Epy 2050 – Flashcard

7-11 years old, thought is more logical flexible and organized

Capacity to think through series of steps and mentally reverse direction, returning to start

Ability to order items along a quantitative dimension, such as length or weight (sticks from big to small)

Seriate mentally

7-10 years old, can focus on relations between a general category and 2 specific categories at the same time

Mental representations of familiar large-scale spaces, neighborhoods or school for example

Young elementary school kids sometimes produce strategies but not consistently, fail to control or execute strategies

Exectue strategies consistently but their performance either doesn't improve or improves less

Preschoolers rarely engage in attentional strategies. They fail to produce strategies

Mid-elementary years children use strategies consistently and performance improves

Repeating information to self

Creating relationship between 2 or more pieces of information that are not members of same catagory

Grouping related items together

Older children view mind as active, constructive

thinking about thought

Process of continuously monitoring progress toward a goal, checking outcomes and redirecting

ability to process and adapt to emotional information

Generation of multiple and unusual possibilities when faced with a task or problem

Arriving at a single correct answer emphasized on intelligent tests

Preschool- Include landmarks in their maps but they are not accurately placed Age 8-10- Maps become better organized, showing landmarks along an organized route of travel Age 10-12- Maps are able to form an overall view of a large scale space; readily draw and read maps, grasps notion of scale, or the proportional relation between a space and its map representation

-Mental operations only work best with objects that are concrete -Problems with abstract ideas (ones not apparent in the real world) -Continuum of acquisition, or gradual mastery of concrete operational tasks

Gradual mastery of logical concepts, For example, kids will usually grasp conservation of number first, followed by length, liquid and mass, and then weight--Rather than coming up with general logical principles that they apply to all relevant situations, children seem to work out the logic of each problem separately

...gains in information-processing speed rather than a sudden shift to a new stage. For example, Case proposed that with practice, cognitive schemes demand less attention and become more automatic; this frees up space in working memory so children can focus on combining old schemes and generating new ones (For instance, the child who sees water poured from one container to another recognizes that the height of the liquid changes, and as this understanding becomes routine, the child notices that the width of the water changes as well)

Networks of concepts and relations that permit children to think more effectively in a wide range of situations--these conceptual structures that emerge from integrating concrete operational schemes are broadly applicable principles that result in increasingly complex, systematic reasoning, signifying the transition to formal operational thought

Piaget views cognitive development as DISCONTINUOUS, or as restructuring of children's thinking.... That during the school years, children apply logical schemes to many more tasks. In this process, their thought seems to change quantitatively-toward a more comprehensive grasp of the underlying principles of logical though

1. Attention & 2. Memory

1. Increases in information-processing speed and capacity- time needed to process information on a wide variety of cognitive tasks declines rapidly between ages 6 and 12. This suggests a biologically based, age-related gain in speed of thinking, possibly due to myelination and synaptic pruning in the brain. Indeed, digit span, which assesses the basic capacity of working memory, increases from about 5 digits at age 7 to seven digits at age 12 2. Gains in inhibition- individuals skilled at inhibition can prevent their minds from straying to irrelevant thoughts, an ability that supports many information-processing skills by preserving space in working memory for the task at hand

1- Production Deficiency: Preschoolers rarely engage in attentional strategies. They fail to produce strategies when they could be helpful 2- Control Deficiency: Young elementary school children sometimes produce strategies but not consistently. They fail to control or execute strategies effectively 3- Utilization Deficiency: Slightly later, children execute strategies consistently, but their performance either does not improve or improves less than that of older children 4- Effective Strategy Use: By the mid-elementary school years, children use strategies consistently, and performance improves

Selectivity- Researchers will introduce irrelevant stimuli into a task and see how well children attend to its central elements. For Example, they might present a stream of numbers on a computer screen and ask children to press a button whenever a particular 2-digit sequence appears-findings show that selective attention improves sharply between ages 6 and 10 Adaptability-For example, when asked to sort cards with pictures that vary in both color and shape, children age 5 and older readily switch their basis of sorting from color to shape when asked to do so; younger children struggle with this- and when studying for a spelling test, 10-year old Joey was much more likely than Lizzie to devote most attention to the words he knew least well

-Collaborate with more expert planners -Take more responsibility in these joint endeavors,such as organizing task materials and suggesting planning strategies -Demands of school tasks and teachers explanations of how to plan also contribute

1. Rehearsal- (early grade school) when Lizzie had list of things to learn, such as a phone number, the capitals of the US or the names of geometric shapes, she immediately uses rehearsal, or repeats the information to herself 2. Organization (knowledge base helps organize, comes along soon after rehearsal) this consists of grouping related items together and improves recall dramatically, between ages 8-10 can effectively organize, with experience children can organize more skillfully 3. Elaboration- (end of middle childhood, meaningful chunks of information) where a relationship is created between 2 or more pieces of information that are not members of the same category, such as if you must learn the 2 words fish and pipe you might generate the statement "the fish is smoking a pipe". It is a highly effective memory technique and requires considerable effort and space in working memory.

1. Knowledge base & 2. Highly motivated, actively using what they know to add more

...

Children who acquire self-regulatory skills (process of continuously monitoring progress toward a goal, checking outcomes and redirecting unsuccessful efforts), develop a sense of academic self-efficacy, or confidence in their own ability, which supports future self-regulation

Monitoring learning outcomes is cognitively demanding requiring constant evaluation of effort and progress. Throughout elementary and secondary school, self-regulation predicts academic success. Students who do well in school know when their learning is going well and when it is not. If they encounter obstacles they are able to take steps to address them

1. inattention 2. impulsivity 3. excessive motor activity

1. Analytical intelligence - consists of information processing components that underlie all intelligent acts such as applying strategies, acquiring task-relevant and metacognitive knowledge and engaging in self-regulation 2. Creative Intelligence - think more skillfully when faced with novelty, given a new task they apply their information-processing skills in exceptionally effective ways, rapidly making these skills automatic so that working memory is freed for more complex aspects of the situation. 3. Practical Intelligence- intelligence is a practical, goal-oriented activity aimed at adapting to, shaping or selecting environments. Intelligent people skillfully adapt their thinking to fit with both their desires and demands of everyday worlds. When they are unable to adapt to a situation, they try to shape, or change it to meet their needs, and if they cant shape it they select new contexts that better match their skills, values or goals. Practical intelligence reminds us that behavior is never culture-free

1. Linguistic - sensitivity to sounds, rhythms, and meaning of words and the functions of language Poet, Journalist 2. Logico-mathematical - sensitivity to and capacity to detect, logical or numerical patterns; ability to handle long chains of logical reasoning Mathematician 3. Musical - ability to produce and appreciate pitch, rhythm (melody) and aesthetic quality of the forms of musical expressiveness Instrumentalist, Composer 4. Spatial - ability to perceive the visual spatial world accurately, to perform transformations on those perceptions, and to re-create aspects of visual experience in the absence of relevant stimuli Sculptor, Navigator 5. Bodily/Kinesthetic - ability to use the body skillfully for expressive as well as goal-directed purposes; ability to handle objects skillfully Dancer, Athlete 6. Naturalist - ability to recognize and classify all varieties of animals, minerals and plants Biologist 7. Interpersonal - ability to detect and respond appropriately to the moods, temperaments, motivations and intentions of others Therapists, Salesperson 8. Intrapersonal -ability to discriminate complex inner feelings and to use them to guide one's own behavior; knowledge of one's own strengths, weaknesses, desires, and intelligences Person with Detailed, Accurate Self Knowledge