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Middle Childhood - Cognitive Development
Concrete ObservationsCONSERVATION: 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 | | | 8-10yrs - landmarks along organized route of trave; | | | 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 DevelopmentMetalinguistic 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 |
| | INFO PROCESSINGExecutive 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 | | | organization: grouping related items together | | | rehearsal: repeating info to ones self | Attention becomes more... | flexible - adapting attention to different requirements) | | | planful - of multistep tasks | | | 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 LearningReading: 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 |
DefinitionsTransitive 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 |
| | INTELLIGENCEMeasuring | 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) | | | Creative- capacity to solve new problems | | | Practical- application of intellectual skills in everyday situations (adapt/shape/select environments | Gardner's Theory of Multiple Intelligence | Linguistic - poet/journalist | | | Logico-mathematical- mathmetician | | | Musical-composer/instrumentalist | | | Spatial-navigator/sculptor | | | Bodily-kinesthetic - dancer/athlete | | | Naturalist- biologist | | | interpersonal- therapist | | | intrapersonal- detailed & accurate self-knowledge | Social & Emotional Intelligence: to be able to perceive, understand, and regulate emotions |
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