Question 7

Question 1

Explain what differences you expect to see when interacting with a 9-year old child as compared to an educated adult on the following tasks. Also, explain WHY those differences arise (use a clear theoretical foundation for making this defense): A standard digit span task

Answer 1

1) Variation in short-term memory capacity
2) Rehearsal strategies
3) Speed of processing
4) Processing capacity
5) Processing efficiency
6) Visuospatial sketchpad and/or phonological loop deficiencies
7) Greater resistance to interference
8) Inhibition of undesired responses
9) Executive control/function
a. Controlling attention
b. Suppressing impulses
c. Coordinating information in WM

Question 2

Explain what differences you expect to see when interacting with a 9-year old child as compared to an educated adult on the following tasks. Also, explain WHY those differences arise (use a clear theoretical foundation for making this defense): A timed reading comprehension test written at the reading level for an average 12-year old

Answer 2

1) Working memory
a. Speed
b. Capacity
c. Efficiency
d. Self regulation
e. Attention
f. Reading comprehension awareness
2) Executive control
3) Central executive: coordinates incoming information with information already in the system, and it selects, applies, and monitors strategies that facilitate memory storage, comprehension, reasoning, and problem solving.
4) Vocabulary development
a. a good vocabulary was linked with reading comprehension in second-grade students. Having a good vocabulary helps readers access word meaning effortlessly. The automatization of word identification frees cognitive resources for understanding the text.
5) Metalinguistic awareness
a. Knowledge about language, such as knowing what a preposition is or the ability to discuss the sounds of a language. Metalinguistic awareness allows children “to think about their language, understand what words are, and even define them”. It improves considerably during the elementary school years. Defining words becomes a regular part of classroom discourse, and children increase their knowledge of syntax as they study and talk about the components of sentences such as subjects and verbs.
6) Content knowledge
a. Frees up cognitive resources and depletes cognitive load
7) Comprehension monitoring
a. Paraphrasing
b. Self questioning
c. rereading
8) Metacognition

Question 3

Explain what differences you expect to see when interacting with a 9-year old child as compared to an educated adult on the following tasks. Also, explain WHY those differences arise (use a clear theoretical foundation for making this defense): Remembering a lengthy set of verbal directions (e.g., directions for how to get to a destination that involves no less than 8 roads or landmarks)

Answer 3

1) Phonological loop
a. STM buffer
2) Visuospatial sketchpad
a. STM buffer
3) Spatial rehearsal
a. the process of mentally refreshing stored locations to keep them highly accessible.
4) Miller’s 7+/-2 suggests that both individuals would have a hard time with this task, yet the older adult might have at his/her resource disposal the skill of chunking(items grouped into higher
levels units of organization)

Question 4

Explain what differences you expect to see when interacting with a 9-year old child as compared to an educated adult on the following tasks. Also, explain WHY those differences arise (use a clear theoretical foundation for making this defense): Solving a complicated riddle

Answer 4

1) WM
2) Abstract reasoning
3) Complex thinking
a. Piaget formal operations which a 9 year old has not reached. They are likely to not have the cognitive capacities to reason through a complicated riddle
I. Hypothetio-deductive reasoning (educated adult)
4) Prefrontal cortex development
a. Higher level Thinking (complex cognitions)
b. Planning
c. Reasoning
d. Integration of information

Question 5

Explain what differences you expect to see when interacting with a 9-year old child as compared to an educated adult on the following tasks. Also, explain WHY those differences arise (use a clear theoretical foundation for making this defense): Writing a short story explaining what life would be like in Great Britain, Germany, and the United States if the U.S. did not enter World War II.

Answer 5

1. The 9 year old will most likely have a difficult time engaging in hypothetical deductive reasoning
2. Complex coordination of cognitive information

Question 6

1. Explain what differences you expect to see when interacting with a 9-year old child as compared to an educated adult on the following tasks. Also, explain WHY those differences arise (use a clear theoretical foundation for making this defense): Listening to and supporting a person with a difficult personal experience (tragedy, loss, etc).

Answer 6

1) Emotional understanding
a. Perspective taking
b. Empathy
c. Emotional self-regulation
i. Problem centered coping (appraise the situation as changeable, identify the difficulty, and solve the problem)
ii. Emotion-centered coping (internal, private, and aimed at controlling distress when little can be done about the outcome)
d. Emotional self-efficacy
2) Egocentrism
3) Concrete operational thinking is overwhelmingly limited to the reality of the self with little transcendence beyond the self
4) Attentional control
5) Social competence
6) Social cognitive skills
a. Role taking skills (Selman)
i. By age 9, children realize that someone else can have a different view, but they also are able to think about the other person’s point of view. However, it is not until stage 3 (ages 10 to 12) that children can systematically compare their own and another person’s point of view. In this stage, they can also take the perspective of a third party and assess the points of view of two other people.