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what stage of Piaget are we in?

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Concrete Operational Stage

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during concrete operational stage,

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thought is more logical, flexible and organized

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during early childhood, children are more likely to complete

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conservation tasks

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two parts of conservation

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decentration and reversibility

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decentration

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focusing on several aspects of a problem and relating them, rather than centering on just one

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reversibility

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the capacity to think through a series of steps then mentally reverse direction; example: Workman hides pen under paper and laptop. Moves laptop and then paper to find pen.

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during early childhood, children can complete the

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class inclusion problem

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class inclusion problem

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"Are there more red flowers or flowers?"

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children are more likely to ____________ things

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collect and sort things

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seriation

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ability to order things along a quantitative dimension such as size, length, weight

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transitive inference

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when a child can seriate mentally

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example of transitive inference

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if stick A is longer than stick B and stick B is longer than stick C, then? Stick A is longer than stick C.

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children's spatial reasoning is

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better and more developed

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cognitive maps

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mental representations of spaces such as schools or neighborhoods

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children ages 8 to 10 could do a

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mental walk using a map

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those in middle childhood are best able to deal with

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concrete information

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those in middle childhood are hardly able to

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work with abstract ideas

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example of limitation of concrete operational thought

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girl can look at three sticks and arrange them in order of size; girl can't order three kids by height if someone tells her: "Sally is taller than Mike. Mike is taller than Chris. Who is the tallest?"

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continuum of acquisition

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children master concrete operational tasks step by step, not all at once; children can understand principals of length, liquid, mass and then weight. (in that order)

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the gradual mastery of logical concepts and continuum of acquisition shows the

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limitations of concrete operational thinking. This means that Piaget's stages aren't as disconnected as he believed.

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this promotes mastery of Piagetian tasks (such as conservation and reversibility)

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attending school

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certain informal, non school experiences can

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foster operational thought

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example of above

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split a cookie with a sibling, split Halloween candy between four siblings, arranging toys

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limitation of concrete operational thought

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children think in an organized, logical fashion only when dealing with concrete information they can perceive directly; their mental operations work poorly with abstract ideas.

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neo-piagetian theorists think that

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the development of operational thinking can best be understood in a terms of gains in information-processing speed/capacity rather than a shift to a sudden change.

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once children have enough working memory, they develop

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central conceptual structures

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central conceptual structures

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networks of concepts and relations that permit them to think more effectively in a wide range of situations.

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neo-Piagetian approaches account for

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unevenness in cognitive development.

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during middle childhood, the executive function

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improves, supporting gains in planning, strategic thinking and self-monitoring; is influenced by combination of heredity and environmental factors.

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during middle childhood, the working-memory capacity

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benefits from increased efficiency of thinking; if often deficient in children with persistent learning difficulties in reading and math; can be increased through direct training

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during middle childhood, brain development contributes to these basic changes in information processing

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increases in information-processing speed and capacity; gains in inhibition

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inhibition

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ability to control internal and external distracting stimuli

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during middle childhood, attention becomes more

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selective, adaptable and planful

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selective

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increased ability to attend to only relevant aspects of a task

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flexible

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ability to flexibly adapt attention to situational requirements

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planful

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increased ability to evaluate a sequence of steps in advance

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example of being selective

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shown a series of numbers and asked to push a button when they saw the number 19. ignore all the other numbers

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example of flexible

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James studies his spelling words but only works on the words that he does not know.

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example of planful

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given a task with many parts, they will decide what is the best to do first

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during middle childhood, memory strategies

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improve

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examples of memory strategies

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rehearsal, organization and elaboraiton

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rehearsal

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repeating items to oneself

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organization

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grouping related items together

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elaboration

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creating relationships between pieces of information from different categories

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combining strategies is

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most effective approach

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organization and elaboration combine items into

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meaningful chunks

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symptoms of ADHD

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unable to stay focused on task requiring mental effort for more than a few minutes; often ignore social rule and lash out when frustrated

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origins of ADHD

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highly heritably, environmental; associated with stressful home life

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during middle childhood, a child's metacognition

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strengthens

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metacognition

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thinking about thought

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those in middle childhood, view the mind as

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active, constructive agent that selects and transforms information

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those in middle childhood have an understanding of

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recursive thought

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recursive thought

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that two different people will have two different viewpoints/beliefs on a certain object

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middle childhood children can understand

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mental inferences and second-order false beliefs

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second-order false belief task

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Jason has a letter from a friend that he doesn't want his sister, Lisa to read. Jason puts the letter underneath his pillow and leaves. Lisa takes the letter, reads it and puts it in his drawer. Jason saw Lisa do this. When children are asked, where does Lisa think that Jason will look for the letter, older children will say, "underneath the pillow" because they understand that Lisa didn't know that Jason was watching her.

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the second order false belief task assists older children in

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understanding others' perspectives

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those in middle childhood can understand

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which mental strategies are better than others and which ones are more effective

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cognitive self-regulation

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the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsucessful efforts

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those in middle childhood are not yet good at

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cognitive self-regulation

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example of above^

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Lizzie understands that she should listen closely to teacher's directions, reread complicated paragraphs but she doesn't

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parents and teachers can foster self-regulation by

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pointing out important features of a task; suggesting strategies and explaining effectiveness

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acquiring effective self-regulatory skills promotes a sense of

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academic self-efficacy

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two different approaches to learning reading

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whole language approach and the phonic approach

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whole language approach

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from the beginning, children should be exposed to text in its complete form-stories, poems, posters, books, so that they can appreciate the communicative function of written language

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phonics approach

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children are first coached on phonic; complex reading material is introduced only after mastering these skills

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phonics

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rules for translating written symbols into sounds

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children learn best with

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a mixture of approaches

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method of mathematical learning

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mix of drill in computing and number sense

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around age 6, IQ

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becomes more stable

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IQ predicts

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school performance and educational attainment

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IQ gives

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a score that represents a general intelligence and then separate scores measuring specific mental abilities

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Sternberg's Theory of Intelligence

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triarchic theory (three parts)

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Sternberg's Triarchic Theory of Successful Intelligence

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three broad, interacting intelligences: (1) analytical intelligence (2) creative intelligence (3) practical intelligence

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analytical intelligence

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information processing components that underlie all intelligent acts: applying strategies, acquire task relevant knowledge, engage in self-regulation

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creative intelligence

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solve novel problems; make processing skills automatic to free working memory for complex thinking

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practical intelligence

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aimed at adapting to , shaping or selecting environments to meet personal goals and demands of others

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divergent thinking

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thinking of multiple solutions

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Gardner's Theory of Intelligence

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Multiple Intelligences

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Gardner's Theory of Multiple Intelligences

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defines intelligence in terms of distinct sets of processing operations that permit individuals to engage in a wide range of culturally valued activities.

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Gardner does this in his theory

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dismisses the idea of a general intelligence and proposes 8 independent intelligences

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when thinking about Gardner's theory think

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a gardener has many flowers, so Gardner has many intelligences.

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8 independent intelligences list

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linguistice, logico-mathematical (YAY!), musical (YAY), spatial, bodily-kinesthetic, naturalist, interpersonal, intrapersonal

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look at chart on pg 456 in the book for explanations of each intelligence

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You rock, Eileen!

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what accounts for differences in IQ

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heredity and environment

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Flynn Effect

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generational gain in IQ

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stereotype threat

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fear of being judged on basis of negative stereotype; this results in anxiety that interferes with performance

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example of stereotype threat

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a young Hispanic girl does well on her homework but not tests because she was told that Hispanics do not test well

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stereotype threat leads to

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self-fulfilling prophecy

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self-fulfilling prophecy

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if you believe that you will be bad at something, you will be bad at it

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dynamic assessment

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form of testing that introduces purposeful teaching into testing; consistent with Vygtozsky's zone of proximal development

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dynamic assessment reveals

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what a child can attain with social support

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in middle childhood, this develops

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metalinguistic awareness

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metalinguistic awareness

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ability to think about language as a system

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vocabulary increases

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fourfold

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developments in vocabulary

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due to reading; children can grasp double meanings, puns and riddles

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in middle childhood, grammer

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increases

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example of the above

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children use passive voice and understand infinitive phrases

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in middle childhood, there are also increases in

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pragmatics

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pragmatics

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communicative side of language

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examples of above

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children can adapt to needs of listeners (ex. speaking simply to a three year old); can evaluate the clarity of someone's statement ("wait, I don't understand. Can you explain it again?"); narratives gain organization, detail and expressiveness

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children can become bilingual in two ways,

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learning two languages at once; learning one language and then another

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bilingual children engage in

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code switching

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code switching

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producing an utterance in one language containing "guest" words from the other

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example of code-switching

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A child wants to say, "do you have a telephone?" in Spanish. They can say "Tienes un.." but they do not know the word for telephone in spanish so they might say "Tienes un telephone-o?" or simply "Tienes un telephone?"

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children who speak two languages have better

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executive function

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better things for classroom and learning in the classroom

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small class size

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small class size is associated with

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greater likelihood of graduation, better academic progress, less time disciplining, more time teaching and giving attention, better concentration of students, higher class participation

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different types of education philosophies

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traditional vs. constructivist

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social-constructivist classrooms

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reciprocal teaching, communities of learners; children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understandings

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traditional classrooms

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teacher is the sole authority for knowledge, rules, decision making and does most of the talking; students are passive; progress measured by how well they keep pace with standards

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constructivist classrooms

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encourages students to construct their own knowledge

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parts of constructivist classrooms

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reciprocal teaching; communities of learners

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reciprocal teaching

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teacher and two to four students form a cooperative group and take turns leading dialogues on the content of a text passage; four strategies: questioning, summarizing, clarifying and predicting

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communities of learners

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teachers guide the overall process of learning but no other distinction is made between adult and child contributors; joint endeavors

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teacher-student interaction has

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strong impact on academic self-esteem, achievement and social behavior of at-risk children; educational self-fulfilling prophecy

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educational self-fulfilling prophecy

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children may adopt teacher's positive or negative views and start to live up to them

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different grouping practices

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homogeneous, heterogeneous and cooperative learning

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homogeneous learning

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students are paired into classes of the same type. Gifted with Gifted, Remedial with Remedial

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heterogeneous learning

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students are paired into classes of all types of intellgiences

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both homogeneous and heterogeneous learning have

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pros and cons

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solution to the above

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cooperative learing

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cooperative learning

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small groups of classmates work toward common goals-by resolving differences of opinion, sharing responsibilities, considering one another's ideas, and providing one another with sufficient explanations to correct misunderstandings

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inclusive classrooms

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children with learning difficulties learn alongside typical students for part of or all of school day

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inclusion can foster

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prosocial behavior

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gifted students display

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exceptional intellectual strengths

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creativity is measured by

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divergent thinking

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divergent thinking is

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considering many possibilities when solving problems

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talent

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outstanding performance in a specific field

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talent must be

answer

nurtured

Test #4: Middle Childhood Cognitive Development – Flashcards

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