Cognitive Development in Middle Childhood Thinking in Middle

Cognitive Development in Middle Childhood

Thinking in Middle childhood • Thought becomes more logical – Can now pass Piagetian conservation tasks • Understanding of spatial concepts improves – Can now give clear, well organanized directions; can draw and read maps

Attention in Middle Childhood Attention becomes more: • Selective • Adaptable • Planful

Steps in Planning • Postponing action to weigh alternatives • Organizing task materials n. Remembering steps of plan n. Monitoring how well plan works n. Revising if necessary

Development of Memory Strategies • Rehearsal – early grade school • Organization – soon after rehearsal – Knowledge base helps organization • Elaboration – end of middle childhood – Meaningful chunks of information • Schooling promotes using these memory strategies

Theory of Mind in Middle Childhood • See mind as active, constructive • Understand more about sources of knowledge – Mental inferences – False beliefs • Consider interactions of variables • Schooling promotes developing theory of mind

Explaining Differences in IQ • Genetics – Accounts for about half of differences • Environment – SES – Culture • Communication styles • Cultural bias in test content

Stereotype Threat • The fear of being judged on the basis of a negative stereotype that can trigger anxiety that interferes with performance – Ex: Girls don’t do well on Math exams…

Language Development in Middle Childhood • Vocabulary – Increases fourfold during school years – 20 new words a day • Grammar – Passive voice – Infinitive phrases • Pragmatics – Adjust to people and situations – Phrase requests to get what they want

Learning Two Languages • Bilingual Development – Learn both languages at the same time – Learn first language, then second – Sensitive period - childhood • Bilingual Education – Language immersion – Bilingual education

Psychosocial Development in Middle Childhood

Self-Concept in Middle Childhood • More refined me-self – Social comparisons – Emphasize competencies • Both positive and negative • Cognitive development affects structure of self-concept – Perspective taking • Social & cultural development affect content of self-concept – Real self vs. ideal self

Influences on Self-Esteem • Culture • Child-rearing practices • Messages from adults • Attributions – Mastery-oriented – Learned helplessness

Achievement-Related Attributions Mastery-Oriented • Attribute success to ability • Incremental view of ability – Can improve by trying • Focus on learning goals Learned Helplessness • Attribute failure to ability • Fixed view of ability – Cannot be changed • Focus on performance goals

Emotional Development in Middle Childhood • Self-Conscious Emotions – Pride – Guilt • Emotional Understanding – Explain using internal states – Understand mixed emotions • Emotional Self-Regulation – Motivated by self-esteem and peer approval – Emotional self-efficacy

Peer Groups • Formed from proximity, similarity • Adopt similar dress and behavior • Peer Culture – Relational aggression – Exclusion

Friendship in Middle Childhood • Personal qualities, trust become important • More selective in choosing friends • Friendships can last several years • Influence each other’s behavior

Family Relationships • Parents – Coregulation • Siblings – Rivalry – Companionship and assistance

Types of Families • • Traditional Employed parents One-child Gay & lesbian parents Single parents Divorced parents Blended Extended

International Divorce Rates

Consequences of Parental Divorce Immediate • Instability, conflict, drop in income • Parental stress, disorganization • Consequences affected by: – Age – Temperament – Sex Long-Term • Improved adjustment after 2 years • Boys, children with difficult temperaments more likely to have problems • Father’s involvement affects adjustment

Helping Families Through Divorce • Divorce mediation • Joint custody • Child support

Blended Families Mother-Stepfather Father-Stepmother • Most frequent • Boys usually adjust quickly • Girls adapt less favorably • Older children and adolescents of both sexes display more problems • Often leads to reduced father-child contact • Children in fathers’ custody often react negatively • Girls & stepmothers slow to get along at first, more positive interaction later