1. PED 392 Child Growth and Development
Chapter 4: Cognitive Development: Information Processing and Intelligence Theories
PED 392
Child Growth and Development

2. Memory
Short term memory – where memories are held while we consciously work on the memories
Long term memory – Where information is stored in an organized fashion.

3. Memory Encoding strategies
Rehearsal – repeat over and over again until you remember it (phone number)
Organizational – grouping of items into a form easier to remember (phone number into xxx-yyy-zzzz)
Elaboration – Adding to the information to remember it more effectively (Hamburger)

4. Definitions
Metacognition – knowledge and understanding of our own cognitive capabilities and thinking processes.
Metamemory – knowledge about memory
IQ – divide the mental age by the chronological age, then multiply by 100

5. Gardner’s intelligences
Logical-Mathematical
Scientist, mathematician
Linguistic
Poet, Journalist
Musical
Musician
Spatial
Navigator, sculptor

6. Gardner's intelligences
Bodily Kinesthetic
Dancer, Athlete
Interpersonal
Therapist, Salesman
Intrapersonal
Access own feelings
Naturalistic
Farmer, Veterinarian, Botanist

7. Changes to intelligence
Genetic
Home environment / parenting
Poverty
Early intervention
Race
Ethnicity
Gender

8. Giftedness Unusually high ability in any given area Cognitive Language
Affective
Physical???

9. Mental retardation / Intellectually Delayed
A disability characterized by significant limitations in both intellectual functioning and adaptive behaviors.
May need special attention and help in school and social environments

10. Levels of Mental retardation / Intellectual delay
Mild
IQ of 50-70
Mental age of 7-11 years old
Piaget = concrete operational
Moderate
IQ of 35-50
Mental age of 2-7 years old
Piaget = Preoperational

11. Levels of Mental retardation / Intellectual delay
Severe / profound
IQ below 35
Mental age of 6 months to 2 years
Piaget = Sensorimotor
Mental age refers to the level of which a child should be able to perform a given task.

12. Differences in cognitive performance
Ethnicity
Reading and math – gaps narrowing
Science – large gaps
Asian Americans outperform in math, reasoning, spatial and numerical abilities.

13. Differences in cognitive performance
Gender
Verbal is better in female
Spatial – no clear differences
Mathematical
Elementary – girls better on computation
High School – boys better on reasoning and problem solving
Science – not much difference

14. Differences in cognitive performance
Schools
Schools must provide equal opportunities and equal resources for all children
Multicultural education
Reduce prejudice
Increase involvement
Increase knowledge of other cultures and people

15. Computers Becoming a larger part of schools
Students are taught to use computers in school
Homework, research, papers, etc
No differences between boys and girls
Limited research on effects on learning