PSY 336 Lecture 16: PSY 336 Lecture 15: PSY 336 Lecture : PSY 336 Lecture : PSY 336 Lecture : PSY 336 Lecture : PSY 336 Lecture : PSY 336 Lecture : Untitled Cognitive Development during Middle Childh
Cognitive Development during Middle Childhood
Piaget saw age 7 as a major cognitive turning point from preoperational thinking to more advanced concrete
operational thought
Cognitive changes btwn early and middle childhood:
• capacity for logical, systematic thinking
• using multiple pieces of information
• ability to perceive underlying reality despite superficial appearances
• domain-specific knowledge, expertise
• information-processing capacity
•control over attention & memory
• metacognition
Metacognition: the capacity to think about thinking.
Elementary school children still face cognitive limitations:
• Lack adults’ broad base of knowledge.
• Sometimes have trouble using a skill as part of larger problem-solving system.
•Cannot reason maturely about abstract hypothetical problems.
Information-Processing Abilities
•Memory Abilities
• Memory development during middle childhood involves changes in:
•memory capacity
• knowledge
• memory strategies
•metamemory
“Recall” Memory Strategies
Metamemory: Knowledge about memory and memory processes.
• Once children realize mnemonic strategies improve recall, they are more likely to use them.
• Many 5- and 6-yr -olds can think of only one strategy; older children think of more.
Elementary school children can learn from both didactic and cooperative learning experiences.
• Didactic learning experience: situation in which a knowledgeable teacher who has already mastered a problem
teaches a particular solution to a learner.
• Cooperative learning experience: a situation in which learners at about the same knowledge and skill interact,
share ideas, and discover solutions on their own.
• Didactic learning experiences can be provided by either adults / more knowledgeable peers.
•Children become ↑ effective at teaching one another with age.
• Learning among peers is not always as effective as learning from an adult.
• Piaget’s theory applies more to cooperative learning situations, focusing on what happens inside the
individual.
• Vygotsky’s theory applies more to didactic learning situations, focusing on what happens btwn individuals.
Intelligence Testing
• Intelligence Quotient: a method of quantifying performance on an intelligence test.
• Originally: IQ = (mental age)/(chronological age)
• First intelligence test by Binet.
• Revised as the Stanford-Binet.
•Wechsler scales now more widely used.
• Wechsler introduced deviation IQ to replace mental/chronological age ratio.
Mnemonic strategies
Intentional, goal-directed behaviors designed to improve memory.
Rehearsal
The mnemonic strategy of repeating info over and over.
Organization
The mnemonic strategy of arranging info to be recalled into meaningful categories.
Elaboration
The mnemonic strategy of creating a meaningful connection btwn items to be remembered,
either verbally or visually.
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Document Summary
Piaget saw age 7 as a major cognitive turning point from preoperational thinking to more advanced concrete operational thought. Cognitive changes btwn early and middle childhood: metacognition capacity for logical, systematic thinking using multiple pieces of information ability to perceive underlying reality despite superficial appearances domain-specific knowledge, expertise information-processing capacity control over attention & memory. Sometimes have trouble using a skill as part of larger problem-solving system. Memory development during middle childhood involves changes in: memory capacity, memory strategies knowledge, metamemory. The mnemonic strategy of repeating info over and over. The mnemonic strategy of arranging info to be recalled into meaningful categories. The mnemonic strategy of creating a meaningful connection btwn items to be remembered, either verbally or visually. Once children realize mnemonic strategies improve recall, they are more likely to use them. Many 5- and 6-yr -olds can think of only one strategy; older children think of more.
