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TAMU PSYC 307 - 3.31_b w
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3/31/20091COGNITIVE DEVELOPMENT3/31/200923/31/200933/31/200943/31/20095Piagetian Perspectivez Fixed sequence of qualitatively different stagesz Fundamentally different than child thinkingz Utilized in variety of settings and situations– Incorporates new, more advanced, and more adaptive form of reasoning– Occurs when biological readiness and increasingly complex environmental demands create cognitive disequilibrium2763/31/20096Piagetian Stages Related to Youth DevelopmentConcrete operationsz 6-11 yearsz Mastery of logicz Development of rational thinkingFormal operationsz 11+ years z Development of abstract and hypothetical reasoningz Development of propositional logic3/31/20097Developmental of Formal Operationsz Emergent– Early adolescence– Variable usage depends on conditions surrounding assessmentz Established– Late adolescence– Consolidated and integrated into general approach to reasoning3/31/20098Piaget…Pros and ConsProsz Catalyst for much researchz Accounts for many changes observed during adolescencez Helps explain– Developmental differences– Multidimensionality– MetacognitionConsz Fails to prove– Stage-like fashion of cognition– FO is adolescent cognitive stagezFails to account for variability– Between children– Within child– Within specific situations3/31/20099Information Processing Viewz Study of cognitive development in component processesz Incorporates same techniques to understanding human reasoning that computer scientists employ in writing programs3/31/200910Changes in Information Processingz Gains during adolescence help to explain developmental differences in abstract, multidimensional, and hypothetical thinking3/31/200911ChangesInclude five basic areas:z Attentionz Memoryz Information processing speedz Organizational strategiesz Metacognition3/31/200912Thinking about Thinking…Metacognition improves during adolescence– Thinks about own thoughts Æself-consciousness– Monitors own learning processes more efficiently– Paces own studying3/31/200913Adolescent Egocentrismz Imaginary audience– Belief that one is center of everyone else's concern and attentionz Personal fables– Egocentric belief that one’s experiences are uniquez Assessment methodology– May be right about existence of adolescent egocentrism but wrong about underlying processes3/31/200914School Performance3/31/200915True or False?Grades awarded to high school students have shifted upward in the last decade.3/31/200916True or False?Truez The mean grade point average for college-bound seniors was 3.3 (out of a scale of 4), compared with 3.1 a decade ago. More than 40 percent of seniors reported average grades of A+, A, or A- (College Board, 2005).z Independent measures of achievement, such as SAT scores, have not risen. Consequently, a more likely explanation for the higher grades is the phenomenon of grade inflation. According to this view, it is not that students have changed. Instead, instructors have become more lenient awarding higher grades for the same performance.What consequences does this have (potentially) for college-bound students?3/31/200917Socioeconomic Status and School PerformanceIndividual Differences in Achievementz Children living in poverty lack many advantages z Later school success builds heavily on basic skills presumably learned or not learned early in school3/31/200918How do adolescents connect using technology?z E-mailsz Instant messages (IMs)z Web logs (blogs)z Websitesz Chat roomsz Cell phonesz Camcorders3/31/200919Cyberspace: Adolescents Online 3/31/200920The Downside of Clickz Objectionable material availablez Growing problem of Internet gambling z Safetyz Digital divide– Poorer adolescents and members of minority groups have less access to computers than more affluent adolescents and members of socially-advantaged groups—a phenomenon known as the digital


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TAMU PSYC 307 - 3.31_b w

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