Middle Childhood: Physical & Cognitive Development, Nutrition, Puberty & Obesity - Prof. , Study notes of Psychology

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Exam 3 Material Chapter 9: Physical and Cognitive Development in Middle Childhood Middle Childhood: ages 6-11, sometimes referred to as school-aged children Body growth in middle childhood:  Slow, regular pattern  Girls vs. boys  Lower portion of body growing fast  Bones lengthen/ossify  Muscle mass and strength  Permanent teeth arrive: by the end of early childhood begin losing front teeth, tend to come out in pairs, typical time to lose the canines and premolars  Same pace of growth from age 3-11  Girls’ rate of growth increases sharply from 11 on due to puberty  We grow on average of 2-3 inches a year in middle childhood Nutrition:  Regular eating schedule  Variety of foods with significant calcium, zinc and iron  Growth spurts  Percentage of body fat increases before puberty  Recommended: 3 meals a day and 2 snacks (fruits and vegetables)  Vast majority of girls (75%) do not get adequate amount of calcium and for boys (60%) do not get adequate amount  The fat signals to the brain that girls are ready for puberty Obesity and Overweight children in Middle Childhood (chart on elc)  Quadrupled since 1960s  Related health issues o Impaired glucose tolerance: ¼ of children with obesity have impaired glucose tolerance: the larger amount of fat makes them unable to metabolize glucose properly, makes them immune to their insulin o Shortness of breath (asthma) o Obstructive sleep apnea: stop breathing when you sleep, not getting oxygen to brain o Later cancers: breast, pancreatic, ovarian, mouth o Earlier maturation o Risk factors for health disease: 60% of kids who are overweight have at least 1 risk factor, accumulation of fat in arteries o Early death: decreases life expectancy 5-20 years o 2/3 of kids overweight at age 10 can expect to be overweight/obese in adulthood  Predictive of adult obesity  Explanations for increase Monday 03-05-12 Causes of obesity in middle childhood  Tv and video games = low physical activity  Less physical education  Busy schedule  Low SES  Marketing/availability of unhealthy food choices for children  Parents’ feeding practices  Services and technology Psychological and Social consequences of obesity  Feeling unattractive  Stereotyping  Teasing, social isolation  Depression, emotional problems  School problems  Problem behaviors  Reduced life chances Common Illness and Death in Middle Childhood  Colds  Stomach virus/flu  Ear infection  Pink eye  Sore throat Leading causes of Death in middle childhood  Motor vehicle accidents  Cancer Types of cancer in children: in book  Leukemia (1) brain(2) Other health issues common to children in middle childhood  Head lice: girls more common to get head lice, blacks less likely to get it, very communicable  Pinworms: 14% of population has had pinworm, transferred by touching anus then passed to other kids by ingesting  Asthma Asthma (auto immune disease)  Bronchial tubes very sensitive to stimuli  Increaseingly common (1980-1996)  Different rates for certain populations: children who are from low income, ethnic minority, or inner city families (higher rate, also higher deaths related to asthma), rural Africa (lower rate ) v. western industrialized countries (higher rate, 50 times greater)  Theories/ explanations for higher rates in certain populations and over time in all populations: o Obesity o Pollution o Vitamin D: helps immune system function o Cleaning chemicals o Aspirin v. Acetaminophen; aspirin when they have a certain syndrome therefore advised to give acetaminophen (anti inflammatory). Studies say it helps and studies say it hurts asthma o Hygiene hypothesis: more clean so we are not exposed to germs so our immune system is bored and start attacking the body Motor Development in Middle Childhood  Fine motor skills gains: writing, drawing, music  Gross Motor skills improvements: flexibility, balance, agility, force  President’s physical fitness test Play in Middle childhood  Games with rules and multiple players; sports early childhood Vs. middle: more in middle then in late early childhood, invented games  Rough and tumble play: type of physical play  Adult organized sports  Physical education  Video games 03-09-12 Friday (missed Wednesday 03-07-12) Language Development in middle childhood  Vocab o Increases o Connections btwn ideas (the dam bathroom) o Self esteem, popularity deviance  Early maturing boys; mostly positive o Self esteem, popularity  Late maturing: mostly positive o Self esteem, popularity  Late maturing: mostly negative o Self esteem, popularity Other health issues in adol.  Sexual activity o Sexual identity o Teenage pregnancy  Substance use and abuse Sexual identity: sequence of coming out for homosexual sexual identity  Feeling different: ages 6-12  Confusion: ages 11-15  Self acceptance: timing varies Percent of girls who have had sex  Increase as increase with age (Canada and US pretty much the same) Cross cultural comparisons of adolescent pregnancy rates  US have higher rate than other industrialized countries  Highest in 1960s-1970s 03-21-12 Wednesday Characteristics of sexually active adolescents  Personal: early puberty, tendency to violate norms, little religious involvement  Family: step, single parent, or large family, parenting extremes  Peer: sexually active friends or siblings  Educational: poor school performance, low educational goals Risks for Teen Mothers  Education of teen mother  Single parenthood: remain a single parent  Poverty: throughout their lives  Pregnancy and birth complications: less likely to get prenatal care  Parenting skills: tends to be less desirable parenting skills Substance use in adolescence  U.s. has the highest rate of adolescent drug use of any industrialized nation.  Monitoring the future study o From 2004-2005: overall drug use cigarette smoking, prescription drugs  Use of substances in adolescence has stronger more negative implications for human development than we had previously thought (especially brain development) Adolescent brain development  Especially in prefrontal cortex: o Age 10-11: increase in synaptic connections o Adolescence: pruning of unused connections, myelination, neurotransmitter changes (dopamine) Regulation of emotions  prefrontal cortex: involved in higher order cognitive functioning such as decision making o growing slowly  amygdale: involved in processing information about emotion o growing faster Piaget’s Theory: Formal operational Stage  qualitative differences  Propositional thought o Evaluating the logic of verbal propositions: break glass with a feather  Hypothetico- deductive reasoning o Deducing hypotheses from a general theory o Pendulum problem: systematic way, but if they haven’t achieved then there is a random way of doing stuff 03-23-12 Friday Evaluating Piaget’s Theory on Formal Operational Thought  Prevalence among adol.  Education  Culture  Sex/gender: male acquire before females (some studies say no to this) Information-Processing Approach  Views cognitive change as continuous  Focus is on the thinking processes (computer analogy)  Processing gains in adol  Brain development  Acknowledge only a small subset of sensory stimulation and goes to short term memory and maybe your long term memory  Unlike piaget (discontinuous) Information processing improvements in adolescence  Processing speed, capacity and automaticity  Knowledge: knowledge base is so much bigger helps ^  Attention: longer time, attended to different things  Inhibition: inhibit what you don’t want to attend to  Memory strategies: know how to study  Metacongnition: thinking about thinking, consciously coming up with memory strategies (ROY G BIV) Chapters 10 and 12 emotional and social development in middle childhood and adolescence Erikson’s psychosocial stages  List of stages  Industry v. inferiority (6-11) in middle childhood  Identity vs. role confusion (adol) in adolescence Middle childhood: industry v. inferiority  Industry: developing a sense of competence at useful skills  Inferiority: pessimism and lack of confidence in own ability to do things well Adolescence: identity v. role confusion  Identity development: exploration, self definitions, commitments  Role confusion: involves the lack of- o Exploration o Self definition o Commitment o Prior conflict resolution ( you don’t have a sense of industry/confidence) Self esteem in middle childhood  In adolescence: new dimensions of self-evaluation=added: o Close friendship o Romantic appeal o Job competence  Role of childrearing in nurturing self esteem  General self esteem is composed of: academic competence (language arts, math , other school subjects), social competence(with peers, with parents), physical/athletic competence, physic al appearance Baumrind’s parenting styles  Authoritative (best style): acceptance=high, involvement=high, control=adaptive, autonomy=appropriate  Authoritarian: low, low, high, low  Permissive/indulgent: high, too low or too high, low, high  Uninvolved: low, low, low, indifference Self esteem from middle childhood to adolescence  Self esteem: the value a person applies to his/her self concept  Patterns over time: a little bit of decline  Factors affecting o Parenting style o Encouragement from teachers: helps stabilize self esteem o School transitions: moving decreases the self esteem  Friends/peers  Outcome measures: lower levels of eating disorder (when high), more suicide (low), close relationship with parents (high), chicken or the egg? (link is there no matter what) Achievement related attributions  Mastery oriented attributions o Credit successes to ability o Attribute failure to controllable/changeable factors  Learned helplessness o Attribute failures to ability (or lack their of) o Attribute success to external factors (luck) o Believe ability is fixed and cannot be improved by effort  Influences on attribution style o Parenting/teaching style o Culture (American v. Chinese parents [mastery oriented attribution style]) 03-26-12 Self-Concept from Middle Childhood to Adolescence Self-Concept: What a person describes or understands him/herself to be like  How it changes from middle childhood to adolescence?  Nick (MC) – talks about the things he likes to do.  Jacob (A) – describes characteristics about him, personality, and things he likes to do.  Adolescence – uses more adjectives, tend to have contradictory explanations of them selves (I am very talkative with my friends but when I’m with my family I don’t talk too much). Self-descriptions become more abstract. Preconventional level Stage 1: punishment and obedience Stage 2: instrumental purpose Conventional level – social rules Stage 3: “Good Boy-Good Girl” (morality of interpersonal cooperation) Stage 4: social order maintaining Postconventional or principled level Stage 5: social contract Stage 6: universal ethical principle Stage 1: respond with “Heinz stole the drug because he will go to jail” or “why are you playing with this like that – because my mom will punish me if I play with it differently” Stage 2: make choices to get rewards “eat your vegetables to get dessert” Stage 3: peer pressure, they do something because people like that. “No one will take your bag if you steal the drug but your family will think you are inhuman” Stage 4: follow rules or laws because we have to keep our society safe and stable. Stage 5: Stage 6: *Most adults are even at stage 4 and 5 03-28-12 Wednesday Self concept from middle childhood to adolescence  Self concept: what a person describes or understands him/herself to be like  DNA cellular level o Programmed effects of specific genes  “aging genes”  Telomere shortening: chromosomes pair in nuclei every time they divide there are things at the ends of the chromosomes called telomere. Telomeres get too short and replication cannot be accomplished. As you get older your telomeres get shorter. o Random events  Mutations and cancer  Free radicals: caused by things in the environment, unstable electron in an atom can cause damage, steals from other molecules, chain reaction (happens during metabolism)  Antioxidants: help control free radicals, can donate electrons without becoming free radicals themselves, vit. C, A and beta-carotenes Theories of biological aging (organ and tissue level)  Cross linkage theory: link between protein and amino acids makes difficult to make RNA, DNA can’t rip in half, associated with aging  The brain hypothesis o Gradual failure of endocrine system: hypothalamus, pituitary gland, thermostat failure  The autoimmune theory o Declines in immune system: cells become less effective at attacking bad cells, B cells responsible for attacking bacteria and they start to breakdown and so we start catching more virus Physical changes of aging in early adulthood  Changes from age 20: hearing  Gradual changes: vision, touch, cardiovascular, respiratory, immune, muscular, and skin  Changes from age 35: fertility declines, incidence of chromosomal disorders increases Cardiovascular and respiratory changes  Heart: few resting changes lower performance under stress  Lungs: maximum vital capacity declines after 25, capacity declines 10% per decade  Ways to reduce hypertension(HBP) and keep heart/lungs healthy: o Exercise, stop smoking, reduce salt intake, alcohol consumption, decrease stress, lose weight, increase potassium 03-02-12 Monday Change in Musculoskeletal System  Muscle: o Strength peaks in med 20s o Sarcopenia: gradual loss of muscle strength and mass  Statistics: half a % per year if you are inactive, decade= 5% loss  Fast twitch (sprint muscle, deteriorate first) v. slow twitch muscle loss (endurance muscles)  Bones: o Growth in early adults: once growth plates finish growing they can’t get any longer o Calcium= still need constant input of calcium Exercise  Only one third get enough o At least 30 minutes moderate 5+ days a week o More often, more vigorous Is better  Around one third of n. Americans are inactive o Women: less likely to exercise then men o Low SES: odd work hours, don’t have equipment, childcare when you work out Benefits of exercise  Reduces fat, builds muscle  Boosts immune system, prevents some diseases  Cardio vascular benefits  Mental health benefits: stress reduction, self-esteem  Longer life Consequences of overweight  Health problems: blood pressure (heart), diabetes (fat not sensitive to insulin), cancer, liver (gallbladder), arthritis, sleep (apnea), digestive  Social discrimination and mistreatment: housing, education, careers Leading causes of death in early adulthood  Unintentional injury, cancer, heart disease, suicide, AIDS, homicide in the united states  Cancer, unintentional, suicide, heart disease infectious disease, homicide in Canada Sexual Activity in early Adulthood  Sexual behavior o Frequency and context: increases as we get into early adulthood, vast majority have had sex, context: with committed partner mostly  Increase in early adulthood o AIDs o Chlamydia: more women have then men o Syphilis: more men have then women Age at first childbirth  Average age in U.S. 25 (latest average age in u.s. history) o Peak fertility: age 22  Changes for age groups: most are between the ages 20-34  35 considered old for childbirth, eggs are considered abnormal Changes in thinking early adulthood  Theme=cognitive flexibility! o Epistemic cognition (Perry): how we arrive at our ideas/ beliefs/values that you have, justifiability of conclusions  Younger students see moral issues dualistic (black or white)  Older students see moral issues relativistic thinking (knowledge or ideas within a social context)  Dualistic v relativistic thinking (greater tolerance and flexibility) o Pragmatic thought (LaBouvie-Vief): we become more pragmatic as we move through early adulthood, can back up your “side” of the argument, you have more life experience as you get older o Cognitive affective complexity: become better at melding good and bad things together, don’t fixate on the bad things, don’t see ppl as all good or bad