jj
Kartei Details
| Karten | 360 |
|---|---|
| Sprache | Deutsch |
| Kategorie | Psychologie |
| Stufe | Grundschule |
| Erstellt / Aktualisiert | 02.01.2013 / 26.07.2022 |
| Weblink |
https://card2brain.ch/box/entwicklungspsychologie2
|
| Einbinden |
<iframe src="https://card2brain.ch/box/entwicklungspsychologie2/embed" width="780" height="150" scrolling="no" frameborder="0"></iframe>
|
2. Children with disabilities
2.2 Attention deficit hyperactivity disorder (ADHD) (Aufmerksamkeitsdefizit-[Hyperaktivitäts]Syndrom; ADHS)
- symptoms
symptoms: 1. inattention (Unaufmerksamkeit) 2. hyperactivity (Hyperaktivität) 3. impulsivity (Impulsivität)
- increasing rates of children with ADHD (boys : girls = 4-9 : 1)
2. Children with disabilities
2.2 Attention deficit hyperactivity disorder (ADHD) (Aufmerksamkeitsdefizit-[Hyperaktivitäts]Syndrom; ADHS)
- possible causes
- heredity
- low level of specific neurotransmitters
- pre- and postnatal abnormalities
- relation to decrease in physical exercise?
2. Children with disabilities
2.2 Attention deficit hyperactivity disorder (ADHD) (Aufmerksamkeitsdefizit-[Hyperaktivitäts]Syndrom; ADHS)
- treatment
- medication (Ritalin, Adderall) plus behavior management
3. Cognitive changes 3.1 Piaget’s concrete operational stage
- third stage in Piaget’s theory (from about 7-11 years)
- conservation (Konstanz; with 7-8 years)
- classification and set relations (Mengenbeziehungen)
- seriation and transitivity (Reihung und Transitivität)
3. Cognitive changes 3.1 Piaget’s concrete operational stage
- evaluation
- asynchrony in concrete operational abilities
- strong influence of education and culture
- role of information-processing capacities (attention, memory, strategies)
3. Cognitive changes
3.2 information processing
- control of attention (Aufmerksamkeit)
- improved long-term memory (knowlede and organisation)
- mental strategies (like mental imagery, elaboration; bildhafte Vorstellung, Elaboration)
3. Cognitive changes
3.2 information processing
EXPERIMENT
use of strategies (Pressley et al., 1987) samples: children from grades 1 to 6 task & material: remember 20 sentences
- manipulation: with vs. without instruction to use mental imagery
- imagery helped older (grades 4-6) but not younger children (grades 1-3)
3. Cognitive changes
3.2 information processing
- thinking
a. critical thinking b. creative thinking (divergent vs. convergent thinking)
3. Cognitive changes
3.2 information processing
- metacognition
metacognition (knowledge about factors influencing information processing)
- realistic evaluation of one's capacities
- problem-solving skills
3. Cognitive changes
3.3 Intelligence
- definition
- set of abilities concerning knowledge, problem-solving, and thinking
3. Cognitive changes
3.3 Intelligence
- the Binet test
– concept of mental age (MA) – intelligence quotient (IQ; Stern, 1912) = MA/age x 100
3. Cognitive changes
3.3 Intelligence
- the Stanford Binet Test
- normal distribution of scores
3. Cognitive changes
3.3 Intelligence
Wechsler scales (for different age groups;HAWIE, HAWIK)
...
3. Cognitive changes
3.3 Intelligence
- theoretical conceptions of intelligence
- Spearman’s g-factor
- Cattel’s fluid and crystallized intelligence (fluide/mechanische und kristalline/pragmatische)
- Sternberg’s triarchic theory (analytical, creative, and practical)
- Gardner’s 8 frames of mind (verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist)
3. Cognitive changes
3.3 Intelligence
- individual differences in intelligence - genetic influences
a. genetic influences – twin studies [see Chapter 2] [7.16-17] – interaction of genetics and environment
3. Cognitive changes
3.3 Intelligence
- indiviual differences in intelligence - enviromental influences
b. environmental influences – parental communication – types of schooling – socio-economic background
3. Cognitive changes
3.3 Intelligence
- Flynn effect
- general increase in IQ
3. Cognitive changes
3.3 Intelligence
- culuture-fair tests
- culture-fair tests (e.g. Raven's Progressive Matrices Test)
3. Cognitive Changes
3.4 Extremes of intelligence
- mental retardation
- (geistige Behinderung; IQ < 70)
3. Cognitive Changes
3.4 Extremes of intelligence
- giftedness
giftedness (Begabung; IQ > 130 or specific talent)
- typically more mature than peers and have fewer emotional problems
- early family support and deliberate practice
- highly motivated
4. Language development 4.1 Vocabulary, grammar, and metalinguistic awareness
- new mental organization of words according to linguistic concepts
- improved understanding and use of grammar
- metalinguistic awareness (knowledge about language)
- pragmatics (Pragmatik; knowledge about appropriate uses of language)
4. Language Development
4.3 Bilingualism and second language learning
- early learning optimal (before 10-12 years)
- positive effect on children's cognitive development
1. Emotional and personality development 1.1 The self and emotional development
- Erikson’s stage 4: industry vs. inferiority (Kompetenz vs. Minderwertigkeit)
Erikson’s stage 4: industry vs. inferiority (Kompetenz vs. Minderwertigkeit)
1. Emotional and personality development 1.1 The self and emotional development
- changing self-description (from 8 years on) with more use of …
– psychological features and traits – social references and comparisons
1. Emotional and personality development 1.1 The self and emotional development
- evaluation of self-esteem (Selbstwert) not always realistic
- increased capacity of self-regulation (behavior, emotions, and thoughts)
- improved emotional understanding and competence
- development and use of coping strategies
1. Emotional and personality development
1.2 Moral development
- Piaget
- change from heteronomous to autonomous morality [see Chapter 6]
1. Emotional and personality development
1.2 Moral development
- Piaget
- change from heteronomous to autonomous morality [see Chapter 6]
1. Emotional and personality development
1.2 Moral development
Kohlberg’s (1958, 1986) stages of moral development
I. Preconventional level (childhood) 1. Heteronomous morality 2. Individualism, purpose, and exchange II. Conventional level (adolescence and adulthood) 3. Mutual interpersonal expectations, relationships, and interpersonal conformity 4. Social system morality III. Postconventional level (some adults) 5. Social contract or utility and individual rights 6. Universal ethical principles
1. Emotional and personality development
1.2 Moral development
- empirical findings
- main method: justification of other’s behavior in social dilemma [8.3]
- finding: changing use of moral stages in 20-year longitudinal study
1. Emotional and personality development
1.2 Moral development
- evaluation
- positive effects of scaffolding (á la Vygotski) on development
- discrepancy between moral knowledge and behavior
- mostly studies with male participants (although only few sex differences)
- newer research focus: prosocial behavior (helping, sharing, empathy)
- not capturing other standards in other cultures
1. Emotional and personality development
1.3 Gender
- gender stereotypes
boys = independent, aggressive, powerful girls = dependent, nurturant (fürsorglich), uninterested in power
1. Emotional and personality development
1.3 Gender
- gender differences
a. physical development
- differences in height, muscle mass, hormones (concentration of androgens vs. estrogens), brain structures
- advantage of verbal abilities for girls disappeared meanwhile
- more physical aggression of boys (across cultures)
- differences in emotional display and regulation
1. Emotional and personality development
1.3 Gender
- gender - role classification
- uni-dimensional/bipolar (masculine – feminine)
- bi-dimensional (masculine and/or feminine; Bem Sex-Role Inventory)
3. Peers 3.1 Developmental changes and peer status
- findings
– importance of reciprocity in peer relationships – peer-group sizes and frequency of interactions increase – increased preference for same-sex groups
3. Peers
3.1 Developmental changes and peer status
- types of sociometric status
a. popular (beliebt) child (positive social skills)
b. average child
c. neglected (missachtet) child (most often shy)
d. rejected (abgelehnt) child (often with more serious adjustment problems)
e. controversial child
3. Peers
3.2 Bullying
bullying (Mobbing; Schikanieren) = verbal or physical behavior intended to disturb someone less powerful
- different characteristics of perpetrators (Täter) and victims (Opfer)
- medical and psychological problems of bullying
3. Peers
3.3 Friends
- importance of similarity in selection of friends
- friends serve several functions
1. The nature of adolescence
- dramatic biological changes (puberty; Pubertät)
- new experiences (e.g. drugs and sexuality)
- new developmental tasks
- period of „storm-and-stress“? (Sturm-und-Drang Periode)
2. Physical changes 2.1 Puberty
- puberty marks beginning of adolescence
– physical maturation (Reifung; incl. hormonal and bodily changes) – sexual maturation
2. Physical changes 2.1 Puberty
- order of development
boys: increase in penis and testicle size, straight pubic hair (Schamhaar),minor voice changes, first ejaculation (Ejakularche), kinky pubic pair, maximum growth in height, hair in armpits (Achselhaar), major voice changes, facial hair (Gesichtsbehaarung) girls: breasts enlarge, pubic hair (Schamhaar), hair in armpits (Achselhaar), growth in height and wider hips, first menstruation (Menarche), no voice changes
