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Child devel. > Chapter 12 - Cognitive Developmetn Middle > Flashcards

Chapter 12 - Cognitive Developmetn Middle Flashcards

1
Q

what stage of piaget are middle childhood in

A

concrete operational
-first use of mental operations to solve problems and to reason

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2
Q

what are mental operations

A

strategies and rules that make thinking more systematic and powerful

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3
Q

mental operations give what to concrete operational thinking

A

rule oriented, logical flaviour that is missing in peroperational thought

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4
Q

what is an important property of mental operations

A

they can be reversed
ex: 5=3=8
8-3=5

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5
Q

what do concrete operational thinkers understand about mental operations that preoperational thinkers alcked

A

that certain actions can be reversed, restoring objects to their original status

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6
Q

what stage is more powerful and flexible, preoperational or concrete operational

A

concrete
-egocentric and centration wanes

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6
Q

what type of child may have problems in perpective taking ability, having higher levels of egocentrism in concrete operational and who is more likely to be opposite of this

A

agressive
intellectually gifted

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6
Q

what is beyond the ability of concrete operational thinkers

A

thinking abstractly and hypotehtically

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7
Q

in middle childhood memory improves rapdily ebcasue of what 2 factors

A

-use more effective strategies for remembering
-growing factual knowledge of worl allows them to organize infor more completely and remeber better

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8
Q

anything not transfered from working memory to long term memory is what

A

lost

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9
Q

what are 3 thigns memory strategies help with

A

-maintain info in working memory
-transfer info to long term memory
-retrieve info from long term memory

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10
Q

what is rehearsal

A

strat of repetitivly naming info that is to be remebred

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11
Q

as children go through middle childhood, how do they use memory strategies

A

-when it is best to use them
-use them more effectively
-how to organize info so can be more easily recalled (writing summary for story)
-outlines to help remember info in textbooks

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12
Q

what mistake may middle childhood kids make in learning and memory goals

A

misjudge the objective of a memory task and choose an inappropriate strategy

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13
Q

what should studying always begin with

A

clear understanding of what goal you are trying to achieve

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14
Q

summarize sequence of steps involved in monitoring effectiveness of a memory strategy

A

-determine goal
-select strategy
-use strategy
-monitor strategy
-ineffective: restart
-effective: focus on unlearned material

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15
Q

when 10 year olds and adults are told to rememrb a sequence of numbers who can remembr more

A

adults

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16
Q

when asked to remeber positions of a of objects in a matrix, who remebers better, adults or children and why^

A

children
-children were skilled chess players adults novices
-positions frm actual chess game
-children had knowledge which gave the positions meaning
-adults cwere seeing single meaningless patterns but children were not

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17
Q

what is a script

A

memory strucutre used to describe the sequence in which events occur

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18
Q

a network diagram of a young childs script would have fewer what

A

entries and weaker connecting links
-cannot organize info as extensively, makes remmebring more difficult

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19
Q

what do scripts allow children do to

A

not have to remmerb each individual activity, can simply remeber script and use it to organize his recall of different events

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20
Q

knowledge can improve memeory but what can it also do

A

distort it

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21
Q

exposure to info that conflicts with a childs experience of an event can have what impact on recollection of that memory

A

confuse child and distort recocelltion of source for inof the child remmerbes

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22
Q

can scripts distort memory and why

A

yes
-cannot distinguish what they experienced from what is specififed in script

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23
Q

what is a psychometric theory

A

based on measurement of psychological characteristic via a scorable questionanire or other type of psychological test

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24
Q

if you believe in concept of general intelligence childrens performcance shoud be what across tasks

A

consistent
-high intelligent kids always get high scores and vice versa

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25
Q

some researchers have started referring to intelligence as defined and measurbed by mental tests as what

A

psychometric g

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26
Q

john carroll proposed a hierarchichal theory with 3 levels, name them in order

A

general intelligence (g)
8 broad categories of intellectual skill (from fluid intelligence to processing speed)
these skills further divdied skills listed on bottom (most specific level)

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27
Q

carrolls hierarchical theroy is a comprise between whay 2 views but what is a main critic of it

A

of intelligence general versus distinct abilities
-ignroes research and theory on cognitive development

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28
Q

gardner proposed his theory of intelligences with what 7 distinct intelligences originally

A

linguistic intelligence
logical-mathematical
spatial
musical
bodily kinesthetic
interpersonal
intrapersonla

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29
Q

each of gardners distinct intelligences has a what

A

unique developmental history

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30
Q

out of the 8 categories of gardners intelligence, which one develops earlier

A

linguistic intelligence

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31
Q

each inteligence in garderns thing is regulated by what

A

distinct regions o brain

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32
Q

what part of brain is spatial intelligence regulated by

A

right hemisphere

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33
Q

what is a savant

A

person who is intellectually delayed but alos extremly talened in one particular domainuni

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34
Q

uniue musical intelligence is often demonstreted by who

A

savants

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35
Q

what is social cognitive flexibility and it is part of wich ability in gardners theoru

A

a persons skill in solving social problems with relevant social knowledge
-interpersonal intelligence

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36
Q

adolescents who are particularly skilld in social cognitive flexibility are not more skilled in what but are more competent in what

A

-not: solving verbal or logical reasoning problems
-were: socially, less likely to have social problems

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37
Q

gardner came up with what theory

A

theroy of multiple intelligences

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38
Q

what acceptable tests to evaluate progress in all the areas of intellegience covered by gardner are there

A

none - so dont know if schols that adopt this thinking are better than schools who dont

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39
Q

robert sternberg invented the triarchic theroy, what is it and later revised into what

A

about intelligence as situated withing a persons socio cultural environment based on 2 subteories

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40
Q

sternberg later revised his triarchic theory into a theory of successful intelligence proposing what

A

concept of intelligence refers to a persons skillfull ability to obtain what that person wants in life within that persons own socio-cultural envionrment or context

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41
Q

what is the componential subtheory

A

part of triarchihc theory
-intelligence depends on basic cognitive process called components (sternergs term for different information processing skills, such as monitoring)

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42
Q

in the componential subtheory of triarchich theory how is intelligence reflects what

A

more efficient organization and use of components

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43
Q

what is the experientials subtheory in the triarchich theory

A

intelligence is revealed in both novel and familiar tasks
-novel tasks: inteliggence is associated with ability to apply existing knowledge to a new situation
-familiar tasks: associated iwth automatic processing (completing a task means using few mental resources)

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44
Q

what is the contextual subtheory in triarchic theory

A

intelligent behaviour involved skillfully adating to an environemnt
-intelligence always partly defined by demands of an envionrment or cultural context

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45
Q

difference between sternberg and gardners theory

A

triarchich theory does not identify specific contents of intelligence
-defined intelligence in terms of processes

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46
Q

what is crystalized intelligence

A

understanding printed language, comprehending language and knoweing vocabulary

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47
Q

what is mental age

A

the difficulty level o f problems that children could correctly solve at various ages

48
Q

what is intelligence quotient (iq)

A

mathematical ratio of mental age to chronical age

49
Q

average iq is what and why

A

100, mental age equals their chonological age

50
Q

how are childrens iq scores calculated nowadays

A

by comparing their test perfomance to others thei age

51
Q

question that iq scores reflect intellegience raises what issue

A

validity

52
Q

what is criterion

A

if scores on first test correlate properly with scores on the criterion test, then chances are your first test is valid

53
Q

what is dynamic testing

A

measures a childs learning potential by having the child learn something new in presence of examiner and with examiners help
-measures new achievement rather than past

54
Q

dynamic testing is based on what

A

vygotskys ideas of zone of proximal development and scaffolding

55
Q

learning potential can be estimated by amount of what in dynamic testing

A

material the child learns during interaction with the examiner and or from the amount of help the child needs to learn the new material

56
Q

if aim is to predict future levels of a childs skill what type of intellegince testing

A

static - know childs current level of skill
dynamic - childs potential to aquire greater skill

57
Q

what is differentiated instruction

A

making adaptations to the classroom environemnt and teachin methods to acommodate childrens personal strengths, weaknesses and preferred ways of learning

58
Q

what is response to intervention

A

educational model based on frequent progresss monitoring and evidence-based strategic reponses to students measured achievement levels

59
Q

response to intervention takes what sort of approach rather than wait to fail

A

early-intervention approach

60
Q

is response to intervention an effective educational strategy

A

no thoroughly determined despite it becoming increasingly required by law to be used in public educational systems

61
Q

because fraternal twins have about the same amount of similiar genes as do non-twin siblings, if using heredity factors as evidence for cognitive ability, what 3 things should be true

A

-less similiar scores for identical twins
-as similiar scores as other siblings who have same biological parent
-more similiar than scores of children and their adoprted siblings

62
Q

patterns of change in IQ scores are moer like for identical or fraternal twins^ this suggest what

A

identical
-that hererdity inlfuences this
(if one twin scores higher on tests of intelligence with age, other twin almost certainly will too)

63
Q

in adoptive children, if heredity helps determine psychometric g and IQ, then their scores should be more like who

A

their biological parents than their adoptive parents

64
Q

at every age, correlation between childrens IQs and their biologcal parents had what tpyw of correlation

A

greater than between their adoptive parents
-scores essentially unrelated to adoptive parents scores

65
Q

there is greater impact of heredity on IQ as a child what

A

grows

66
Q

what are 2 environmental factors that have a strong impact on IQ

A

families/homes
preschool intervention or enrichment programs

67
Q

HOME testing indicates that children with high test scores typically have hwat

A

parents who arre stimulating, responsive and involved

68
Q

for children from european hertage what other environemnt is linked to high test scores

A

plenty of variety and appropriate play materials

69
Q

for children of african heritage what other environemnt is linked to high test scores

A

well-organized home
-well structured and predictable

70
Q

why are certain features of environments improtant for intelligence in different groups

A

no known
-but shows that environemnts clearly affect intelligence

71
Q

on many intelligence tests how do westerners of african heritage score compared to european heritage

A

about 15 points lower

72
Q

when european and african american children of comparable social classes are compared what are the itnellgience test scores like

A

reduced, but not eliminated

73
Q

in study when comparing african and european americans, whcih group has more individuals with above average iq score

A

african american
-many european americans achieve lower iq scores than the average african american

74
Q

what type of tests of intellgiene avoid many cultural biases prsent in tests of verbal comprehesnion and social judgement

A

nonverbal

75
Q

what is one of the most challenging aspects of psychological testing bias

A

lack of cultural knowledge on the pasrt of the test adminisrtator

76
Q

what is culture fair intelligence test

A

pscyh tests designe to eliminate group differences due to culture

77
Q

culture fair tests rpedict what but do not eliminate what

A

achievment in school
-do not eliminate group differences int est scores

78
Q

a culture fair test will underestimate a childs intelligence if what

A

childs culture envourages children to solve problems in collaboration with others and discourages them from excelling as individuals

79
Q

as a result of intercultural differences in abstract reasoning, what did sternbeg, grigorenko and kidd point out towards the culture fait tests

A

even mor susceptible to cultural bias than other types of intelligence tests

80
Q

why are economically disadvantged hcchildre from cultural minority groups likely to asnwer test questions saying idk and who else can have similiar difficulties

A

wary of questions posed by unfamiliar adults
-foster children

81
Q

most intellignece test predict success in what environment

A

chool
-usually teaches middle-class values

82
Q

does a low score on an intelligence test mean a student will fail

A

no
-based onc urrent skills and knowledge, child might be unlikely to do well in that learning environment

83
Q

girls tend to have better what cognitive skills

A

verbal

84
Q

boys tend to have better what cognitive skills

A

mathematcial and visualspatial

85
Q

gender differences in verbal skills may rsult from what

A

biology
-left hemisphere of brain is central to lnaguage may mature more rapidly in girls than boys
-experience also contributes

86
Q

what is mental rotation

A

aspect of spacial ability
-imagine how an object will look after it has been moved in space

87
Q

what gender has better mental rotation skill

A

boys
-but throughout middle childhood remains difficult for both genders

88
Q

boys tend to outperform girls in spatial ability, does this hold true for boys from low-socio-economic backgrounds

A

no

89
Q

what gender recieves higher scores in standardized tests of math

A

girls

90
Q

what gender scores higher in problem solving and applying math concepts

A

boys

91
Q

who excels in math computation and math problem solving in gender

A

comp: girls
solging: boys

92
Q

is there a difference in math grades in gender

A

no, but of there is a slight one usually girls a higher

93
Q

what gender gets higher scores on math achievement tests

A

boys

94
Q

why do girls get lower scores on tests of math achievemnt but higher grades in math course

A

-maybe different emotional experiences of math
-girls might have lower percieved competence in math, making them less confident when taking math achievement tests
-boys may be more condifdent in math skills nad like challange of having to solve novel problems on standardized tests

95
Q
A
95
Q

can biological factors be used to explain gender differences in math

A

possibly
-steroetpyes havent changed since 1980
-some math easier to understand if they can be mentally visualized

96
Q

ravens progressive matrices is an example of wht kind of intellgience test

A

culture fair intelligence

97
Q

what is word recognition

A

process of identifying unique pattern of letters

98
Q

what is phonological awareness and is needed for what skill

A

ability to distinguish the distinctive sounds o letters
-reading in alphabet absed languages (english) and non alphabet based language (chinese)

99
Q

what is the first step in actual reading

A

identifying indvidual words

100
Q

what is a common techniwue among beginning readers

A

sounding out

101
Q

words are recognized throguh direct retrieval from where

A

long term memory
-as individual letters in a word are identified, long term emmory is searched to see if there is a matching sequence of letters

102
Q

readers recognize letters faster when they appear inw hat type of words and what does this show

A

words rather than nonwords
ex: recognixe t fin cast rather than ahdt
-readers use context to help them recognize letters and words

103
Q

researcher sthought using stories that had many rhymes would increase childrens phonological awareness, is this still true

A

no
-but know that exposure ot literacy in preschool years is important

104
Q

what is propositions

A

ideas developed by combining words

105
Q

increase in working memory capacity is handy when it comes to what in reading

A

when more from simple sentences to mroe complex ones

106
Q

what are 3 factors that contribute to a childs improved comprehension

A

-working memory capacity increases
-aquire more general knowledge of thier physical, social and psychological world (lallows them to understand more of what they read)
-with experience, children use mroe appropriate reading strategies
-with experience, children better monitor their comprehension

107
Q

what is prereading skill

A

knowing letter names
-linking names of letters to sounds they make

108
Q

when asked to write about a mayoral election, how to 8 yeards write compared to 12

A

8 - like a popularit contest
12 - in terms of pilitical issues bot subtled and complex

109
Q

what is knowledge telling strategy

A

writing strategy in which info on a topic is written down as it is retrieved from memory
-young writers often sue this
-no obvious structure
-write each event simply as it came to mind

110
Q

what is knowledge-transformin strategy

A

writing strategy in which writer decides what info to include and how to organize it before writing it down
-toward end of middle childhood begin to use
-considers purpose of writing and info needed to achieve it
-considers audience

111
Q

when youngsters are absorbed by task of printing letters correctly what usually suffers

A

quality of their writing

112
Q

when young writers revise, do changes improve writing

A

not necessarily
-need to be able to detect problems and know how to correct them

113
Q

what was the comparison like for math and science achievemnts ofr students in canada compared to other nations

A

subtantially low

114
Q

what are differences factors in students achievements scores in japan, taiwan and united states

A

-time in school and how it is used (USA, less time spent devoted to academics)
-time spent on homework and attitudes toward it (usa spends less and values it less)
-parents attitudes (usa parents more often satisfied with performance)
-parents beliefs about effor and ability (usa believe less that effor not native ability is key factor in school success)

115
Q

on a daily basis, who has the most potential for impact on student learning

A

individual teachers

116
Q

at what pace should teachers present material

A

slowly enough that students can understand a new concept but not so slow that they get bored

117
Q

how are computers helpful to improve students learning

A

-used as tutors and enable instruction to be individualized and interactive
-experitential learning (simulation programs)
-achieve traditinola academic goasl more readily

118
Q

what do cyber schools offer

A

distance education
-variety of classes online

119
Q
A

Child devel. (13 decks)

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