HDFS 201 012 Human Development Exam 2 Study Guide Chapter 6 Cognitive Physical Development in Middle Childhood Part I Cognitive Development Piaget s Theory Continued Concrete Operational Period ways Formal Operational Period extends from ages 7 11 no longer egocentric new understanding that appearances can be deceiving because of understanding that events can be interpreted in different thought can be reversed because school age children have acquired mental operations cognitive actions that can be performed on objects or ideas that consistently yield a result extends from age 11 on to adulthood people apply psychological operations to abstracts entities they are able to think hypothetically and reason abstractly adolescents show deductive reasoning make appropriate conclusions from facts Information Processing Strategies for Learning Remembering Organization A memory strategy that involves structuring information to be remembered so that related information is placed together Elaboration Another memory strategy that involves embellishing information to be remembered to make it more memorable Metamemory Diagnosing memory problems accurately and monitoring the effectiveness of memory strategies are two important elements of metamemory which refers to a child s intuitive understanding of memory Metacognitive Knowledge Knowledge and awareness of cognitive processes grows rapidly during elementary school years children come to know a lot about perception attention intentions knowledge and thinking Theories of Intelligence Part II Aptitudes for School Gardner s Theory of Multiple Intelligences traditional theories only include the first three types of intelligence 1 Linguistic knowing the meanings of words having the ability to use words to understand new ideas and using language to convey ideas to others 2 Logical Mathematical understanding relations that exist among objects actions and ideas as well as the logical or mathematical operations that can be performed on them 3 Spatial perceiving objects accurately and imagining in the minds eye the appearance of an object before and after it has been transformed 4 Musical 5 Bodily Kinesthetic Interpersonal 6 7 Intrapersonal 8 Naturalistic 1 9 Existential Emotional Intelligence Prompted by Gardner s theory other nontraditional aspects of intelligence have been discovered like emotional intelligence which is the ability to use one s own and others emotions effectively for solving problems and living happily Sternberg s Theory of Successful Intelligence using abilities skillfully to achieve personal goals Analytic Ability Creative Ability Practical Ability ability to analyze problems and generate different solutions ability to deal adaptively with novel situations and problems ability to know which solutions to a problem are likely to work Intelligence Testing Mental Age MA in intelligence testing a measure of children s performance corresponding to the chronological age of those whose performance equals the child s Binet and Simon s test Intelligence Quotient IQ a mathematical representation of how a person scores on an intelligence test in relation to how other people of the same age score this is known as the Stanford Binet test which is a revised version of Binet and Simon s test Hereditary Environmental Factors IQ scores seem to have hereditary influence environment is also crucial experience with test contents test taking skills stereotype threat Gifted and Creative Children Part III Special Children Special Needs Intelligence is associated with convergent thinking using information to arrive at one standard and correct answer Creativity is linked to divergent thinking the aim is not a single correct answer often there isn t one but instead to think in novel and unusual ways divergent thinking is often measured by asking children to produce a large number of ideas in response to some specific stimulus kids might be asked to name different uses for common objects i e coat hanger creativity like giftedness must be cultivated Children With Disability Intellectual Disability Mental Retardation down syndrome is an example of a condition that leads to intellectual disability refers to substantial limitations in intellectual ability as well as problems adapting to an environment with both emerging before 18 years of age limited intellectual skill is often defined as a score of 70 or less on an intelligence test stanford binet four factors that place people at risk biomedical factors chromosomal disorders malnutrition traumatic brain injury 2 social factors poverty impaired parent child interactions behavioral factors child neglect domestic violence educational factors inadequate special education services Learning Disability children with learning disability have difficulty mastering an academic subject have normal intelligence are not suffering from other conditions that could explain poor performance such as sensory impairment or inadequate instruction in the USA about 5 of school age children are classified as having learning disability developmental dyslexia is most common impaired reading comprehension is also common mathematical learning disability common as well Attention Deficit Hyperactivity Disorder hyperactivity inattention impulsivity Reading Foundations of Reading Skills Part V Academic Skills first essential skill is learning letters second essential skill is sensitivity to language sounds the ability to distinguish the sounds in spoken words is known as phonological awareness children learn to read a lot faster in languages that are more consistent the first step in true reading is learning to decode printed words by sounding out the letters in them beginning readers often say the sounds associated with each letter and then blend the sounds to produce a recognizable word with more experience the child sounds out fewer words and retrieves more children become more skilled at recognizing words allowing effort to be devoted to comprehension children acquire more general knowledge of their physical social and psychological worlds with experience children use more appropriate reading strategies with experience children better monitor their comprehension Recognizing Words Comprehension Writing 3 Organizing Writing memory children and young adolescence organize their writing differently than adults young writers often use knowledge telling strategy writing down information on the topic as they retrieve it from towards the end of