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\author{Dani D (Bubble)}
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  /Title (psyc-mid-childhood-cognitive-development.pdf)
  /Creator (Cheatography)
  /Author (Dani D (Bubble))
  /Subject (Psyc Mid.Childhood - Cognitive Development Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Psyc Mid.Childhood - Cognitive Development Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Dani D (Bubble)} via \textcolor{DarkBackground}{\uline{cheatography.com/121742/cs/22393/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}Dani D (Bubble) \\
  \uline{cheatography.com/bubble} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 16th April, 2020.\\
   Updated 16th April, 2020.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
  www.readability-score.com
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Concrete Observations}}  \tn
% Row 0
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\mymulticolumn{2}{x{5.377cm}}{CONSERVATION: decentration: focusing on several aspects of a problem. Reversibility: thinkinh through a series of steps and the mental ability to reverse them} \tn 
% Row Count 4 (+ 4)
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\mymulticolumn{2}{x{5.377cm}}{Classification: class inclusion problem, classification hierarchies \& can focus on general relationship between a category} \tn 
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\mymulticolumn{2}{x{5.377cm}}{SERIATION: ability to order along a numeral dimension (length/height)} \tn 
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Spacial Reasoning: the understanding of space, cognitive maps-mental maps we have of spaces & preschool- landmarks \tn 
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 & 8-10yrs - landmarks along organized route of trave; \tn 
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 & 10-12yrs - overall view of large scale space \tn 
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Limitations: difficulty in performing mental operations with abtract ideas & impact of school and culture \tn 
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\mymulticolumn{2}{x{5.377cm}}{continuum of acquisition: (gradual mastery)} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Language Development}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Metalinguistic Awareness: ability to think about a language as a system (recursive thought \& Theory of Mind)} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Vocab: increase 4x/20 new words a day, speak better} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Grammar: masters of complex constructions \& understanding of infinitives (verbal consisting of the word to plus a verb)} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Pragmatics(communicative side of language): adjusts to situations \& uses sarcasm} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Narratives: increase in organization, detail, \& expressiveness} \tn 
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{INFO PROCESSING}}  \tn
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\mymulticolumn{2}{x{5.377cm}}{Executive Function- improves with the development of the prefrontal cortex, info-processing speed and capacity are more efficient/faster} \tn 
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\mymulticolumn{2}{x{5.377cm}}{Working Memory Capacity- less time needed to process info, increase efficiency of thinking} \tn 
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Memory Strategies & elaboration: creating a relationship btwn 2 pieces if info \tn 
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 & organization: grouping related items together \tn 
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 & rehearsal: repeating info to ones self \tn 
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Attention becomes more... & flexible - adapting attention to different requirements) \tn 
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 & planful - of multistep tasks \tn 
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 & selective - attention towards relative aspects of a task \tn 
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\mymulticolumn{2}{x{5.377cm}}{Recursive Thought: ability to view a situation from at least 2 perspectives} \tn 
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Second order false belief task & the understanding that an individual's belief or representation about the world may contrast with reality \tn 
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% Row 10
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\mymulticolumn{2}{x{5.377cm}}{Cognitive Self-Regulation: process of continuously monitoring progress toward a goal, checking outcomes, \& redirecting unsuccessful attempts} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{INFO PROCESSING \& Academic Learning}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Reading: whole language approach-exposing children to complete/whole text. Phonological awareness- translating written symbols into sounds} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Math: applies strategies and reasoning appropriately. Learns facts \& skills through practice} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Definitions}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Transitive Inference: ability to seriate (arranging items/sequence) mentally} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Cognitive Self-Regulation: predicts academic success (set of constructive behaviours that affect one's use of cognitive abilities to integrate learning processes)} \tn 
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\mymulticolumn{1}{x{5.377cm}}{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} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Dynamic Assessment: pretesting, purposefully intervenes, \& then retests an ethnic-minority child} \tn 
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{INTELLIGENCE}}  \tn
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Measuring & IQ: Intelligence Quotient- represent general intelligence or reasoning ability \tn 
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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 \tn 
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SternBerg Triarchic Theory of successful intelligence: & Analytical- info processing skills (applying strategies) \tn 
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 & Creative- capacity to solve new problems \tn 
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 & Practical- application of intellectual skills in everyday situations (adapt/shape/select environments \tn 
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Gardner's Theory of Multiple Intelligence & Linguistic - poet/journalist \tn 
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 & \seqsplit{Logico-mathematical-} mathmetician \tn 
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 & \seqsplit{Musical-composer/instrumentalist} \tn 
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 & \seqsplit{Spatial-navigator/sculptor} \tn 
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\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{INTELLIGENCE (cont)}}  \tn
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 & Bodily-kinesthetic - dancer/athlete \tn 
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 & Naturalist- biologist \tn 
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 & interpersonal- therapist \tn 
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 & intrapersonal- detailed \& accurate self-knowledge \tn 
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\mymulticolumn{2}{x{5.377cm}}{Social \& Emotional Intelligence: to be able to perceive, understand, and regulate emotions} \tn 
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% That's all folks
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