Cognitive Development in Middle Childhood (Chapter 9)

Question 1

Compensation

Answer 1

Considering two or more aspects of a situation simultaneously

Question 2

Reversibility

Answer 2

Understanding that some operations can be reversed, restoring to the original situation

Question 3

Nothing Can be Added or Subtracted Criterion

Answer 3

Focusing on what happened during the transformation between states

Question 4

Identify

Answer 4

the same material, although they look different

Question 5

Horizontal Decalage

Answer 5

-Inability to transfer learning about one type of conservation to other types

-A child masters different conservation at different ages

Question 6

Conservation in Cultures that Lack Formal Schooling

Answer 6

-There is a 1-2 year lag in the development of conservation concepts
-Specific experiences and opportunities to learn influence the development of conservation concepts

Question 7

Seriation

Answer 7

-Ability to order items along one or more dimensions
-A child who mastered seriation can put a set of objects in order from smallest to largest or arrange a series of sticks based on length

Question 8

Transitive Inference

Answer 8

-Ability to make logical connections between different objects or ideas
-If you know that A is greater than B, and B is greater than C, you can infer that A is also greater than C
-Connecting the dots and using reasoning skills to figure out relationship between things

Question 9

Class Inclusion

Answer 9

-Understanding of the relationship between a whole and its part
-Early childhood: show little understanding
Middle childhood: some understanding but not yet mature

Question 10

Inductive Reasoning

Answer 10

Particular observations of members of a class

A general conclusion about the class

Question 11

Deductive Reasoning

Answer 11

General statement about a class

Applies to particular members of that class

Question 12

What develops in Middle Childhood

Answer 12

-Metamemory
-Use of various strategies
-Knowledge
-Span or capacity of working memory
-Executive control of working memory
-Processing speed of working memory

Question 13

Processing Speed of Working Memory

Answer 13

-How quickly we can manipulate and process information in our minds
-Related to brain development: pruning of extra synapses

Question 14

Executive Control of Working Memory

Answer 14

-Ability to regulate and manage our cognitive processes
-Related to the development of prefrontal cortex
-Using executive control to manage our working memory, we better allocate our attention to the relevant information we (selective attention)

Question 15

Strategy Use in Memory Task

Answer 15

-External memory aid: reminders
-Rehearsal
-Organization
-Elaboration: making associations among things

Question 16

Metamemory

Answer 16

Understanding the process of memory

Question 17

Metacognition

Answer 17

Awareness of one’s own mental process (e.g., “I don’t know)

Question 18

Metamemory Development in Middle Childhood

Answer 18

-Increased knowledge: memory improves as children accumulate more knowledge
-Monitoring Own Memory: become better at assessing their own memory abilities
-Improved Estimation: develop ability to estimate their own memory performance more accurately
-Knowing when strategies work

Question 19

Transition to School

Answer 19

-Significant change in social context
-Importance of the 1st grade adjustment: performance has a. long-term impact

Question 20

Heath’s Study on Mismatches of Social Interactions

Answer 20

-White Middle-Class Children (At school/home): questions heard: similar questions
-Black Lower-Class Children (At School/home): hear different questions

Question 21

Factors Related to Children’s Adjustment to School

Answer 21

-Mismatches between family background and school expectation
-Previous experience: (full-day pre-school)
-Children’s social development: (emotional regulation, self-regulation, attention control, readiness to participation, interest)

Question 22

School Achievement: Influences

Answer 22

-Children: self-efficacy and attribution
-Parents: parenting style & involvement
Teachers

Question 23

Efficacy

Answer 23

-Positive association
-Helps a child’s performance

Question 24

Attribution

Answer 24

Effort or ability

Question 25

School Achievement: Cultural Differences

Answer 25

-Children
-Parent: (attribution, values on academic, and parental involvement)
-Education practices

Question 26

Intelligence Tests: Influences & Biases

Answer 26

-Schooling
-Experience
-Cultural background: (cultural bias)

Question 27

Intelligence Test

Answer 27

-Infants: Bayley Scales of Infant Development
-Preschoolers: Stanford-Binet Intelligence Scale &WPPSI-R)
-School-age Children: WISC-III)

Question 28

Gardner’s Theory of Multiple Intelligence

Answer 28

-Linguistic
-Logical-mathematical
-Spatial
-Musical
-Body-Kinesthetic
-Interpersonal
-Intrapersonal
-Naturalist