CLD 103 Lecture Notes - Lecture 5: Metamemory, Robert Sternberg, Structured Prediction

• School: Ryerson University
• Department: Early Childhood Studies
• Course: CLD 103
• Professor: Rachel Caplan

Document Summary

Children in the stage of concrete operations better understand spatial relationships than those in the preoperational stage. Tied to their increasing sophistication with symbolic thinking. Moves from particular observations about members of a class to a general conclusion about that class. Moves from a general premise about a class to a conclusion about a particular member of members of the class. Horizontal decalage inconsistency in the development of different types of conservation though underlying principles are same: children cannot readily transfer what they have learned about one type of conservation to another type. Number and mathematics takes 2 or 3 more years to perform a comparable operation for subtraction. By age 6 or 7 many can count in their heads. An intuitive understanding of fractions seems to exist by age 4. Ability to estimate progresses with age improvement in number line estimation, along with improvement in computational estimation. Estimating the sum in an addition problem numerosity estimation.