Cognitive Development in Middle Childhood

1. Cognitive Development in Middle Childhood Chapter 6

2. Cognitive Development (Piaget) • Preoperational thinking (preschool) • Egocentrism • Appearance = reality • No thought reversal • Concrete Operational period (7-11) • Less egocentric, appearances do not = reality, & mental operations possible • Limited to concrete, real, tangible (not abstract)

3. Cognitive Development (Piaget) • Formal Operational period (11->) • Mental operations are applied to non-tangibles • Abstract thought & deductive reasoning • Hypothetical thought possible • Basic logic possible • Even if inconsistent with facts • Problems = abstractions

4. Cognitive Development (Piaget) • Critique of Piaget • Formal operational thinking not always applied • More likely when problem self-relevant • Formal operation not end of cognitive development (as Piaget thought it was) • Cognitive changes continue throughout adulthood

5. Information Processing Views • Cognitive develoment = gradual efficiency increases in processing information • Use of memory strategies (rehearsal) • 7-8 year olds use this • Older children better able to pick most effective strategy • Monitoring learning progress improves w/ age

6. Intelligence • What is intelligence? • g • Multiple intelligences • Hierarchical view • g -> intellectual skills -> specific skills

7. Intelligence • Gardner: 9 intelligences • Linguistic, logical-math, spatial, musical, body-kinesthetic, interpersonal, intrapersonal, naturalistic, existential • Unique developmental histories • Distinct neurological control • No relation among intelligences • E.g., savants

8. Intelligence • Sternberg’s Triarchic Theory (3 subtheories) • Componential subtheory: components key • Information processing skills that combine for task completion • Experiential subtheory • Novel situations: application of existing knowledge • Familiar situations: automaticity key • Contextual subtheory: • Intelligent functioning depends on context (US v. Brazil)

9. Intelligence Testing • Stanford Binet, (WISC-III) • Set of tasks (verbal, spatial, math) • Do they work? • Reliable (consistency of measurement)? • YES! • Scores from same individual at 2 times correlate • Valid (really measures intelligence)? • YES! • Predict school & work performance

10. Intelligence Testing • WISC-III (traditional test) • Assesses existing knowledge & skills • Dynamic testing • Assesses learning potential • Involves new material/information/skills • Amount learned = intelligence • Both useful for predicting future skill • Current skill & potential

11. Heredity of Intelligence • Highly heritable (50%-60%) • Twin, adoption studies • Heritability increases w/ age • Not all genes: • MZ twin correlation < 1.0 • Family environment key • Flynn effect (IQ increasing 3 pts/decade) • Interventions increase IQ, school achievement

12. Ethnicity & Intelligence • Asian > European > Hispanic > African American • Why?: NOT genetics • Socioeconomic status (not totally) • Culturally biased tests (nope) • Test taking skills (perhaps)

13. Interpreting Intelligence Tests • Designed to measure school performance • Useful for predicting academic work • Not necessarily life success indicator • At least not traditional forms of intelligence • Social/emotional intelligence may be more key

14. Gifted & Creative Children • Gifted • IQ > = 130 • Exceptional talent (art, music, dance, etc.) • Not socially or emotionally troubles • Prerequisites • Child’s love of and desire to master the subject • Excellent early instruction (challenging) • Supportive parents committed to child’s talent

15. Gifted & Creative Children • Creativity: divergent thinking • Measured by naming multiple uses for objects • Piece of paper, hanger • Must be cultivated by parents, teachers & experiences encouraging flexibility

16. Mental Retardation • Substantially below-average IQ (< 70) • Many types • Organic (25%): due to biological problem • Down Syndrome (extra 21st chromosome) • Familial: no known biological problem • Lower end of normal intelligence • Profound/severe require custodial care (10%) • Moderate/mild are educable/trainable (90%)

17. Learning Disabilities • Difficulty mastering academic subjects • Normal intelligence • 5% of US children but widely varied • Language, reading, arithmetic • Treatment involves identifying specific disability & intensive training • Can be effective in improving performance

18. ADHD • Attention Deficit Hyperactivity Disorder • 3%-5% with 3x more boys • Biological roots w/ hereditary components • Symptoms (varies) can last into adulthood • Overactivity • Inattention • Impulsivity • Effective treatments include medication & psychosocial therapy

19. Reading • Key processes • Word recognition • Comprehension

20. Reading • Word recognition • Knowledge of letters • Phonological awareness • Key predictors of reading

21. Reading • Words are recognized via: • Sounding out • Most common for beginning readers • Memory (default but used more & more w/ age & experience) • Search for match of letter sequence • Context (used more w/ age & experience) • Limitations on words/letters speeds recognition • The last word in this sentence is cat [no limits] • My pet dog chased the cat [something chased by dog]

22. Reading • Comprehension • Combine words to form propositions • The tall boy rode this bike • There is a boy, the boy is tall, the boy was riding • Propositions combined to derive meaning

23. Reading • Comprehension improves with age due to: • Working memory increases • Retain more of a sentence in memory • Greater knowledge of world • Greater experience = more appropriate reading strategies • Greater experience = better progress monitoring

24. Math skills • Initial strategy includes finger counting • Grade school children begin mental counting • Once children learn addition tables memory retrieval is used • U.S. children far poorly v. Asian children

25. Schools • American high school graduates are not highly literate • Average score < 300/500 • Greater literacy may be critical to job success • How can literacy be enhanced?

26. Effective Schools • Understanding that academic excellence is the goal of school & students • Safe, nurturant climate • Parental involvement • Progress monitoring • These factors enhance student success

27. Effective Teachers • Effective classroom management • Take responsibility for student learning • Mastery approach • Active teaching style • Careful pacing • Value tutoring • Teach children progress monitoring