chapter 12: cognitive development in school-age children 12.1 cognitive processes 12.2 the nature of...
TRANSCRIPT
Chapter 12: Cognitive Development in School-Age
Children12.1 Cognitive Processes12.2 The Nature of Intelligence12.3 Individual Differences in Intellectual Skills12.4 Academic Skills12.5 Effective Schools
12.1 Cognitive Processes
Concrete Operational Thinking
Memory Skills
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
12.1 Cognitive Processes
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
12.1 Cognitive Processes
Use of Memory Strategies
Effects of Knowledge on Memory
Network of Knowledge
12.2 The Nature of Intelligence
Psychometric Theories
Gardner’s Theory of Multiple Intelligences
Sternberg’s Triarchic Theory
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
12.2 The Nature of Intelligence
Gardner’s Theory of Multiple Intelligences
Instead of using test scores, draws upon research in child development, brain-damaged adults, and exceptional talentProposes 7 intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal
12.2 The Nature of Intelligence
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 components12.2 The Nature of Intelligence
12.3 Individual Differences in Intellectual Skills
Binet and the Develoment of Intelligence TestingDo Tests Work?Hereditary and Environmental FactorsImpact of Ethnicity and Social ClassGender Differences in Intellectual Abilities and Achievement
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
12.3 Individual Differences in Intellectual Skill
Distribution of IQ Scores
Sample Items from WISC-II Verbal Scale
Sample Items from the WISC-II Performance Scale
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
12.3 Individual Differences in Intellectual Skill
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)
12.3 Individual Differences in Intellectual Skill
Correlations of IQ for Family Members
Correlation Between Children’s IQ Scores and Biological and Adoptive
Parents’ IQ Scores
Effects of Intervention on Test Scores
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 considered, too
12.3 Individual Differences in Intellectual Skill
Racial Differences in IQ Scores
Culture-fair Test Item
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
12.3 Individual Differences in Intellectual Skill
12.4 Academic Skills
Reading Skills
Writing Skills
Math Skills
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
12.4 Academic Skills
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
12.4 Academic Skills
Math SkillsChildren use many different strategies to add and subtractCompared to students in other countries, U.S. students not good In other countries, children spend more time in school, have more homework, parents have higher standards, & parents emphasize effort
12.4 Academic Skills
12.5 Effective Schools
School-Based Influences on Student Achievement
Teacher-Based Influences on Students Achievement
School-Based Influences on Student AchievementSchools are successful when they emphasize academic excellenceAre safe and nurturingInvolve parentsMonitor progress of students, teachers, and programs
12.5 Effective Schools
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 learning12.5 Effective Schools