Chapter 11- Middle Childhood- Biosocial Development PDF

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Psych 150 Chapter 11- Middle Childhood: Biosocial Development Middle Childhood- The period between early childhood and early adolescence, approximately from ages 6 to 11 (healthiest and safest period of lifespan) - Growth becomes slower and more steady, muscle strengthens, gross motor skills improve, greater autonomy Childhood Overweight- In a child, having a BMI above the 85th percentile, according to the U.S. Centers for Disease Control’s 1980 standards for children of a given age Childhood Obesity- In a child, having a BMI above the 95th percentile, according to the U.S. Centers for Disease Control’s 1980 standards for children of a given age Asthma- A chronic disease of the respiratory system in which inflammation narrows the airways from the nose and mouth to the lungs, causing difficulty in breathing. Signs and symptoms include wheezing, shortness of breath, chest tightness, and coughing Reaction Time- The time it takes to respond to a stimulus, either physically (with a reflexive movement such as an eye blink) or cognitively (with a thought) - Brain Development- Synaptic Pruning (experience-dependent), myelination, maturation of corpus collosum (better coordination), prefrontal cortex continues to develop Selective Attention- The ability to concentrate on some stimuli while ignoring others - Automatization- Repetition of a sequence of thoughts and actions makes the sequence routine Aptitude- The potential to master a specific skill or to learn a certain body of knowledge IQ Test- A test designed to measure intellectual aptitude, or ability to learn in school. Originally, intelligence was defined as a mental age divided by chronical age, times 100 Flynn Effect- The rise in average IQ scores that has occurred over the decades in many nations Multiple Intelligences- The idea that human intelligence is composed of a varied set of abilities rather than a single, all-encompassing one Developmental Psychopathology- The field that uses insights into a typical development to understand and remediate developmental disorders - 1. The role of development must be considered in interpreting the symptoms and in seeking to understand its origins and course - 2. Psychopathology must be viewed in relation both to the child’s normal development and to the developmental tasks for children of his/her age - 3. The earliest precursors of disordered behavior must be studied - 4. There are multiple pathways to both normal and abnormal behavior

Comorbid- Refers to the presence of two or more unrelated disease conditions at the same time in the same person Multifinality- A basic principle of developmental psychopathology that holds that one cause can have many (multiple) final manifestations Equifinality- A basic principle of developmental psychopathology that holds that one symptom can have many causes

Attention-Deficit/Hyperactivity Disorder (ADHD)- A condition characterized by a persistent pattern of inattention and/or by hyperactive or impulse behaviors; ADHD interferes with a person’s functioning or development Specific Learning Disorder (Learning Disability)- A marked deficit in a particular area of learning that is not caused by an apparent physical disability, by an intellectual disability, or by an unusually stressful home environment Dyslexia- Unusual difficulty with reading; thought to be the result of some neurological underdevelopment Dyscalculia- Unusual difficulty with math, probably originating from a distinct part of the brain (lack basic number sense- have difficulty knowing whether e.g. 7 or 9 is larger) Autism Spectrum Disorder- A developmental disorder marked by difficulty with social communication and interaction – including difficulty seeing things from a different person’s point of view – a restricted, repetitive patterns of behavior, interests, or activities Least Restrictive Environment (LRE)- A legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn - Mainstreaming- the practice of educating students with special needs in regular classes during specific time periods based on their skills - Resource Classroom- A separate, remedial classroom in a school where students with educational disabilities, such as specific learning disabilities, are given direct, specialized instruction and academic remediation and assistance with homework and related assignments as individuals or in groups - Inclusion Class- a classroom where students with and without disabilities work together Response to Intervention (RTI)- An educational strategy intended to help children who demonstrate below-average achievement in early grades, using special intervention Individual Education Plan (IEP)- A document that specifies educational goals and plans for a child with special needs Acceleration- Educating gifted children alongside other children of the same mental, not chronological age...