cognitive development in middle childhood
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Cognitive Development in Middle Childhood. Chapter 6. Cognitive Development (Piaget). Preoperational thinking (preschool) Egocentrism Appearance = reality No thought reversal Concrete Operational period (7-11) Less egocentric, appearances do not = reality, & mental operations possible - PowerPoint PPT PresentationTRANSCRIPT
Cognitive Development in Middle Childhood
Chapter 6
Cognitive Development (Piaget)
• Preoperational thinking (preschool)– Egocentrism– Appearance = reality– No thought reversal
• Concrete Operational period (7-11)– Less egocentric, appearances do not = reality, &
mental operations possible– Limited to concrete, real, tangible (not abstract)
Cognitive Development (Piaget)
• Formal Operational period (11->)– Mental operations are applied to non-tangibles
• Abstract thought & deductive reasoning• Hypothetical thought possible
– Basic logic possible• Even if inconsistent with facts• Problems = abstractions
Cognitive Development (Piaget)
• Critique of Piaget– Formal operational thinking not always applied
• More likely when problem self-relevant– Formal operation not end of cognitive
development (as Piaget thought it was)
• Cognitive changes continue throughout adulthood
Information Processing Views
• Cognitive develoment = gradual efficiency increases in processing information
• Use of memory strategies (rehearsal)– 7-8 year olds use this
• Older children better able to pick most effective strategy– Monitoring learning progress improves w/ age
Intelligence
• What is intelligence?– g– Multiple intelligences
• Hierarchical view– g -> intellectual skills -> specific skills
Intelligence
• Gardner: 9 intelligences– Linguistic, logical-math, spatial, musical, body-
kinesthetic, interpersonal, intrapersonal, naturalistic, existential
– Unique developmental histories– Distinct neurological control– No relation among intelligences
• E.g., savants
Intelligence
• Sternberg’s Triarchic Theory (3 subtheories)– Componential subtheory: components key
• Information processing skills that combine for task completion
– Experiential subtheory• Novel situations: application of existing knowledge• Familiar situations: automaticity key
– Contextual subtheory: • Intelligent functioning depends on context (US v. Brazil)
Intelligence Testing
• Stanford Binet, (WISC-III)– Set of tasks (verbal, spatial, math)
• Do they work?– Reliable (consistency of measurement)?
• YES!• Scores from same individual at 2 times correlate
– Valid (really measures intelligence)?• YES!• Predict school & work performance
Intelligence Testing
• WISC-III (traditional test)– Assesses existing knowledge & skills
• Dynamic testing– Assesses learning potential– Involves new material/information/skills
• Amount learned = intelligence
• Both useful for predicting future skill– Current skill & potential
Heredity of Intelligence
• Highly heritable (50%-60%)– Twin, adoption studies
• Heritability increases w/ age• Not all genes:
• MZ twin correlation < 1.0• Family environment key• Flynn effect (IQ increasing 3 pts/decade)• Interventions increase IQ, school achievement
Ethnicity & Intelligence
• Asian > European > Hispanic > African American
• Why?: NOT genetics– Socioeconomic status (not totally)– Culturally biased tests (nope)– Test taking skills (perhaps)
Interpreting Intelligence Tests
• Designed to measure school performance– Useful for predicting academic work
• Not necessarily life success indicator– At least not traditional forms of intelligence
• Social/emotional intelligence may be more key
Gifted & Creative Children
• Gifted– IQ > = 130– Exceptional talent (art, music, dance, etc.)– Not socially or emotionally troubles– Prerequisites
• Child’s love of and desire to master the subject• Excellent early instruction (challenging)• Supportive parents committed to child’s talent
Gifted & Creative Children
• Creativity: divergent thinking– Measured by naming multiple uses for objects
• Piece of paper, hanger– Must be cultivated by parents, teachers &
experiences encouraging flexibility
Mental Retardation
• Substantially below-average IQ (< 70)• Many types
– Organic (25%): due to biological problem• Down Syndrome (extra 21st chromosome)
– Familial: no known biological problem• Lower end of normal intelligence
• Profound/severe require custodial care (10%)• Moderate/mild are educable/trainable (90%)
Learning Disabilities
• Difficulty mastering academic subjects• Normal intelligence• 5% of US children but widely varied
– Language, reading, arithmetic• Treatment involves identifying specific
disability & intensive training– Can be effective in improving performance
ADHD
• Attention Deficit Hyperactivity Disorder– 3%-5% with 3x more boys– Biological roots w/ hereditary components– Symptoms (varies) can last into adulthood
• Overactivity• Inattention• Impulsivity
• Effective treatments include medication & psychosocial therapy
Reading
• Key processes• Word recognition• Comprehension
Reading
• Word recognition– Knowledge of letters– Phonological awareness
• Key predictors of reading
Reading
• Words are recognized via:– Sounding out
• Most common for beginning readers– Memory (default but used more & more w/ age & experience)
• Search for match of letter sequence– Context (used more w/ age & experience)
• Limitations on words/letters speeds recognition– The last word in this sentence is cat [no limits]– My pet dog chased the cat [something chased by dog]
Reading
• Comprehension– Combine words to form propositions
• The tall boy rode this bike– There is a boy, the boy is tall, the boy was riding
– Propositions combined to derive meaning
Reading
• Comprehension improves with age due to:– Working memory increases
• Retain more of a sentence in memory– Greater knowledge of world– Greater experience = more appropriate reading
strategies– Greater experience = better progress monitoring
Math skills
• Initial strategy includes finger counting• Grade school children begin mental
counting• Once children learn addition tables memory
retrieval is used• U.S. children far poorly v. Asian children
Schools
• American high school graduates are not highly literate– Average score < 300/500– Greater literacy may be critical to job success– How can literacy be enhanced?
Effective Schools
• Understanding that academic excellence is the goal of school & students
• Safe, nurturant climate• Parental involvement• Progress monitoring
– These factors enhance student success
Effective Teachers
• Effective classroom management• Take responsibility for student learning• Mastery approach• Active teaching style• Careful pacing• Value tutoring• Teach children progress monitoring