chapter 7: cognitive processes and academic skills
TRANSCRIPT
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Chapter 7:
Cognitive Processes and Academic Skills
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Chapter 7: Cognitive Processes and Academic Skills
Chapter 7 has three modules:
Module 7.1 Memory
Module 7.2 Problem Solving
Module 7.3 Academic Skills
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Memory
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Origins of Memory
Overview• Memory origins laid
down in early life
• 2-3 mos: past events remembered but recall decreased over time
• Cue can elicit forgotten memory
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Origins of Memory: Brain Development and Memory
Infants remember and forget, and can be prompted to remember forgotten things
• Improvements in memory are related to brain growth• Amygdala• Hippocampus• Frontal cortex
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Strategies for Remembering
Memory strategies: activities that improve remembering
• Preschoolers use simple strategies
• Older children and adolescents use organization, elaboration, and rehearsal
Do you know the difference between these?
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Strategies for Remembering
• Metacognition
• Metamemory
• Metacognitive knowledge
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Metacognitive Knowledge
Important Features• Cognitive self-
regulation
• Understanding of connections among goals, strategies, monitoring, and outcomes
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Knowledge and Memory
Knowledge helps to organize memory but can distort recall
• Scripts• Autobiographical memory• Infantile amnesia• Preschoolers’ testimony
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Effects of Knowledge on Memory
• Adults remember more numbers than children
• 10-year-olds recall object positions more accurately
Do you know why?
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Network of Knowledge
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Fuzzy Trace Theory
• Memories stored verbatim or in gist form
• Older children represent memories in gist form instead of verbatim
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Autobiographical Memory and Infantile Amnesia
Autobiographical memory
Infantile amnesia
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Eyewitness Testimony
Memory distortion may occur with • Inappropriate questionings• Overheard comments• Conversations of adults or peers
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Eyewitness Testimony: Interviewing Strategies
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Problem Solving
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Developmental Trends in Problem Solving
• Problem solving effectiveness increases with age
• Research shows that even young children sometimes show remarkable skill
• Adolescents often prone to error
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Features of Child and Adolescent Problem Solving
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Scientific Problem Solving
Children and even adolescents exhibit faulty scientific reasoning
• Confound variables• Reach conclusions prematurely• Have difficulty integrating theory and data
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True or False?
Even young children can be trained to think more scientifically.
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Academic Skills
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Reading
Reading in a complex learning process• Prereading skills (phonological awareness)
• Reading skills • Sounding out and whole word recognition• Comprehension• Recognizing words and decoding• Changes in working memory, knowledge,
monitoring, and reading strategies improve comprehension
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Reading
Readers use:• Context to recognize letters and words• Direct retrieval• Phonics• Complementary phonics strategies
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Factors Related to Improved Comprehension
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Writing
Older writers• Know how to organize their writing• Deal better with mechanical requirements of
writing• Are better able to revise• Have more to tell
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Factors Related to Improved Writing
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Knowing and Using Numbers
Babies learn that quantity or amount is related to object differences.
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Knowing and Using Numbers
Early counting follows 3 basic principles• one-to-one principle• stable-order principle• cardinality principle
Children use many different, multiple strategies
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Knowing and Using Numbers
Adding and Subtracting• 4 to 5 year olds encounter simple arithmetic
problems • Counting aloud and finger counting
strategies
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Knowing and Using Numbers
Math skills lower in U.S. than many other countries.
Do you know why?
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Educational Implications: What the Japanese System Teaches Us