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Copyright © 2010, Pearson Education Inc., All rights reserved. Chapter 11 Cognitive Development in Middle Childhood
Copyright © 2010, Pearson Education Inc., All rights reserved. Piaget’s Stage 3: Concrete Operational Thought Information Processing: Memory Development Information Processing: Knowledge, Strategies, and New Approaches
Copyright © 2010, Pearson Education Inc., All rights reserved. What Is Concrete Operational Thinking? Class Inclusion, Seriation, and Transitive Inference Skills
Copyright © 2010, Pearson Education Inc., All rights reserved. Concrete Operational Thought ◦ Stage of cognitive development in which children are able to think about two or more dimensions of a problem (decentered thought), dynamic transformations, and reversible operations.
Copyright © 2010, Pearson Education Inc., All rights reserved. Children in the concrete operational stage also show their logical abilities when they solve class inclusion problems. Class Inclusion ◦ The fact that objects can be classified in different ways and at different levels.
Copyright © 2010, Pearson Education Inc., All rights reserved. Two Models of Memory: Stores and Networks Working Memory Long-Term Memory Other Characteristics of Memory
Copyright © 2010, Pearson Education Inc., All rights reserved. Stores Model of Memory ◦ A model of human memory that views information as moving through a series of storage locations – from the sensory to long-term store. Chunking ◦ The process of recoding individual elements in memory into larger groups of information. Network Models ◦ Models of human memory that view memory as interconnected network of concepts.
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Working Memory ◦ The information currently active in your memory system and currently available for use in a mental task.
Copyright © 2010, Pearson Education Inc., All rights reserved. Long-Term Memory ◦ Memory or knowledge or events that is permanent. Encoding ◦ Forming a mental representation of information. Storage ◦ Placing information in long-term memory. Accessing ◦ Finding information at the desired time.
Copyright © 2010, Pearson Education Inc., All rights reserved. Retrieval ◦ Stores Model - The process of bringing information from the long-term store to the short-term store. ◦ Network Model – The process of activating information so that it becomes a part of the working memory and thus available for use. Scripts ◦ Mental representations of the way things typically occur in certain settings or for certain events.
Copyright © 2010, Pearson Education Inc., All rights reserved. Reconstructive Memory ◦ A characteristic of human memory. We store parts of events and knowledge; during recall we retrieve the stored pieces and draw inferences about the rest. Autobiographical Memory ◦ Memories of events of great personal importance. They are episodic memories and are often vivid and detailed.
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Knowledge Base Strategy Development Newer Approaches to Understanding Cognitive Development
Copyright © 2010, Pearson Education Inc., All rights reserved. Knowledge Base ◦ The amount of information a person knows about a particular topic.
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Strategies ◦ Conscious, intentional, and controllable plans used to improve performance. Rehearsal Organization Elaboration
Copyright © 2010, Pearson Education Inc., All rights reserved. Computational Models of Thought ◦ Models of cognition that are programmed on computers; output of the programs is compared to human performance. Production Systems ◦ Sets of computerized if-then statements. Connectionist Models ◦ View knowledge as based on patterns of activation among interconnected sets of individual units. Fuzzy Trace Theory ◦ General memory traces based on the “gist” of information.
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Since the early 1960’s information processing has become the dominant model for understanding. There are limits to the approach: ◦ Does not offer a comprehensive, overarching structure for explaining cognitive development. ◦ Has been described as “cold” cognition because of its emphasis on thoughts based on logical reasoning. ◦ Lack details on how the executive works or develops.
Copyright © 2010, Pearson Education Inc., All rights reserved. Experts in the Basics Metalinguistic Awareness and Changes in How Language is Used Connectionist Models of Language Development
Copyright © 2010, Pearson Education Inc., All rights reserved. Semantic Knowledge ◦ What words mean. Phonemic Development ◦ Knowledge about speech sounds. Syntax ◦ Rules for Combining Words into Sentences. Pragmatic Language Skills ◦ Using language effectively to interact with others.
Copyright © 2010, Pearson Education Inc., All rights reserved. Metalinguistic Awareness ◦ A person’s explicit knowledge about language itself and about his or her own use of it. Personal Narratives ◦ Stories about personal experiences that use language to inform others about the self and that provide increased self-understanding.
Copyright © 2010, Pearson Education Inc., All rights reserved. Connectionist Model of Language Development ◦ A more recent and intriguing cognitive approach to understanding language development. ◦ Links of varying strengths connect simple elements called units.
Copyright © 2010, Pearson Education Inc., All rights reserved. Learning in School. How do children use the development of mathematical, reading, and writing skills in school?
Copyright © 2010, Pearson Education Inc., All rights reserved. Subitizing ◦ A perceptual process in which people quickly and easily determine how many objects are in a small set without actually counting them. Counting Strategies ◦ Approaches to solving math problems that involve counting of the quantities. Strategy Choice Model ◦ The idea that children solve math problems by choosing the faster approach that they can execute accurately.
Copyright © 2010, Pearson Education Inc., All rights reserved. Do you enjoy solving mathematical word problems? How are your mathematical problem-solving efforts affected by problem context and the types of relations in the problem?
Copyright © 2010, Pearson Education Inc., All rights reserved. Phonemic Awareness ◦ The understanding that words are made up of smaller units of sound; also, association of printed letters with the sounds that go with them.
Copyright © 2010, Pearson Education Inc., All rights reserved. Inventive Spelling ◦ Incorrect spellings that children created by sounding out words and writing the associated letters. Mechanics and Intermediate Writing ◦ Knowledge Telling Adding or “dumping” in ideas as they come to mind; a failure to selectively organize ideas in writing. Planning and Revising ◦ Young writers have a particular difficulty knowing when and what to revise.