Cognitive Development in Middle Childhood (Chapter 9) Flashcards
Compensation
Considering two or more aspects of a situation simultaneously
Reversibility
Understanding that some operations can be reversed, restoring to the original situation
Nothing Can be Added or Subtracted Criterion
Focusing on what happened during the transformation between states
Identify
the same material, although they look different
Horizontal Decalage
-Inability to transfer learning about one type of conservation to other types
-A child masters different conservation at different ages
Conservation in Cultures that Lack Formal Schooling
-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
Seriation
-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
Transitive Inference
-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
Class Inclusion
-Understanding of the relationship between a whole and its part
-Early childhood: show little understanding
Middle childhood: some understanding but not yet mature
Inductive Reasoning
Particular observations of members of a class
A general conclusion about the class
Deductive Reasoning
General statement about a class
Applies to particular members of that class
What develops in Middle Childhood
-Metamemory
-Use of various strategies
-Knowledge
-Span or capacity of working memory
-Executive control of working memory
-Processing speed of working memory
Processing Speed of Working Memory
-How quickly we can manipulate and process information in our minds
-Related to brain development: pruning of extra synapses
Executive Control of Working Memory
-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)
Strategy Use in Memory Task
-External memory aid: reminders
-Rehearsal
-Organization
-Elaboration: making associations among things
Metamemory
Understanding the process of memory
Metacognition
Awareness of one’s own mental process (e.g., “I don’t know)
Metamemory Development in Middle Childhood
-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
Transition to School
-Significant change in social context
-Importance of the 1st grade adjustment: performance has a. long-term impact
Heath’s Study on Mismatches of Social Interactions
-White Middle-Class Children (At school/home): questions heard: similar questions
-Black Lower-Class Children (At School/home): hear different questions
Factors Related to Children’s Adjustment to School
-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)
School Achievement: Influences
-Children: self-efficacy and attribution
-Parents: parenting style & involvement
Teachers
Efficacy
-Positive association
-Helps a child’s performance
Attribution
Effort or ability
School Achievement: Cultural Differences
-Children
-Parent: (attribution, values on academic, and parental involvement)
-Education practices
Intelligence Tests: Influences & Biases
-Schooling
-Experience
-Cultural background: (cultural bias)
Intelligence Test
-Infants: Bayley Scales of Infant Development
-Preschoolers: Stanford-Binet Intelligence Scale &WPPSI-R)
-School-age Children: WISC-III)
Gardner’s Theory of Multiple Intelligence
-Linguistic
-Logical-mathematical
-Spatial
-Musical
-Body-Kinesthetic
-Interpersonal
-Intrapersonal
-Naturalist
