Hd Chapter 6: Realms Of Cognition In Middle Childhood

Front 1

Memory and attention

Back 1

1. all aspects improves
- sensory memory
-working memory
-long term memory
-Rehearsal
-Storage
-Retrieval
-Declarative knowledge
- Script
-Non-declaritive knowledge

Front 2

Sensory Memory

Back 2

1. is the belief retention of sensory experience
2. does not change much with age

Front 3

Working Memory

Back 3

1. is "thinking"
2. also called "short-term store"
3. has limited capacity to store
4. material sent is lost from working memory in 15-30 sec unless we engage in "rehearsal"

Front 4

Information Processing

Back 4

Chart

Front 5

Long-term memory

Back 5

Unlimited store of knowledge

Front 6

Retrieval

Back 6

1.remembering- getting information out of storage so we can use it.
2. two kinds of remembering: recognition and recall

Front 7

Recognition

Back 7

1. when the information to be remembered is immediately available to our senses
2. some ability for recognition seems to be present from birth
3. young children ability of recognition skills are good especially visual-spatial information
4. recognition of verbally presented information show more long term developmental improvement

Front 8

Recall

Back 8

1. The to-be-remembered information is not present
2. you must somehow draw it out of your long-term memory and re-present it to yourself.
3. multifaceted process

Front 9

Declarative Knowledge and non-declarative knowledge

Back 9

Declarative includes
1. Semantic ( factual information )
2.Episodic (knowledge about events that we have experienced; organized around time and space )

Hint 9

Non-declarative includes
1. Procedural knowledge ( unconscious, non-declarative )

Front 10

working memory improves with age

Back 10

1. 7 y/o can remember 5 digits

Front 11

Improvement in working memory with age because:

Back 11

Improvement in all of the following areas:
1. Processing speed
2. Breadth and Depth of knowledge
3. logical thinking skills
4. overall language skill
5. Memory strategies
6. Metacognition Skills

Front 12

Processing Speed in Middle childhood

Back 12

1. children can process information more quickly as they get older
2. improvement of processing speed from middle childhood to about age 15
3. Decentering
4. Increases with physical maturation
5. as children get older, they can do more with more information at one time

Front 13

Breath and Depth of Knowledge in Middle childhood

Back 13

1. knowledge base expands as child ages
2. scripts about different situations and scenarios
3. Prior knowledge can affect the ability to reconstruct what he/she has experienced.
4. Prior knowledge can also lead to false memories.
5. More knowledge in a particular subject, the more easily the child can learn new information in that domain and better will remember it later.
6. Rich web of knowledge allows chunking of information in working memory.

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Chunking

Back 14

is a process whereby we link several pieces of information together into a single meaningful unit.

Front 15

Logical thinking skills in Middle childhood

Back 15

1. thinking is more rapid and efficient
2. decentered thoughts
3. can discover logical relationships

Front 16

Language skills in Middle childhood

Back 16

1. overall language ability improvement
2. Narrative skills improvement
3. Vocabulary skills development
4. interaction with adult would enhance language skills

Front 17

Memory Strategies in Middle childhood

Back 17

1. Development of Selective attention
2. organizational strategy to sort the items to be learned on some meaningful basis.
3. Elaboration strategy: finding or creating a meaningful link
4. Effective use of strategy can be taught.

Front 18

Metacognition

Back 18

Thinking about and awareness of our own mental processes and their effects

Front 19

Metacognition skills in Middle childhood

Back 19

1. self-understanding and self-monitoring of what you can or cannot cognitively accomplish improves in school years
2. involves 3 kinds of knowledge
a. Declarative
b. Procedural
c. conditional
3. important in clinical work : self-monitoring

Front 20

Declarative knowledge

Back 20

knowledge about facts,rules or oneself as learner

Front 21

Procedural knowledge

Back 21

knowledge about how to apply rules and strategies effectively

Front 22

conditional knowledge

Back 22

knowledge of when to apply rules or strategies

Front 23

Social Factors in Memory skills in middle childhood

Back 23

1. child's motivation is crucial
2. Adult interactions are critically important
a. scaffolding by adults
b. Engagement in narratives with child

Front 24

Number and Math Skills in Middle Childhood

Back 24

1. Moves gradually towards more efficiency but less efficient strategies are still used
2. Development of more adequate math strategies depends on metacognitive development
3. Social context can moderate that speed of math development and the kinds of strategies that emerge
a. Practical real-life problems affect understanding of math principles
b. Early childhood experiences with countable materials, learning counting words, work with shapes, and verbally interact with adults about numbers affect later math development
c. Mathematical language

Front 25

Problem-Solving Progress in Middle childhood

Back 25

1. Children devise and use an increasing range of strategies as they get older
2. Usually have more resources (domain knowledge and logical thinking skills)
3. Tend to plan better – more attentional control, growing metacognitive knowledge, increases in working memory
4. These cognitive advances modified by social transactions – family, school
5. Learning with an adult
a. Adults guide child and maintain child’s interest and focus on goal of task
b. Adult keeps track of what child can/cannot do and tailors instructions to child’s “region of sensitivity” – one step beyond the level at which the child is performing
i. =Zone of proximal development – a region to help a kid succeed, knowing limitations
c. Adult likely to engage child in discussion of possible strategies – make decisions
i. Ask challenging questions, elicit children’s active involvement in discussion and planning
d. As child’s learning advances, adults do less and encourage child to do more problem solving
6. Cooperative Learning Environment:
a. the younger the child, the less likely a collaborative arrangement will be as effective as working with adult alone – because of limited attention/ability to stay on task, limited language skills, and immature perspective-taking
b. Most effective when decision making is shared, all partners actively involved in discussion, planning, negotiating, and attempting solutions
- Adult feedback and scaffolding is important

Front 26

Maturation of Corpus Callosum and Cerebellum in middle childhood :

Back 26

Improvement in motor coordination
1. fine motor coordination (age 8-9)- e.g) draw
2. gross motor coordination (age 6)
eg.) riding a bike
3. eye-hand coordination

Front 27

Myelination of reticular formation and increased synaptogenesis in frontal lobe in middle childhood :

Back 27

increase attention , concentration and planning

Front 28

Myelination of certain association areas of the cortex involved in cross-modal processing of information in middle childhood :

Back 28

development of higher order thinking skills ( 8 y/o)

Front 29

Continued changes in frontal cortex in middle childhood :

Back 29

improvement in Verbal memory

Front 30

Cognitive Development in Middle childhood

Back 30

1. Piaget's stage of concrete operation
2. Information Processing approach

Front 31

Piaget's stage of concrete operation

Back 31

1. 6-12 y/o
2. Decenteration
3. reversible relationships
3. Difficulty thinking logically about abstract content
4. Seek out concrete or realistic to think about in order to solve a problem
5. Ego-centerism
6. logical thinking may develop more rapidly in areas in which the child is more knowledgeable
7. logical thinking may be domain specific

Front 32

Reversible relationship

Back 32

one change reverses the effect of the other change

Front 33

Egocenterism in middle childhood

Back 33

1. failure to recognize own subjectivity
2. failure to distinguish between their own beliefs and objective facts
3. difficulty evaluating their own theories

Front 34

logical thinking in middle childhood

Back 34

1. may develop more rapidly in areas in which the child is more knowledgeable
2. may be domain specific

Front 35

Cognitive achievements in Middle childhood includes

Back 35

1. improvement in all aspects of memory and attention
2. More efficiency in Number and math skills
3. Problem-solving Progress

Front 36

Social Cognition

Back 36

is the understanding about social world

Front 37

Social cognition in Middle childhood

Back 37

1. by age 5: other people have different perspective
2. Friendship becomes very important

Front 38

Why Friendship in Middle childhood is very important ?

Back 38

1. Social development
2. Cognitive development
3. Language development
4. Emotional development
5. Protection

Front 39

Why Social Relationship in Middle childhood is important?

Back 39

1. To gain experience in perspective-taking
2. Sense of security and connectedness
3.Fosters development of self-concept
4. Decentering
5. Conflict resolution

Front 40

Perspective taking in middle childhood

Back 40

1. gradual development
2. decentring
3.cognitive ability to engage in relationships marked by intimacy and mutuality
4. Age 8: same sex intimacy

Front 41

Selman's Perspective taking theory

Back 41

1. Stage 0 (3-6 y/o): “Undifferentiated/Egocentric”
a. Perspective taking is limited
b. Friendship defined in concrete terms
c. Friends who are like themselves in some way
d. Conflicts are struggles to get one’s own way
- Resort to flight to resolve conflicts
2. Stage 1 (5-9 y/o): “Differentiated/Subjective”
a. Understand that others have different viewpoints, but cannot maintain own perspective and someone else’s at the same time – may still demand that they are “correct”
b. Cannot judge how their behavior is being judged by others
c. Are better able to infer thoughts and feelings of others
d. Friendships are still one-way: how can they support me?
e. Conflicts resolved by one who initiates argument/fight, not by mutual consensus
3. Stage 2 (8-12 y/o): “Reciprocal/Self-Reflective”
a. More aware of others’ perspectives – can reflect on own behavior as perceived by someone else
b. Two-way reciprocity
c. Can grasp differentiated patterns of motivation of emotions – can have conflicting feelings and emotions about something, but behave in a different way
d. Conflict resolution reflects awareness that both parties must give a little to reach a solution
4. Stage 3 (10-15 y/o): “Mutual/Third-Person”
a. Begin to view each other’s perspectives simultaneously and mutually
b. Can take on perspective of “third-party observer”
c. Friendship characterized by mutual support, shared intimacy – not just about what each party desires
d. Conflict resolution focused on mutuality of friendship
i. Commitment to relationship, harmonious resolutions to save friendship
5. Stage 4 (Late teen/adulthood)
a. “Intimate/in-Depth/Societal”
b. Adopt perspective of larger society
c. Perspective taking becomes more abstract and complex
d. Assume perspective of a larger social group
e. Understanding of cultural and other group differences
f. Balance of individual needs for intimacy and autonomy while still preserving friendship

Front 42

Other important factors in friendship development besides perspective taking:

Back 42

Nature / Nurture/ psychosocial development/ interpersonal Orientation
Nature: biological predisposition
Nurture: peer culture, family culture
Psychosocial: Friendship valuing, Friendship skills, Friendship understanding
Interpersonal orientation: self transforming