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Cognitive Development: Information Processing and Intelligence Theories

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Title: Cognitive Development: Information Processing and Intelligence Theories


1
Chapter 4
  • Cognitive Development Information Processing
    and Intelligence Theories

2
Information processing theories claim that
cognitive development involves changes in
content, structure, and processing of
information.
3
Information is retained in the sensory memory for
a very brief period of time - only a few
milliseconds.
4
Short-term memory, or working memory, has a
limited capacity in time and amount of storage.
5
Long-term memory has a large storage capacity and
stores information indefinitely.
6
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7
Attention span increases during the preschool
years.
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9
Current research defines attention as a set of
behaviors and processes.
10
Automaticity is the gradual elimination of
attention in the processing of information.
11
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12
Selective attention is a process where children
become better able to focus their attention on
task-relevant information and to ignore
irrelevant information.
13
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14
Memory processes are involved in forming
emotional attachments to people.
15
During the preschool and early elementary years,
children begin to use memory strategies to encode
or place into memory information that is
abstract, unfamiliar, or not meaningful.
16
Rehearsal is the memory strategy where people may
repeat items over and over again.
17
Elaboration is the memory strategy where people
try to construct a mental image of the items.
18
Retrieval strategies are cognitive operations
used to recover information.
19
Hamburger-Helper Paragraph (Figure 4.4)
20
Expert versus novice studies compare the thinking
and problem-solving processes of experts and
novices.
21
Childrens and Adults Recall of Numbers and
Chess Pieces (Figure 4.5
22
Childrens prior knowledge can influence memory
processes in a number of ways.
23
Metcognition refers to childrens knowledge and
understanding of their own cognitive capabilities
and thinking processes.
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25
One aspect of metacognition that improves
significantly during the elementary years is
metamemory, or knowledge about memory.
26
There are age-related improvements in childrens
knowledge of how a particular learning strategy
can enhance recall or comprehension.
27
Declarative knowledgeas children develop they
learn what strategies are available to help them.
28
Procedural knowledgeknow how strategies should
be applied to aid learning.
29
How can social interaction influence childrens
memories and strategy use?
30
With the development of metacognitive knowledge,
children begin to regulate and control their own
learning activities.
31
In order to increase alertness and attentiveness,
it is important to create a classroom environment
that is secure, attractive, novel, and
stimulating.
32
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33
Because memory capacities are limited, it is
important for teachers to help children organize
their learning experiences.
34
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35
The development of metacognition enables learners
to regulate and control their learning or to
become self-regulated learners.
36
The classroom culture influences the ways
students and teachers interact and their shared
understanding of what is valued and acceptable.
37
There is a wide range of variation in childrens
cognitive abilities within a particular age group.
38
Psychometric or intelligence theories attempt to
identify the processes that explain individual
differences revealed on cognitive measures.
39
The most common methods of assessing individual
differences in cognitive development are
standardized tests of intelligence and academic
achievement.
40
The use of standardized tests of intelligence to
study individual differences in cognitive
development is known as the psychometric approach.
41
Alfred Binet, a French psychologist, published
the first intelligence test in 1904.
42
IQ 100 x MA/CA
43
If a child has a score of 100, his or her
performance is average for that age.
44
There is no widely accepted definition of
intelligence.
45
Intelligence tests are thought to measure a
childs ability to learn or to apply
information in new ways.
46
An achievement test is designed to measure what
children have gained from instruction at home or
school.
47
Traditional approaches to intelligence testing
define intelligence as a single ability or
capacity.
48
Terman and his followers argued that a general
intelligence, called g, underlies all cognitive
functioning.
49
Crystallized intelligence is assessed by measures
of word fluency, general information, and
vocabulary and verbal comprehension.
50
Fluid intelligence involves speed of information
processing, memory processes, ability to detect
relationships, and other abstract thinking skills.
51
Robert Sternberg introduced the triarchic model
of intelligence.
52
Componential intelligence involves such skills as
the ability to allocate mental resources, to
encode and store information, to plan and
monitor, to identify problems, and to acquire
new knowledge.
53
Experiential intelligence involves the ability to
cope with new situations in an effective,
efficient, and insightful manner.
54
Contextual intelligence involves the ability to
adapt to a changing environment or, more
important, to shape that environment to
capitalize on ones abilities or skills.
55
Practical intelligence is the application of
intelligence to everyday problems.
56
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57
Gardner believes that each intelligence has a
unique developmental history, and it may be
governed by a distinct region of the brain.
58
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59
There is no one definition of intelligence.
60
Whether an IQ test yields one or several scores,
it is assumed that these scores represent some
estimate of a childs cognitive ability relative
to other children of the same age.
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62
A standard deviation is a measure of the average
amount scores vary from the mean.
63
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64
A childs IQ score is bests thought of as an
indicator of how well that child will do in
school.
65
A heritability index is a statistic that applies
to a population, rather than a trait or an
individual.
66
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67
Few child development researchers today question
the influence of the environment of childrens
intellectual development.
68
Early evaluations of Head Start indicated that
almost all programs were able to produce
short-term gains in IQ scores.
69
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70
Poor children experience a number of conditions
that can negatively affect their cognitive
development, such as poor nutrition, inadequate
health care, overcrowded living conditions, low
parental education, and chronic stress.
71
Many different terms are used to describe
individuals who have unique talents or gifts.
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73
Once they are identified, there are a wide
variety of plans for educating students with
special needs and talents.
74
Acceleration is an approach that moves a child
ahead of his or her age in one or more curriculum
areas or grade levels.
75
Mental retardation has both genetic and
environmental causes.
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77
Standardized tests of academic achievement are
often used to examine group differences in
cognitive abilities.
78
One of the major shortcomings of research on
racial and ethnic differences in cognitive
abilities is that it fails to examine differences
within ethnic groups.
79
The achievement problems of racial and ethnic
minority students are compounded by a schools
ability grouping or tracking systems.
80
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81
It is difficult to draw any firm conclusions
about gender differences in cognitive ability.
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83
Static assessments generally provide information
about the present state and existing skills of
students to teachers.
84
Dynamic assessments involve two-way interactions
between students and teachers.
85
It is generally believed that there is a growing
digital divide separating children from different
socioeconomic groups in the United States.
86
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