copyright © 2005 pearson education canada inc.12-1 chapter 12: cognitive development in school-age...
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Copyright © 2005 Pearson Education Canada Inc. 12-1
Chapter 12: Cognitive Development in School-Age
Children12.1 Cognitive Processes
12.2 The Nature of Intelligence
12.3 Individual Differences in Intellectual Skills
12.4 Academic Skills
12.5 Effective Schools
Copyright © 2005 Pearson Education Canada Inc. 12-2
12.1 Cognitive Processes
Concrete Operational Thinking
Memory Skills
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Concrete Operational Thinking
From 7 to 11 yearsThinking based on mental operations (logical, mathematical, spatial operations)Operations can be reversedLimit: focus on the real, not the abstract
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Memory Skills
Memory strategies are gradually learned during childhoodSuccessful learning involves identifying goals and choosing strategiesKnowledge helps organize memory, but can distort recallScripts aid recall, but can distort memory
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12.2 The Nature of Intelligence
Psychometric Theories
Gardner’s Theory of Multiple Intelligences
Sternberg’s Triarchic Theory
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Psychometric Theories
Use patterns of test performance as starting pointTest scores provide evidence for general intelligence (g) and specific intelligencesHierarchical theories are a compromise between general and specific theories
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Gardner’s Theory of Multiple Intelligences
Instead of using test scores, draws upon research in child development, brain-injured persons, and exceptional talent
Proposes 7 intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal
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Sternberg’s Triarchic Theory
Contextual subtheory--intelligence involves skillful adaptation to a specific environmentExperiential subtheory--on novel tasks, intelligence is shown by readily applying pertinent knowledge; on familiar tasks, by solving them automaticallyComponential subtheory--any intelligent act consists of cognitive components
Copyright © 2005 Pearson Education Canada Inc. 12-12
12.3 Individual Differences in Intellectual Skills
Binet and the Development of Intelligence TestingDo Tests Work?Hereditary and Environmental FactorsImpact of Ethnicity and Social ClassGender Differences in Intellectual Abilities and Achievement
Copyright © 2005 Pearson Education Canada Inc. 12-13
Binet and the Development of Intelligence Testing
Binet used mental age to distinguish “bright” from “dull”Led to the Stanford-Binet which gives a single IQ score; average = 100WISC, devised in the 1930s, gives verbal and performance IQs
Copyright © 2005 Pearson Education Canada Inc. 12-15
Do Tests Work?
Are they reliable? In the short term, yes. In the longer term, less so.Are they valid? Yes, as long as validity is defined as success in schoolValidity can be increased with dynamic testing
Copyright © 2005 Pearson Education Canada Inc. 12-16
Hereditary and Environmental Factors
Effects of heredity shown in family studies and effects of environment shown in intervention studies (e.g., Carolina Abecedarian Project)Heredity also influences patterns of intellectual development (twins, adoptees)
Copyright © 2005 Pearson Education Canada Inc. 12-18
Correlation Between Children’s IQ Scores and Biological and Adoptive
Parents’ IQ Scores
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Impact of Ethnicity and Social Class
Middle-class, white children tend to get higher scoresCulture-fair intelligence tests reduce the difference but don’t eliminate itTest-taking styles must be taken into consideration
Copyright © 2005 Pearson Education Canada Inc. 12-23
Gender Differences in Intellectual Ability…
Verbal ability: girls excel at reading & writing, less likely to have language-related disabilitySpatial ability: boys surpass girlsMath: girls often get better grades, but boys have higher test scores
Copyright © 2005 Pearson Education Canada Inc. 12-24
12.4 Academic Skills
Reading Skills
Writing Skills
Math Skills
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Reading Skills
Prereading skills: knowing letters and letter sounds Sounding out and whole word recognition used in readingChanges in working memory, knowledge, monitoring, and reading strategies improve comprehension
Copyright © 2005 Pearson Education Canada Inc. 12-26
Writing Skills
Older writers have more to tellOlder writers know how to organize their writing (knowledge telling vs knowledge transforming strategies)Older writers are better able to deal with the mechanical requirements of writingOlder writers are better able to revise
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Math SkillsChildren use many different strategies to add and subtractCompared to students in other countries, North American students rank lower (in some cases, much lower) In other countries, children spend more time in school, have more homework, parents have higher standards, & parents emphasize effort
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12.5 Effective Schools
School-Based Influences on Student Achievement
Teacher-Based Influences on Students Achievement
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School-Based Influences on Student AchievementSchools are successful when they emphasize academic excellenceAre safe and nurturingInvolve parentsMonitor progress of students, teachers, and programs
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Teacher-Based Influences on Student Achievement
Students learn when teachers manage classrooms effectivelyAre responsible for students’ learningEmphasize mastery of topicsTeach actively and pay attention to pacingValue tutoring and teach techniques for monitoring own learning
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