Download class inclusion

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Prepared by Katherine E. L. Norris, Ed.D.
West Chester University of Pennsylvania
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Chapter 11
Cognitive Development in Middle Childhood
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Piaget’s Stage 3: Concrete Operational
Thought
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Information Processing: Memory Development
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Information Processing: Knowledge, Strategies,
and New Approaches
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What Is Concrete Operational Thinking?
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Class Inclusion, Seriation, and Transitive
Inference Skills
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Concrete Operational Thought
◦ Stage of cognitive development in which children are able
to think about two or more dimensions of a problem
(decentered thought), dynamic transformations, and
reversible operations.
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Children in the concrete operational stage also
show their logical abilities when they solve class
inclusion problems.
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Class Inclusion
◦ The fact that objects can be classified in different ways
and at different levels.
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Two Models of Memory: Stores and Networks
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Working Memory
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Long-Term Memory
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Other Characteristics of Memory
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Stores Model of Memory
◦ A model of human memory that views information as
moving through a series of storage locations – from the
sensory to long-term store.
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Chunking
◦ The process of recoding individual elements in memory
into larger groups of information.
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Network Models
◦ Models of human memory that view memory as
interconnected network of concepts.
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Working Memory
◦ The information currently active in your memory system
and currently available for use in a mental task.
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Long-Term Memory
◦ Memory or knowledge or events that is permanent.
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Encoding
◦ Forming a mental representation of information.
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Storage
◦ Placing information in long-term memory.
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Accessing
◦ Finding information at the desired time.
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Retrieval
◦ Stores Model - The process of bringing information from
the long-term store to the short-term store.
◦ Network Model – The process of activating information so
that it becomes a part of the working memory and thus
available for use.
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Scripts
◦ Mental representations of the way things typically occur
in certain settings or for certain events.
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Reconstructive Memory
◦ A characteristic of human memory. We store parts of
events and knowledge; during recall we retrieve the
stored pieces and draw inferences about the rest.
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Autobiographical Memory
◦ Memories of events of great personal importance. They
are episodic memories and are often vivid and detailed.
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Knowledge Base
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Strategy Development
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Newer Approaches to Understanding Cognitive
Development
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Knowledge Base
◦ The amount of information a person knows about a
particular topic.
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Strategies
◦ Conscious, intentional, and controllable plans used to
improve performance.
 Rehearsal
 Organization
 Elaboration
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Computational Models of Thought
◦ Models of cognition that are programmed on computers;
output of the programs is compared to human
performance.
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Production Systems
◦ Sets of computerized if-then statements.
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Connectionist Models
◦ View knowledge as based on patterns of activation
among interconnected sets of individual units.
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Fuzzy Trace Theory
◦ General memory traces based on the “gist” of
information.
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Since the early 1960’s information processing has
become the dominant model for understanding.
There are limits to the approach:
◦ Does not offer a comprehensive, overarching structure
for explaining cognitive development.
◦ Has been described as “cold” cognition because of its
emphasis on thoughts based on logical reasoning.
◦ Lack details on how the executive works or develops.
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Experts in the Basics
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Metalinguistic Awareness and Changes in How
Language is Used
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Connectionist Models of Language Development
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Semantic Knowledge
◦ What words mean.
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Phonemic Development
◦ Knowledge about speech sounds.
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Syntax
◦ Rules for Combining Words into Sentences.
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Pragmatic Language Skills
◦ Using language effectively to interact with others.
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Metalinguistic Awareness
◦ A person’s explicit knowledge about language itself and
about his or her own use of it.
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Personal Narratives
◦ Stories about personal experiences that use language to
inform others about the self and that provide increased
self-understanding.
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Connectionist Model of Language Development
◦ A more recent and intriguing cognitive approach to
understanding language development.
◦ Links of varying strengths connect simple elements
called units.
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Learning in School.
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How do children use the development of
mathematical, reading, and writing skills in
school?
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Subitizing
◦ A perceptual process in which people quickly and easily
determine how many objects are in a small set without
actually counting them.
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Counting Strategies
◦ Approaches to solving math problems that involve
counting of the quantities.
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Strategy Choice Model
◦ The idea that children solve math problems by choosing
the faster approach that they can execute accurately.
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Do you enjoy solving mathematical word
problems?
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How are your mathematical problem-solving
efforts affected by problem context and the types
of relations in the problem?
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Phonemic Awareness
◦ The understanding that words are made up of smaller
units of sound; also, association of printed letters with the
sounds that go with them.
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Inventive Spelling
◦ Incorrect spellings that children created by sounding out
words and writing the associated letters.
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Mechanics and Intermediate Writing
◦ Knowledge Telling
 Adding or “dumping” in ideas as they come to mind; a failure
to selectively organize ideas in writing.
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Planning and Revising
◦ Young writers have a particular difficulty knowing when
and what to revise.
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