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Middle Childhood - Cognitive Development
Concrete Observations
CONSERVATION: decentration: focusing on several aspects of a problem. Reversibility: thinkinh through a series of steps and the mental ability to reverse them |
Classification: class inclusion problem, classification hierarchies & can focus on general relationship between a category |
SERIATION: ability to order along a numeral dimension (length/height) |
Spacial Reasoning: the understanding of space, cognitive maps-mental maps we have of spaces |
preschool- landmarks |
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8-10yrs - landmarks along organized route of trave; |
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10-12yrs - overall view of large scale space |
Limitations: difficulty in performing mental operations with abtract ideas |
impact of school and culture |
continuum of acquisition: (gradual mastery) |
Language Development
Metalinguistic Awareness: ability to think about a language as a system (recursive thought & Theory of Mind) |
Vocab: increase 4x/20 new words a day, speak better |
Grammar: masters of complex constructions & understanding of infinitives (verbal consisting of the word to plus a verb) |
Pragmatics(communicative side of language): adjusts to situations & uses sarcasm |
Narratives: increase in organization, detail, & expressiveness |
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INFO PROCESSING
Executive Function- improves with the development of the prefrontal cortex, info-processing speed and capacity are more efficient/faster |
Working Memory Capacity- less time needed to process info, increase efficiency of thinking |
Memory Strategies |
elaboration: creating a relationship btwn 2 pieces if info |
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organization: grouping related items together |
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rehearsal: repeating info to ones self |
Attention becomes more... |
flexible - adapting attention to different requirements) |
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planful - of multistep tasks |
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selective - attention towards relative aspects of a task |
Recursive Thought: ability to view a situation from at least 2 perspectives |
Second order false belief task |
the understanding that an individual's belief or representation about the world may contrast with reality |
Cognitive Self-Regulation: process of continuously monitoring progress toward a goal, checking outcomes, & redirecting unsuccessful attempts |
INFO PROCESSING & Academic Learning
Reading: whole language approach-exposing children to complete/whole text. Phonological awareness- translating written symbols into sounds |
Math: applies strategies and reasoning appropriately. Learns facts & skills through practice |
Definitions
Transitive Inference: ability to seriate (arranging items/sequence) mentally |
Cognitive Self-Regulation: predicts academic success (set of constructive behaviours that affect one's use of cognitive abilities to integrate learning processes) |
Emotional Intelligence (EQ): is the capability of individuals to recognize their own emotions and those of others; predicts many aspects of success in the workplace |
Dynamic Assessment: pretesting, purposefully intervenes, & then retests an ethnic-minority child |
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INTELLIGENCE
Measuring |
IQ: Intelligence Quotient- represent general intelligence or reasoning ability |
WISC-IV: Weschler Intelligence Scale For Children-IV: was made to downplay culture dependent info.measure general intelligence |
four broad factors: verbal reasoning, perceptual reasoning, working memory, and processing speed |
SternBerg Triarchic Theory of successful intelligence: |
Analytical- info processing skills (applying strategies) |
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Creative- capacity to solve new problems |
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Practical- application of intellectual skills in everyday situations (adapt/shape/select environments |
Gardner's Theory of Multiple Intelligence |
Linguistic - poet/journalist |
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Logico-mathematical- mathmetician |
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Musical-composer/instrumentalist |
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Spatial-navigator/sculptor |
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Bodily-kinesthetic - dancer/athlete |
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Naturalist- biologist |
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interpersonal- therapist |
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intrapersonal- detailed & accurate self-knowledge |
Social & Emotional Intelligence: to be able to perceive, understand, and regulate emotions |
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