MIDDLE CHILDHOOD CHAP 12

Question 1

In what Piagetian stage of cognitive development are 7-11 year-olds?

Answer 1

Concrete operational stage

Question 2

Be able to define the following Piagetian terms: operations, decentration, reversibility, and conservation. Give an example of each.

Answer 2

Operations- mental actions that obey logical rules

Decentration- focusing on several aspects of a problem and relating them, rather than centering on just one.

Reversibility- the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point

Conservation- provides clear evidence of operations

Question 3

What is seriation? What is transitive inference? Give an example of each.

Answer 3

Seriation - The ability to order items along a quantitative dimension, such as length or weight ex. Arrange sticks in diff lengths

Transitive inference- seriate mentally ex stick a is longer than stick b or stick b is longer than stick c etc.,

Question 4

What is the class inclusion problem? What cognitive skill does it measure? How do school-aged children differ in this skill, compared to preschoolers? How does this skill contribute to the hobbies of school-aged children?

Answer 4

Intergate three relations at once

Enhanced classification

They are able to separate objects by categories. Ex baseball cards (by position, by league, by team)

Question 5

What is a cognitive map? Describe developmental changes in children’s cognitive maps during middle childhood. Describe some cultural differences in children’s map making.

Answer 5

Cognitive map– their mental representations of spaces, such as a classroom, school, or neighborhood.

By age 9 organized showing landmarks along an organized route of travel

The indian depicted many landmarks of features of social life in a small area near her home. The US boy drew more extended space and highlighted main streets and key directions but included few landmarks and people.

Question 6

What is an important limitation of concrete operational thought?

Answer 6

Children think in an organized, logical fashion only when dealing with concrete information they can perceive directly. Ex “Susan is taller than Sally, and Sally is taller than Mary. Who is the tallest?”

Question 7

According to neo-Piagetian theorists, what activities promote the development of operational thinking during middle childhood?

Answer 7

The pouring of liquids into diff containers

operational thinking can be best be understood in terms of gains in information processing speed rather than a sudden shift to new stage

Question 8

Be able to describe the three ways listed in your text that attention changes during middle childhood. Give examples of each.

Answer 8

Selective

Flexible

Planful

Question 9

What is an attention deficit disorder (formerly referred to as ADHD)? What are some key symptoms? What are its origins? What is the most common treatment for attention deficit disorders?

Answer 9

attention deficit hyperactive discorder

Cannot stay focused, act impulsively, ignore social rules, lash out when frustrated

Runs if families, highly heritable

the brains of children with ADHD grow more slowly and are about 3 percent smaller in overall volume, with a thinner cerebral cortex

Stimulant medication

Question 10

Be familiar with children’s memory strategies during middle childhood and how they change.

Answer 10

rehearsal: repeating information to her self.

Organization: grouping related items together; stating catagorey names.

End of childhood children use elaboration which is creating relationship, or shared meaning between 2 or more meanings peices of information that are not members of of the same category.

ex to remember fish and pipe “the fish is smoking a pipe”

Question 11

What is cognitive self regulation? Why is this capacity important for academic success?

Answer 11

the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts.

develop a sense of academic self-efficacy—confidence in their own ability

Question 12

Be familiar with Sternberg’s triarchic theory of successful intelligence.

Answer 12

It is made of 3 broad, interacting intelligence: 1. analytical intelligence or information processing skills 2. creative intelligence, the capacity to solve novel problems and 3. practical intelligence, application of intellectual skills in everyday situations. Intelligent behavior involves balancing all three intelligence to achieve success in life according to ones personal goals and the requirements of ones cultural community

Question 13

What is emotional intelligence? Is it correlated with IQ? Other skills?

Answer 13

a set of skills for accurately perceiving, reasoning about, and regulating emotion

associated with self-esteem, empathy, prosocial behavior, cooperation, leadership skills, and academic performance

Question 14

What has adoption research shown regarding environmental effects on children’s IQ?

Answer 14

confirms that heredity and environment jointly contribute to IQ.

Question 15

What is the Flynn effect?

Answer 15

The steady increase in IQ from one generation to the next.

Question 16

What is stereotype threat? Give an example.

Answer 16

The fear of being judged on the basis of a negative stereotype, which can trigger anxiety that interferes with performance.

Ex women are bad at math or asians are better than whites in math

Question 17

What is dynamic assessment? When and why is it used?

Answer 17

helps many minority children perform more competently on mental tests.

an innovation consistent with Vygotsky’s zone of proximal development, the adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support. - used to reduce cultural bias in testing, reduce high-stake testing

Question 18

What interventions are useful in reducing cultural bias in child testing?

Answer 18

Persuading students that their intelligence depends heavily on effort

encourage minority students to affirm their self-worth by writing a short essay about their most important values (for example, a close friendship or a self-defining skill)

Question 19

What is creativity? What is the difference between divergent and convergent thinking? How is convergent thinking assessed? How is divergent thinking assessed?

Answer 19

Creativity– ability to produce work that is original yet appropriate—something that others have not thought of that is useful in some way

Divergent- unusual and multiple possibilities when faced with a task

Convergent – arriving at a single correct answer and emphasized on IQ tests

Verbal measure (name a use for newspaper) figural measure (draw as many pictures from circles)

Question 20

What is metalinguistic awareness? Give an example.

Answer 20

the ability to think about language as a system. Ex rhyming, jokes, riddles

Question 21

Be able to describe developmental changes in different child language skills during middle childhood. By how much does children’s vocabulary increase during middle childhood?

Answer 21

Able to go From happy to happiness or from decide to decision

Comprehension of 40,000 words.

Question 22

Describe how the cognitive skills of bilingual children differ from those of monolingual children.

Answer 22

develop denser gray matter in left-hemisphere areas devoted to language
are advanced in selective attention, analytical reasoning, concept formation, and cognitive flexibility,
as well as certain aspects of metalinguistic awareness

Question 23

Describe differences between traditional, constructionist, and social constructivist classrooms. What kinds of activities are children encouraged to do in each type of classroom?

Answer 23

Traditional – the teacher is the sole authority for knowledge, rules, and decision making and does most of the talking.

Constructionist– encourages students to construct their own knowledge/learning centers, small groups and individuals solving self-chosen problems, and a teacher who guides and supports in response to children’s needs.

Social – children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understandings