Cognitive Development in Middle Childhood

Chapter 6

Cognitive Development (Piaget)

• Preoperational thinking (preschool)– Egocentrism– Appearance = reality– No thought reversal

• Concrete Operational period (7-11)– Less egocentric, appearances do not = reality, &

mental operations possible– Limited to concrete, real, tangible (not abstract)

Cognitive Development (Piaget)

• Formal Operational period (11->)– Mental operations are applied to non-tangibles

• Abstract thought & deductive reasoning• Hypothetical thought possible

– Basic logic possible• Even if inconsistent with facts• Problems = abstractions

Cognitive Development (Piaget)

• Critique of Piaget– Formal operational thinking not always applied

• More likely when problem self-relevant– Formal operation not end of cognitive

development (as Piaget thought it was)

• Cognitive changes continue throughout adulthood

Information Processing Views

• Cognitive develoment = gradual efficiency increases in processing information

• Use of memory strategies (rehearsal)– 7-8 year olds use this

• Older children better able to pick most effective strategy– Monitoring learning progress improves w/ age

Intelligence

• What is intelligence?– g– Multiple intelligences

• Hierarchical view– g -> intellectual skills -> specific skills

Intelligence

• Gardner: 9 intelligences– Linguistic, logical-math, spatial, musical, body-

kinesthetic, interpersonal, intrapersonal, naturalistic, existential

– Unique developmental histories– Distinct neurological control– No relation among intelligences

• E.g., savants

Intelligence

• Sternberg’s Triarchic Theory (3 subtheories)– Componential subtheory: components key

• Information processing skills that combine for task completion

– Experiential subtheory• Novel situations: application of existing knowledge• Familiar situations: automaticity key

– Contextual subtheory: • Intelligent functioning depends on context (US v. Brazil)

Intelligence Testing

• Stanford Binet, (WISC-III)– Set of tasks (verbal, spatial, math)

• Do they work?– Reliable (consistency of measurement)?

• YES!• Scores from same individual at 2 times correlate

– Valid (really measures intelligence)?• YES!• Predict school & work performance

Intelligence Testing

• WISC-III (traditional test)– Assesses existing knowledge & skills

• Dynamic testing– Assesses learning potential– Involves new material/information/skills

• Amount learned = intelligence

• Both useful for predicting future skill– Current skill & potential

Heredity of Intelligence

• Highly heritable (50%-60%)– Twin, adoption studies

• Heritability increases w/ age• Not all genes:

• MZ twin correlation < 1.0• Family environment key• Flynn effect (IQ increasing 3 pts/decade)• Interventions increase IQ, school achievement

Ethnicity & Intelligence

• Asian > European > Hispanic > African American

• Why?: NOT genetics– Socioeconomic status (not totally)– Culturally biased tests (nope)– Test taking skills (perhaps)

Interpreting Intelligence Tests

• Designed to measure school performance– Useful for predicting academic work

• Not necessarily life success indicator– At least not traditional forms of intelligence

• Social/emotional intelligence may be more key

Gifted & Creative Children

• Gifted– IQ > = 130– Exceptional talent (art, music, dance, etc.)– Not socially or emotionally troubles– Prerequisites

• Child’s love of and desire to master the subject• Excellent early instruction (challenging)• Supportive parents committed to child’s talent

Gifted & Creative Children

• Creativity: divergent thinking– Measured by naming multiple uses for objects

• Piece of paper, hanger– Must be cultivated by parents, teachers &

experiences encouraging flexibility

Mental Retardation

• Substantially below-average IQ (< 70)• Many types

– Organic (25%): due to biological problem• Down Syndrome (extra 21st chromosome)

– Familial: no known biological problem• Lower end of normal intelligence

• Profound/severe require custodial care (10%)• Moderate/mild are educable/trainable (90%)

Learning Disabilities

• Difficulty mastering academic subjects• Normal intelligence• 5% of US children but widely varied

– Language, reading, arithmetic• Treatment involves identifying specific

disability & intensive training– Can be effective in improving performance

ADHD

• Attention Deficit Hyperactivity Disorder– 3%-5% with 3x more boys– Biological roots w/ hereditary components– Symptoms (varies) can last into adulthood

• Overactivity• Inattention• Impulsivity

• Effective treatments include medication & psychosocial therapy

Reading

• Key processes• Word recognition• Comprehension

Reading

• Word recognition– Knowledge of letters– Phonological awareness

• Key predictors of reading

Reading

• Words are recognized via:– Sounding out

• Most common for beginning readers– Memory (default but used more & more w/ age & experience)

• Search for match of letter sequence– Context (used more w/ age & experience)

• Limitations on words/letters speeds recognition– The last word in this sentence is cat [no limits]– My pet dog chased the cat [something chased by dog]

Reading

• Comprehension– Combine words to form propositions

• The tall boy rode this bike– There is a boy, the boy is tall, the boy was riding

– Propositions combined to derive meaning

Reading

• Comprehension improves with age due to:– Working memory increases

• Retain more of a sentence in memory– Greater knowledge of world– Greater experience = more appropriate reading

strategies– Greater experience = better progress monitoring

Math skills

• Initial strategy includes finger counting• Grade school children begin mental

counting• Once children learn addition tables memory

retrieval is used• U.S. children far poorly v. Asian children

Schools

• American high school graduates are not highly literate– Average score < 300/500– Greater literacy may be critical to job success– How can literacy be enhanced?

Effective Schools

• Understanding that academic excellence is the goal of school & students

• Safe, nurturant climate• Parental involvement• Progress monitoring

– These factors enhance student success

Effective Teachers

• Effective classroom management• Take responsibility for student learning• Mastery approach• Active teaching style• Careful pacing• Value tutoring• Teach children progress monitoring