scale for Children (WISC-IV |
a popular group tests for kindergarten thru Grade 12 o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know o Cortical thickness is influenced by genes | o Otis-Lennon School Ability Test o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know o Cortical thickness is influenced by genes |
conventional intelligence tap only three types of intelligence: linguistic, logical-mathematical, and to some extent spatial | o Theory of Multiple Intelligence |
– intelligence consists of three elements: a. Componential: analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results b. Experiential: insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together c. Contextual: practical, helps people deal with their environment; the ability to size up situation and decide what to do | o Triarchic Theory of Intelligence |
an individual test for ages 3-18, designed to evaluate cognitive abilities in children with diverse needs and from varying cultural and linguistic backgrounds | o Kaufman Assessment Battery for Children (K-ABC-II) |
an individuals belief that they can execute behaviors necessary to attain specific performance | o Self-Efficacy o Doing well in school increases self-efficacy o Girls tend to do better in school than boys o Children who are disliked by their peers tend to do poorly in school o Many educators argue that smaller classes benefit students |
significantly subnormal cognitive functioning | o Intellectual 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 | o Learning Disabilities |
most commonly diagnosed LD; severe impairment in their ability to read and spell | a. Dyslexia |
difficulty in handwriting | b. Dysgraphia |
developmental arithmetic disorder | c. Dyscalculia |
most common mental disorder in childhood | o ADHD |
Pervasive Developmental Disorder | o Autism Spectrum Disorder |
severe developmental ASD that has onset during the first 3 yrs of life | • Autistic Disorder |
mild ASD | • Asperger Syndrome |
the ability to see things in a new light-to produce something never seen before or to discern problems others fail to recognize and find new and unusual solutions | o Creativity |
seeks single correct answer | o Convergent Thinking |
involves coming up with wide array of fresh possibilities | o Divergent Thinking |
broad, inclusive self-concepts that integrate various aspects of the self | o Representational Systems |
children that aren’t allowed to “be children” and push into one area of competence | o Maladaptive Tendency: Narrow Virtuosity |
– suffer from inferiority complexes | o Malignant Tendency: Inertia |
– voluntary control of emotions, attention, and behavior | o Emotional Self-Regulation |
broad categories that reflect general impressions and beliefs about males and females | o Gender Stereotypes |
children and parents share power | o Coregulation |
anxiety, fear, depression-anger turned inward | • Internalizing behaviors |