Cognitive Development in Middle Childhood: 6-11 Years Chapter 9 I. Concrete Operations II. Memory III. Intelligence IV. Schooling

Cognitive Development Concrete Operational Thinking n Can focus on more than one attribute when doing a task. n Hinting.

Storing and Retrieving Information Read and List Tell me your strategies n Cake b n Book n Shoe n Car n Ball n Dish n Clock b n Fish n Tree n Chair n Bike n Egg

Part 2 Retrieving and Storing read and write Tell me your strategies n Dog n Cat n Pig n Cow n Grape n Pear n Orange n Peach n Shirt n Pants n Shoe n Socks

Spelling Test n List of words n Study: 5 minutes n Administer test n Reflection: n What you had to be able to do.

METACOGNITION n Thinking about your thinking. I know or I don’t know…therefore. Metacognition n I know. n I know that you know. n I know that you know that I know…od don’t know

A Plan of Action n Make a plan…Why am I doing this? What do I already know (prior knowledge)? Time to complete? n Maintain and monitor…How am I doing? What do I need to change? What do I remember? If I do not understand, what do I do? n Evaluate the plan… How did I did? What would I do different? Did my thinking strategies thinking work? How might I use this information in other situations?

Metacognitive Knowledge n When you try to remember things, do you remember some things better than others? What kings of things are hard to remember? What ones are easier to remember? Why? n If you wanted to call a friend on the phone and someone told you the phone number, would it make a difference if you called right away or if you got a drink of water first? Why?

Metacognitive Knowledge, Cont. n Suppose you want to go skating with your friend after school tomorrow. You want to be sure to bring your skates. What can you do to be certain that you won’t forget to bring your skates to school? How many ways can you think of? n Suppose you lose your jacket at school. How would you go about finding it? How many ways?

Metacognitive Knowledge, Cont n Suppose I tell you a story and ask you to remember it. Would it be easier to remember it word for word or in your own words? Why? Other ways?

Memory Strategies n Deliberate strategies to store and retain information. n Rehearsal of information: repeat information. n Organizing information: grouping ideas together. n Elaboration of information (can practice at this point; still difficult): creating meaning and shared relationships. n Chunking information. n Children need hints

I. Concrete Operations n “Operations” are mental actions that obey logical rules, including: –Reversibility (the most important one), perspective—1,2,3…3,2,1 –“Arithmetic” functions add /sub common –Serial ordering –Compensation n Each is an internal rule (or scheme) about objects and their relationships

n Areas of development: n Identities (conservation) –Decentering on tasks n Classification (class inclusion) –20 Questions task n Logic –Preschool: Transductive logic (preop.) –Middle childhood: Inductive logic (concrete operations) –Adolescence: Deductive logic (formal operations)

n Beyond Piagetian research: –Expertise (specific knowledge) due to culture and schooling plays an important role. –Much support for sequences, but not for discontinuous stages

II. Memory n What changes is efficiency in terms of: –RT: gets faster with age –Strategies n Rehearsal n Organization n Elaboration

n Development of memory strategies –Available schemes to use as mnemonics –Spontaneous use of mnemonics: Metacognition n Children need hints.

K2nd6th Grade Recall Mnemonic hint No hint DEVELOPMENT OF MEMORY SKILLS D. Dietrich 11/96

Intelligence n Binet’s task n IQ = MA/CA x 100 n WISC n Stability and predictive value n Reaction range n Race n Sternberg’s triarchic theory n Gardner’s multiple intelligences

Triarchic Theory: Sternberg n Intelligence is more complex than a score. There are many facets to consider in any situation. n Analytical intelligence—critical thinking skills, effective memory strategies, general knowledge and self regulation n Creative intelligence—ability and skills to solve problems, quick at assessing perspectives. The learn quickly and deal with new experiences as challenges. n Practical intelligence, ability to apply intellectual skills in everyday life. n Overall—intelligent people are able TO ADAPT their thinking and skills to accommodate their personal goals; they have the ability to change situations to meet their needs. They can make situations work. They know how to match their own skills to a given situation

n Gardner’s multiple intelligences

ORGANIZING A LESSON n Gain student’s attention n Bring to mind relevant prior to learning ( e.g., review information from previous unit or field trip) ( e.g., review information from previous unit or field trip) n Point out important information. (e.g., handout, PP) n Present information in an organized manner. n Show students how to categorize (chunk) related information. n Provide opportunities for students to elaborate on the new information. (e.g., look for similarities and diffrences among ideas and concepts)

Organizing Information—pt 2 n Show students how to use coding when memorizing lists ( e.g., make up silly sentences with first letter of each word) n Provide for repetition of learning (from short term to long term memory). n Provide opportunities for overlearning of concepts and skills (repeated exposure).

Group Exercise: Running for School Board n You are running for election to the school board. n Prepare a position statement on one of these issues (I’ll assign to your group): –How to make schools more effective. –Ways to measure intelligence