Cognitive Development in Middle Childhood: 6-11 Years

Chapter 12THE THINKER,,,,of sorts

I. Concrete OperationsI. Concrete Operations

II. Memory--METACOGNITIONII. Memory--METACOGNITION

III. IntelligenceIII. Intelligence

IV. SchoolingIV. Schooling

GOOD MORNING!

LITERACY DISCUSSIONLITERACY DISCUSSION INFORMATION FOR CLASS TODAY INFORMATION FOR CLASS TODAY

WILL BE ON THE FINAL EXAM—SEE WILL BE ON THE FINAL EXAM—SEE STUDY GUIDESTUDY GUIDE

*KNOW EXAMPLES TO EXPLAIN *KNOW EXAMPLES TO EXPLAIN POTENTIAL AND RESILIENCYPOTENTIAL AND RESILIENCY

METACOGNITION

Thinking about your thinking. I know or Thinking about your thinking. I know or I don’t know…therefore. Metacognition!I don’t know…therefore. Metacognition!

I know.I know. I know that you know.I know that you know. I know that you know that I know.I know that you know that I know.

Storing and Retrieving InformationRead and List (need paper)

Cake Cake Book Book Shoe Shoe CarCar Ball Ball DishDish

Clock Clock FishFish TreeTree Chair Chair Bike Bike EggEgg

Tell me your strategies

Part 2 Retrieving and Storingread and write

DogDog Cat Cat Pig Pig CowCow Grape Grape PearPear

Orange Orange PeachPeach ShirtShirt PantsPants Shoe Shoe SocksSocks

Tell me your strategies

Metacognitive Knowledge When you try to remember things, do When you try to remember things, do

you remember some things better than you remember some things better than others? What kings of things are hard others? What kings of things are hard to remember? What ones are easier to to remember? What ones are easier to remember? Why?remember? Why?

If you wanted to call a friend on the If you wanted to call a friend on the phone and someone told you the phone phone and someone told you the phone number , would it make a difference if number , would it make a difference if you called right away or if you got a you called right away or if you got a drink of water first? Why?drink of water first? Why?

COGNITION—Thinking Strategies EXAMPLES OF HOW CHILD THINKSEXAMPLES OF HOW CHILD THINKS Can do cognitive self-regulation (monitoring) of their Can do cognitive self-regulation (monitoring) of their

thinking.thinking. ****they will continually monitor progress of an ****they will continually monitor progress of an

activity, checking how they are doing, redirecting or activity, checking how they are doing, redirecting or redoing unsuccessful efforts.redoing unsuccessful efforts.

Examples are: reread a sentence she does not Examples are: reread a sentence she does not understand, attends to directions of the teacher or understand, attends to directions of the teacher or her mother, **relate new information to what they her mother, **relate new information to what they already know.. already know..

In the early stages, may not always monitor on own, In the early stages, may not always monitor on own, need hints and training and reminders.need hints and training and reminders.

Children who can use these thinking strategies, do Children who can use these thinking strategies, do well in school. well in school.

Cognitive DevelopmentConcrete Operational Thinking

Can focus on more than one attribute Can focus on more than one attribute when doing a task.when doing a task.

Less as self-centered.Less as self-centered. Likes to solve problems Likes to solve problems Focus is more on solving problems—Focus is more on solving problems—

likes puzzles.likes puzzles. Like to make and do things.Like to make and do things.

Piaget’s Theory: Achievements of the ConcreteOperational Stage ( logical, flexible, & organzied—need to know with examples

ConservationConservation—ways to understand mental operations; —ways to understand mental operations; obey logical rules of thinking.obey logical rules of thinking.– Decentration- focusing on several aspects at a timeDecentration- focusing on several aspects at a time– Reversibility- work through steps, backwardsReversibility- work through steps, backwards

ClassificationClassification—putting a set of objectives into —putting a set of objectives into categories—similarities and differences pg 428 & 321categories—similarities and differences pg 428 & 321

SeriationSeriation- put a set of sticks in order from smallest to - put a set of sticks in order from smallest to largestlargest

Spatial ReasoningSpatial Reasoning pg 429 pg 429– Directions move from using their own orientation, to looking at Directions move from using their own orientation, to looking at

from other perspectivesfrom other perspectives– Maps—landmarks a drawn in a logical order, can read from Maps—landmarks a drawn in a logical order, can read from

different persectives.different persectives.

Piaget’s Theory: Limitations of Concrete Operational Thought

Operations work best with Operations work best with objects that are concrete—objects that are concrete—that is objectives and that is objectives and manipulativesmanipulatives– Problems thinking about Problems thinking about

abstract ideasabstract ideas

Horizontal décalageHorizontal décalage– Master concrete operational Master concrete operational

tasks gradually--- tasks gradually--- learn in learn in stepssteps

Attention in Middle Childhood

Attention Attention becomes more:becomes more:

SelectiveSelective AdaptableAdaptable PlanfulPlanful

Promoting CognitiveSelf-Regulation in Children

Point out special Point out special demands of tasksdemands of tasks

Encourage use of Encourage use of strategiesstrategies

Emphasize value of Emphasize value of self-correctionself-correction

Language Development in Middle Childhood

Meta-linguistic awareness increasesMeta-linguistic awareness increases VocabularyVocabulary

– Increases fourfold during school yearsIncreases fourfold during school years– 20 new words a day20 new words a day

GrammarGrammar– Passive voice Passive voice – Infinitive phrasesInfinitive phrases

PragmaticsPragmatics– Adjust to people and situationsAdjust to people and situations– Phrase requests to get what they wantPhrase requests to get what they want

Spelling Test

List of wordsList of words Study: 5 minutesStudy: 5 minutes Administer testAdminister test Write Reflection—your thinkingWrite Reflection—your thinking What monitoring strategies did you use?What monitoring strategies did you use? What were you saying to yourself?What were you saying to yourself? Self-talkSelf-talk

Metacognitive Knowledge, cont. Suppose you want to go skating with Suppose you want to go skating with

your friend after school tomorrow. You your friend after school tomorrow. You want to be sure to bring your skates. want to be sure to bring your skates. What can you do to be certain that you What can you do to be certain that you won’t forget to bring your skates to won’t forget to bring your skates to school? How many ways can you think school? How many ways can you think of?of?

Suppose you lose your jacket at Suppose you lose your jacket at school. How would you go about school. How would you go about finding it? How many ways?finding it? How many ways?

Metacognitive Knowledge, cont.

Suppose I tell you a story and ask you Suppose I tell you a story and ask you to remember it. Would it be easier to to remember it. Would it be easier to remember it word for word or in your remember it word for word or in your own words? Why? Other ways? own words? Why? Other ways?

Memory Strategies These are These are deliberate deliberate strategies to store and retain strategies to store and retain

information.information. Rehearsal of informationRehearsal of information: repeat information.: repeat information. Organizing informationOrganizing information: grouping ideas together.: grouping ideas together. Elaboration of informationElaboration of information (can practice at this point; (can practice at this point;

still difficult): creating meaning and shared still difficult): creating meaning and shared relationships. relationships.

Chunking informationChunking information.. Children need Children need hintshints.. Should we be teaching these strategies to children as Should we be teaching these strategies to children as

a part of the school curriculum?a part of the school curriculum?

I. Concrete Operations

““Operations” are mental actions that Operations” are mental actions that obey logical rules, including:obey logical rules, including:– Reversibility Reversibility (the most important one)(the most important one)– ““Arithmetic” functionsArithmetic” functions– Serial orderingSerial ordering

Each is an internal rule (or scheme) Each is an internal rule (or scheme) about objects and their relationshipsabout objects and their relationships

Areas of development:Areas of development: IdentitiesIdentities (conservation) (conservation)

– Decentering on tasksDecentering on tasks ClassificationClassification (class inclusion) (class inclusion)

– 20 Questions task20 Questions task LogicLogic

– Preschool: Transductive logic Preschool: Transductive logic (preoperational)(preoperational)

– Middle childhood: Inductive logic (concrete Middle childhood: Inductive logic (concrete operations)operations)

– Adolescence: Deductive logic (formal Adolescence: Deductive logic (formal operations)operations)

Post-Piagetian research:Post-Piagetian research:– Expertise (specific knowledge) due to Expertise (specific knowledge) due to

culture and schooling plays an important culture and schooling plays an important role.role.

II. Memory

Changes in “thinking” efficiency in Changes in “thinking” efficiency in terms of:terms of:– gets faster with agegets faster with age– Strategies become more efficient and Strategies become more efficient and

elaborate—more ways to choose from.elaborate—more ways to choose from. RehearsalRehearsal OrganizationOrganization ElaborationElaboration

Development of memory strategies Development of memory strategies – Available schemes Available schemes to use as mnemonicsto use as mnemonics– Spontaneous use Spontaneous use of mnemonics: of mnemonics:

MetacognitionMetacognition Children need hints.Children need hints. Children need to learn mnemonics Children need to learn mnemonics

ORGANIZING A LESSON Gain student’s attentionGain student’s attention *Bring to mind or “review” relevant prior to learning*Bring to mind or “review” relevant prior to learning ( e.g., review information from previous unit or field trip)( e.g., review information from previous unit or field trip) Point out important information. (e.g., handout, PP)Point out important information. (e.g., handout, PP) Present information in an organized manner.Present information in an organized manner. Show students how to categorize (chunk or webbing or Show students how to categorize (chunk or webbing or

outlining) related information.outlining) related information. Provide opportunities for students to elaborate on the new Provide opportunities for students to elaborate on the new

information. (e.g., look for similarities and differences among information. (e.g., look for similarities and differences among ideas and concepts) (Practice)ideas and concepts) (Practice)

Assignments: Children think, write, draw, diagram, create Assignments: Children think, write, draw, diagram, create rather than complete a 1 minute worksheet to show they rather than complete a 1 minute worksheet to show they have learned informationhave learned information. Create. Create

Organizing Information—pt 2

Show students how to use coding when Show students how to use coding when memorizing lists memorizing lists ( e.g., make up silly sentences with first ( e.g., make up silly sentences with first

letter of each word)letter of each word)

Provide for repetition of learning (from Provide for repetition of learning (from short term to long term memory).short term to long term memory).

Provide opportunities for overlearning of Provide opportunities for overlearning of concepts and skills (repeated concepts and skills (repeated exposure).exposure).

Group Exercise: Running for School Board

You are running for election to the school You are running for election to the school board.board.

Prepare a Prepare a position statementposition statement on one of these on one of these issues (I’ll assign to your group):issues (I’ll assign to your group):– The use of IQ tests in the schools.The use of IQ tests in the schools.– How to make schools more effective.How to make schools more effective.

Be prepared to Be prepared to defend your position defend your position (using (using text concepts) against me, your election text concepts) against me, your election opponent.opponent.

Intelligence Binet’s taskBinet’s task IQ = MA/CA x 100IQ = MA/CA x 100 WISCWISC Stability and predictive valueStability and predictive value Reaction rangeReaction range RaceRace Sternberg’s triarchic theorySternberg’s triarchic theory Gardner’s multiple intelligencesGardner’s multiple intelligences

IQ and Race Debate

BlackWhite

10085

Sternberg’s triarchic theorySternberg’s triarchic theory Gardner’s multiple intelligencesGardner’s multiple intelligences

Find Examples: Parents/Daycare and Teachers

1. Example of conservation:1. Example of conservation:

– A.Decentration- A.Decentration-

– B.Reversibility- B.Reversibility- Seriation- Seriation- ClassificationClassification Spatial ReasoningSpatial Reasoning