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Lifespan notes week 9

by: Ashlyn Masters

Lifespan notes week 9 HDFS 2010-002

Marketplace > Auburn University > HDFS > HDFS 2010-002 > Lifespan notes week 9
Ashlyn Masters

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About this Document

These notes finish chapter 8 and begin chapter 9
Lifespan Development
Dr. Rauer
Class Notes
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This 2 page Class Notes was uploaded by Ashlyn Masters on Thursday October 13, 2016. The Class Notes belongs to HDFS 2010-002 at Auburn University taught by Dr. Rauer in Spring 2016. Since its upload, it has received 26 views. For similar materials see Lifespan Development in HDFS at Auburn University.


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Date Created: 10/13/16
Chapter 8: Socioemotional Development in Early Childhood (cont.) 10/10/16 Abuse • Physical: burns, bruises, shaking • Neglect: medical, food/clothing • Sexual • Emotional (psychological) o Direct § Yelling a lot o Indirect § Kids see/hear parents abuse each other Chapter 9: Intellectual Development 10/10/16 Piaget: Concrete Operational thought   • Organized, logical thinking • Decentration: can take into account multiple aspects of a situation (distance and speed as determining time to reach a destination, height and width of cup) • Conservation and deductive reasoning o Clay ball à string à ball o 5 + 3 = 8, 8 – 3 = 5 o Difficulties with deductive reasoning- follow experience, not logic • According to Piaget, still not abstract thinking, tied to concrete thinking Inforation processing approach • Metamemory: strategies for improving cognitive processing (rehearsal, organizing into coherent patterns) • Metacognition: thinking about thinking Chapter 9: Intellectual Development (cont.) 10/12/16 Information processing approach (cont.) • Vygotsky o Remember zone of proximal development and scaffolding o Both adults and other children provide the scaffolding à cooperative learning can be very useful (when kids help other kids) Intelligence • What is it? o The capacity to under the world, think with rationality and use resources effectively when faced with challenges • Catell divides it into: o Fluid intelligence: information processing, reasoning, memory § Increase in childhood, decrease in adulthood o Crystallized intelligence: accumulation of information, skills, strategies § Continues to grow as long as you are learning things • Binet o Intelligence is that which intelligence test measure o Started out to identify kids who needed extra help outside the classroom o His test was essentially linked to school performance – and today, that is what they predict the best • Now a deviation score o Average is 100, standard deviation is 15 o Means that 2/3 of scores fall between 85 and 115 • Most popular scales are the Stanford-Binet and the Weschler scales for children (WISC-III) and adults (WAIS) o Although tied to school performance, they are not as closely tied to performance beyond that • Racial differences in the intelligence scores o Heredity or environment? o Environment more than race- reflects socioeconomic status o What are the implications? o What is the evidence? § Reflects SES o When you account for indicators of economic and social factors, there is no difference among ethnic groups which suggests that there is an important environmental component § How does this fit into what we know about brain development?


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