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Cognitive Changes in Middle Childhood (Information Processing (Memory -…
Cognitive Changes in Middle Childhood
Piaget's
Concrete operational
stage
7-11 years
can perform concrete operations and reason logically as long as reasoning can be applied to specific or concrete examples
NOTE: operations are mental actions that are reversible/ concrete operations are operations applied to real, concrete objects
seriation
- concrete operation that involves ordering stimuli along a quantitative dimension (such as hierarchies of length, talents, etc.)
transivity
- ability to logically combine relations to understand certain conclusions
Information Processing
Memory
- long-term memory increases - holds large amount of information for a long period of time
strategies
- deliberate mental activities designed to improve the processing of information
elaboration
- an important strategy that involves engaging in more extensive processing of information to make it more meaningful
Fuzzy Trace Theory
- considers 2 types of memory representations:
1.
verbatim memory trace
- precise details of the information
2.
gist
- central idea of the information (leads to fuzzy traces which are more enduring than verbatim traces)
Thinking
- manipulating and transforming information in memory
2 important aspects are being able to think
critically
and
creatively
Critical thinking
- thinking reflectively and productively as well as evaluating the evidence
Creative thinking
- ability to think in novel and unusual ways and to come up with unique solutions to problems
convergent
vs.
divergent
thinking
Executive Function
important for 4-11 year old cognitive development and school success:
self-control/inhibition
working memory
flexibility (consider different strategies and perspectives)
Metacognition
- knowing about knowing
-usually developed at 5-6 years
Intelligence
- problem solving skills and ability to learn from, and adapt to, the experiences of everyday life
Measuring intelligence
:
Binet's Tests
- considers
mental age
(individual's mental development relative to others) and
intelligence quotient
(IQ = MA/CA * 100)
The Wechlser Scales
- provides sub-scales to measure IQ (Wechsler Preschool and Primary Scale of Intelligence: 2yrs6mnths to 7yrs3mnths).
Types of Intelligence
Stenberg's Triarchic theory of intelligence
- consists of analytic intelligence, creative intelligence, and practical intelligence (ACP)
Gardner's 8 Frames of Mind
- verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and naturalist.
Extremes of Intelligence
Intellectual disability
organic intellectual disability
- due to physical damage caused by genetic disorder/brain damage
cultural-familial intellectual disability
- IQ between 50 and 70 with no evidence of organic brain damage
Giftedness
- above average IQ (130 or higher)
Language Development
Vocabulary, Grammar, and Metalinguistic Awareness
children begin categorizing words
vocabulary increases significantly
use language in a more culture-appropriate way
metalinguistic awareness
- knowledge of language , such as knowing what a preposition is or being able to discuss the sounds of language
Reading
whole-language approach
- instruction should parallel children's natural language learning (reading materials should be whole and meaningful)
phonics approach
- reading instruction should teach the basic rules for translating written symbols into sounds