Middle Childhood - Cognitive Development
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CONSERVATION: decentration: focusing on several aspects of a problem. Reversibility: thinkinh through a series of steps and the mental ability to reverse them
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Classification: class inclusion problem, classification hierarchies & can focus on general relationship between a category
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SERIATION: ability to order along a numeral dimension (length/height)
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Spacial Reasoning: the understanding of space, cognitive maps-mental maps we have of spaces
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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
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Limitations: difficulty in performing mental operations with abtract ideas
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impact of school and culture
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continuum of acquisition: (gradual mastery)
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Metalinguistic Awareness: ability to think about a language as a system (recursive thought & Theory of Mind)
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Vocab: increase 4x/20 new words a day, speak better
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Grammar: masters of complex constructions & understanding of infinitives (verbal consisting of the word to plus a verb)
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Pragmatics(communicative side of language): adjusts to situations & uses sarcasm
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Narratives: increase in organization, detail, & expressiveness
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Executive Function- improves with the development of the prefrontal cortex, info-processing speed and capacity are more efficient/faster
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Working Memory Capacity- less time needed to process info, increase efficiency of thinking
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Memory Strategies
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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
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Attention becomes more...
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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
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Recursive Thought: ability to view a situation from at least 2 perspectives
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Second order false belief task
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the understanding that an individual's belief or representation about the world may contrast with reality
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Cognitive Self-Regulation: process of continuously monitoring progress toward a goal, checking outcomes, & redirecting unsuccessful attempts
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Reading: whole language approach-exposing children to complete/whole text. Phonological awareness- translating written symbols into sounds
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Math: applies strategies and reasoning appropriately. Learns facts & skills through practice
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Transitive Inference: ability to seriate (arranging items/sequence) mentally
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Cognitive Self-Regulation: predicts academic success (set of constructive behaviours that affect one's use of cognitive abilities to integrate learning processes)
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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
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Dynamic Assessment: pretesting, purposefully intervenes, & then retests an ethnic-minority child
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Measuring
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IQ: Intelligence Quotient- represent general intelligence or reasoning ability
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WISC-IV: Weschler Intelligence Scale For Children-IV: was made to downplay culture dependent info.measure general intelligence
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four broad factors: verbal reasoning, perceptual reasoning, working memory, and processing speed
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SternBerg Triarchic Theory of successful intelligence:
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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
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Gardner's Theory of Multiple Intelligence
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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
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Social & Emotional Intelligence: to be able to perceive, understand, and regulate emotions
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