Transcript Document 7490125

Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Chapter 12
Middle Childhood:
Cognitive Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Piaget’s ConcreteOperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is Meant by the Stage of Concrete Operations?
• Beginnings of adult logic, involves tangible not abstract ideas
• Characterized by
– Reversibility and flexibility
– Less egocentric
– Decentration
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is Meant by the Stage of Concrete Operations?
• Demonstrate understanding of conservation
– Object can have several properties or dimensions
– Child can decenter and focus on more than one dimension
• Conservation of mass develops first
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is Meant by the Stage of Concrete Operations?
• Demonstrate understanding of transitivity
– If A exceeds B in some property
– B exceeds C,
– then A must also exceed C
• Assess transitivity through seriation tasks
– Requires decentration to focus on more than one dimension
• Demonstrate an understanding of class inclusion
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Can We Apply Piaget’s Theory of Cognitive Development
to Educational Practices?
• Learning involves active discovery
– Find stimulating materials instead of imposing knowledge
• Instruction geared to student’s level
– Consider the level of cognitive development
• Encourage development of perspective taking
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Moral Development
The Child as Juror
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
How Does Piaget View the Development of Moral Reasoning?
Two stages of moral development
• Moral Realism – ‘objective morality’
– Emerges at about age 5
– Behavior is correct when to conforms to authority or rules
• Rules are absolutes
– Punishment is inevitable
• Immanent justice or automatic retribution
• Do not excuse accidental behavior
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
How Does Piaget View the Development of Moral Reasoning?
Two stages of moral development
• Autonomous Morality
– Emerges between ages of 9 and 11
– Social rules are arbitrary agreements that can be changed
• Circumstances can require breaking rules
– Consider the intentions of the wrongdoer
– Develops as a result of cooperative peer relationships
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is Kohlberg’s Theory of Moral Development?
• Preconventional level
– Obedience and punishment
– Instrumental orientation
• Conventional level
– Good-boy/good-girl orientation
– Law-and-order orientation
• Postconventional level
– Contractual, legalistic orientation
– Universal ethical principles orientation
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is Meant by the Term Memory?
• Storage and retrieval of information
– Sensory Memory
– Short-term or working memory
• Auditory encoding
• Capacity 7 chunks of information achieved by adolescence
– Typical 5- or 6-year old – works on two chunks of information at a time
• Cognitive strategies used to promote memory
• Rote learning
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Theories of Intelligence
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Figure 12.5 Sternberg’s Triarchic Theory of Intelligence
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Figure 12.6 Gardner’s Theory of Multiple Intelligences
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
The Testing Controversy
•
IQ test scores
– Should not be sole criteria for placement
– Accurately measure skills necessary in today’s high tech work
•
Culture-bias versus culture-free
– Bias for African American and lower social class
– Cattell’s Culture-Fair Intelligence Test
•
Culture-free tests have not been successful
– Disadvantaged children consistently score lower
– Do not predict academic success
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is Creativity?
•
Ability to do things novel and useful (Sternberg)
– Solve problems without expected solutions
•
Creative children
– Take chances,
– Refuse to accept limitations,
– Appreciate art and music
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Is the Relationship Between Creativity and Intelligence?
•
Moderate relationship between intelligence scores and creativity
– Sternberg’s Triarchic Theory includes creative intelligence
– Gardner’s Multiple Intelligences include creative areas
•
Explanation for lack of relationship
– Intelligence testing requires convergent thinking
– Creative thinking requires divergent thinking
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Are the Roles of Nature and Nurture on the
Development of Intelligence?
•
Genetic Influences
– Measured through kinship and adoption studies
– More closely related – more similar IQ scores
– Heritability – about 45 to 60%
•
Environmental Influences
– Same studies consider
•
•
•
Situational factors that effect IQ testing
Exploring ability to rebound from early deprivation
Effects of positive early environments
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Figure 12.11 Findings of Studies of the Relationship Between IQ Scores and Heredity
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Language Development
and Literacy
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
How Does Language Develop in Middle Childhood?
•
Vocabulary and Grammar
– Vocabulary expands
– Recognize words with multiple meanings
– Articulation and complex grammar improves
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•
•
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Tag questions
Correct use and comprehension of passive sentences
Use connectives
Direct object – indirect object constructions
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Cognitive Skills Are Used in Reading?
•
Reading demands perceptual, cognitive and linguistic processes
– Integrate visual and auditory information
– Able to make basic visual discriminations
•
Reading to preschool children – prepares them for reading
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
Methods of Teaching Reading
•
Word-recognition method
– Associate visual stimuli with sound of spoken word
– Acquired by rote learning
•
Phonetic method
– Associate letters with sounds they indicate – sound out words
•
Most children utilize both methods
– Word-recognition for basic sight vocabulary
– Phonetic method for decoding new words
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
The Diversity of Children’s
Linguistic Experience in the
United States
Ebonics and Bilingualism
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What is Ebonics?
•
Black English
– Spoken by segments of African-American community
•
Consistent grammatical rules allow for complex thought
– Differs primarily in use of verbs
– Accepts use of double negatives
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 12
What Does the Research Reveal About the Advantages and
Disadvantages of Bilingualism?
•
Bilingual children have more cognitive flexibility
– Aware of different cultures – broadens perspectives
•
Learning a second language increases expertise in first
language