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Childhood Dev't > 12. Cognitive Dev't in Middle Childhood > Flashcards

12. Cognitive Dev't in Middle Childhood Flashcards

1
Q

Which of Piaget’s cognitive stages is middle childhood?

A

Concrete operational (7-11)

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2
Q

What happens in the concrete operational stage?

A

children use mental operations

  • decentered thinking
  • can mentally reverse
  • egocentrism wanes
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3
Q

what are mental operations?

A

strategies and rules that make thinking more systematic and powerful

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4
Q

what are the limits to concrete operational thinking?

A

limited to the tangible and concrete, here and now in practical ways
- unable to think abstractly, hypothetically

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5
Q

how does children’s memory improve during middle childhood (2 ways)

A
  1. more effective memory strategies

2. factual knowledge of the world helps them organize info more completely and therefore remember better

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6
Q

what are memory strategies?

A

deliberate activities that improve remembering

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7
Q

how do memory strategies work? (3 main ways)

A
  1. help maintain info in working memory
  2. help transfer info to long-term memory
  3. help retrieve info from long-term memory
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8
Q

example of memory strategies developed in middle childhood

A
  • rehearsal
  • writing things down
  • attending to main points - outline/summary
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9
Q

how does monitoring play into memory?

A
  • choose goal, choose strategy, monitor effectiveness, reanalyze/change strategy if not effective
  • if strategy effective, identify material not learned, focus on that material
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10
Q

define script

A

a memory structure used to describe the sequence in which events occur

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11
Q

what is monitoring

A

assessing the effectiveness of a memory strategy and one’s progress towards a learning goal

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12
Q

how does knowledge aid memory

A

understanding relations between items promotes remembering by organizing information to be remembered

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13
Q

what is a psychometric theory?

A

intelligence as a hierarchy of general and specific skills.

- based on measurement of psychological characteristics, usually with a scorable questionnaire or test

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14
Q

how are psychological characteristics typically tested?

A
  • administering a large number of tests
  • if performance changes on one test match performance changes on another test, this suggests that they are measuring the same attribute
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15
Q

describe the concept of general intelligence

A

the idea that some people are more/less smart regardless of the situation or task

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16
Q

what is psychometric g?

A

intelligence as defined and measured by mental tasks (as distinct from broader, more inclusive concepts of intelligence

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17
Q

describe Carroll’s hierarchic theory of intelligence

A

g (general intelligence at the top

- eight broad categories of intellectual skill, each broken down into specific skills

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18
Q

what is the critique of Carroll’s hierarchic theory?

A

it ignores Piaget and research/theory on cognitive development

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19
Q

describe Gardner’s theory of multiple intelligences

A
  • drawn from research on child development, brain injury, gifted people
  • presents a broader theory of intelligence
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20
Q

What are the 7 types of intelligence according to Gardner?

A
  1. linguistic
  2. logical-mathematical
  3. spatial
  4. musical
  5. bodily-kinesthetic
  6. interpersonal
  7. intrapersonal
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21
Q

describe characteristics of Gardner’s 7 intelligences

A
  • each has a unique developmental history
  • each is regulated by a different brain area
  • each is associated with gifted individuals
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22
Q

define savant

A

a person who is intellectually delayed but also extremely talented in one particular domain (ex. musical)

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23
Q

define social-cognitive flexibility

A

a person’s skill in solving social problems with relevant social knowledge

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24
Q

What is the triarchic theory of successful intelligence?

A

Sternberg’s theory about intelligence: intelligence is culturally-defined.

  • Focus on processes: info-processing/strategies, experience/familiarity of tasks, personal/cultural relevance of tasks
  • based on 3 sub theories:
    1. componential theory
    2. experiential theory
    3. contextual theory
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25
Q

what is the componential sub theory?

A

the theory that intelligence depends on efficient organization and use (e.g. strategies) of basic cognitive processes, called components

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26
Q

what are components?

A

information processing skills involved in basic cognitive processing

27
Q

what is the experiential sub theory?

A

the idea that intelligence is revealed in both novel and familiar tasks (level of experience is relevant)

28
Q

what is the contextual sub theory?

A

the idea that intelligent behaviour involves skillfully adapting to an environment (cultural context: personal/cultural relevance of tasks)

29
Q

what did Sternberg caution wrt intelligence test scores?

A

Cautioned against comparing test scores of different cultural, ethnic, or racial groups: test items are not equally relevant or novel/familiar in cultural terms.

30
Q

what does brain research say about intelligence?

A
  • it arises from brain networks that are anatomically distinct
    Main components: working memory, reasoning/logic, verbal ability
31
Q

define mental age

A

the difficulty level of problems that children could correctly solve at various ages.
Simon/Binet used this to determine intelligence (6-yr-old with MA of 9 was considered bright)

32
Q

define intelligence quotient

A

Terman: the mathematical ratio of mental age to chronological age (revised Simon/Binet test as Stanford-Binet test)

IQ=MA/CA x 100

33
Q

what is an average IQ score?

A

100

34
Q

66% of children have an IQ score between _ and _

A

85 and 115

35
Q

95% of children have an IQ score between _ and _

A

70 and 130

36
Q

how are IQ scores calculated now?

A

by comparing test performance to children of the same age

37
Q

what is dynamic testing?

what is it based on?

A

measuring a child’s learning potential by having the child learn something new in the presence of the examiner and with the examiner’s help
- based on Vygotsky’s zone of proximal development and scaffolding

38
Q

what is differentiated instruction?

A

making adaptations to the classroom environment and teaching methods to accommodate children’s personal strengths, weaknesses, and preferred ways of learning.

39
Q

what is response to intervention (RTI)?

A

an educational model based on frequent progress monitoring and evidence-based, strategic responses to students’ measured achievement goals

  • an early-intervention approach
  • effectiveness as an educational strategy has not been assessed
40
Q

what is the evidence for heredity as an influence on intelligence? (2 points)

A

tests show more genetic similarity = more similar intelligence scores, more similarity over time

children’s IQs more similar to biological than adoptive parents, especially over time

41
Q

how does the HOME test demonstrate importance of environmental factors in IQ

A

high scores linked to:

  • stimulating parents
  • variety of appropriate play materials (Euro heritage)
  • well-organized home (African heritage)
42
Q

what are culture-fair intelligence tests?

A

psychological tests designed to eliminate group differences due to culture

43
Q

why don’t culture-fair intelligence tests eliminate group differences?

A
  • the testing situation itself is a cultural phenomenon
  • intercultural differences in abstract reasoning lead to cultural bias
  • wariness of strangers and bad experiences with authority figures can lead to biased results
44
Q

In short, what gender-based differences exist in intellectual skill?

A
  • girls tend to have better verbal skill

- boys tend to have better mathematical and visual-spatial skill (also environmental influences)

45
Q

define mental rotation

A

the ability to imagine how an object will look after it has been moved in space
- an element of visual-spatial ability

46
Q

describe the complications in gender-based math scores (4 points)

A
  • earlier in childhood, girls score higher, then it reverses in high school
  • girls’ test scores can be lower than class scores
  • may be influenced by social factors (girls less confidant because perceived as less capable)
  • differences could be related to boys’ higher visual-spatial skill
47
Q

define word recognition

A

the process of identifying a unique pattern of letters

48
Q

define comprehension

A

the process of extracting meaning from a sequence of words

49
Q

define phonological awareness

A

the ability to distinguish the distinctive sounds of letters

50
Q

how does word recognition occur?

A
  • individual letters are identified

- long-term memory is searched for a match

51
Q

how does reading develop in kids?

A
  • context is a big help (recognize letters better in words than in non-words)
  • with more experience, children sound out fewer words and retrieve more
52
Q

how does comprehension occur?

A

by by combining words to form propositions, then combining propositions

53
Q

what is a proposition?

A

an idea developed by combining words

54
Q

what factors contribute to improved comprehension?

A
  • working memory capacity increases (more room to hold info while identifying propositions)
  • more general knowledge allows greater understanding of read material
  • use more appropriate reading strategies
  • better comprehension-monitoring
55
Q

what 3 component skills are involved in reading?

A
  • pre-reading skills
  • word recognition
  • comprehension
56
Q

what are pre-reading skills?

A
  • knowing letter names
  • phonological awareness
  • linking sounds to the names of letters
57
Q

what 4 factors contribute to improved writing quality?

A
  • greater knowledge/access to knowledge
  • better understanding of organization
  • greater ease in writing mechanics
  • better revision skills (recognize and correct problems)
58
Q

what is a knowledge-telling strategy?

A

a writing strategy in which information on a topic is written down as it is retrieved from memory.
- often used by young writers

59
Q

what is a knowledge-transforming strategy?

A

a writing strategy in which the writer decides what information to include and how to organize it before writing it down
- used more towards the end of middle childhood

60
Q

how does mastering mechanics of writing improve writing quality?

A

focusing on correct letter formation, spelling, and grammar causes writing to suffer. Mastering these means being able to focus on other aspects (content).

61
Q

what differences are there between Japan, Taiwan, and USA? (regarding math performance)

A
  • time in school and how it was used
  • time spent on homework and attitudes towards it
  • parents’ attitudes (academic standards)
  • parents’ beliefs about effort and ability
62
Q

what factors are associated with success in school?

A
  • staff/students understand that academic excellence is the goal of school and students
  • school climate is safe and nurturing
  • parents are involved
  • progress of students/teachers/programs is monitored
63
Q

Importance of teachers: students learn most when teachers…
(7 points)

A
  • manage the class effectively so they can focus on teaching
  • believe they’re responsible for their students’ learning, and students will learn when taught well
  • emphasize mastery of subjects
  • teach actively
  • pay attention to pacing
  • value tutoring
  • teach children self-monitoring techniques to manage their own learning
64
Q

what are the benefits to computer use in schools?

A
  • tutoring
  • individualized, interactive, self-paced instruction
  • experiential learning

Childhood Dev't (15 decks)

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