1. Copyright © 2010, Pearson Education Inc., All rights reserved.  Prepared by Katherine E. L. Norris, Ed.D.  West Chester University of Pennsylvania This multimedia product and the content are protected under copyright law. The following are prohibited by law:  any public performance or display, including transmission of any image over a network,  preparation of any derivative work, including the extraction, in whole or in part of any images;  any rental, lease, or lending of the program.

2. Copyright © 2010, Pearson Education Inc., All rights reserved. Chapter 11 Cognitive Development in Middle Childhood

3. 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

4. Copyright © 2010, Pearson Education Inc., All rights reserved.  What Is Concrete Operational Thinking?  Class Inclusion, Seriation, and Transitive Inference Skills

5. 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.

6. 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.

7. Copyright © 2010, Pearson Education Inc., All rights reserved.  Two Models of Memory: Stores and Networks  Working Memory  Long-Term Memory  Other Characteristics of Memory

8. 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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11.  Working Memory ◦ The information currently active in your memory system and currently available for use in a mental task.

12. 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.

13. 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.

14. 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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16.  Knowledge Base  Strategy Development  Newer Approaches to Understanding Cognitive Development

17. 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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19.  Strategies ◦ Conscious, intentional, and controllable plans used to improve performance.  Rehearsal  Organization  Elaboration

20. 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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22.  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.

23. 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

24. 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.

25. 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.

26. 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.

27. 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?

28. 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.

29. 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?

30. 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.

31. 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.