 |  A Child's World: Infancy through Adolescence, 9/e Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
Cognitive Development in Middle Childhood
Learning Objectives
LEARNING OBJECTIVES FOR SECTION IAfter reading and reviewing this section of Chapter 13, you should be able to
do the following.
List and give examples of improved capabilities children achieve during
the stage of concrete operations, and name one important limitation of concrete
operational thought.
Give reasons for, and evidence of, the improvement in school-age children's
spatial thinking.
Explain how the concept of conservation is tested, and name three principles
that enter into the understanding of conservation.
Outline the sequence in which different types of conservation typically
develop, and give three explanations for horizontal décalage.
Trace the development of numerical skills in middle childhood.
Give evidence regarding influences of culture and schooling on cognitive
advances.
Explain the link between moral and cognitive development, and describe
Piaget's two stages of moral reasoning.
|
| | | LEARNING OBJECTIVES FOR SECTION IIAfter reading and reviewing this section of Chapter 13, you should be able to
do the following.
Name and describe three steps in the operation of memory (according
to information-processing theory) and tell how brain's memory capacity and
functioning change during middle childhood.
Trace progress in children's understanding of their own memory processes.
Identify four common mnemonic strategies and assess their effectiveness,
singly or in combination.
Describe changes in attentional abilities in middle childhood.
Give examples of how improvements in information processing may help
explain advances in Piagetian tasks.
Outline Case's theory, and explain how it draws from and differs from
Piaget's.
|
| | | LEARNING OBJECTIVES FOR SECTION IIIAfter reading and reviewing this section of Chapter 13, you should be able to
do the following.
Distinguish between aptitude and achievement tests, and name and describe
three commonly used intelligence tests for school-age children.
2. Discuss the pros and cons of intelligence testing.
Compare Gardner's theory of multiple intelligences and Sternberg's triarchic
theory of intelligence; tell how they challenge the value of conventional
intelligence tests; and describe a test based on Sternberg's theory.
Discuss factors affecting differences in IQ between white and African
American children.
Discuss the problem of cultural bias in designing intelligence tests.
Explain the high achievement of schoolchildren of East Asian extraction.
|
| | | LEARNING OBJECTIVES FOR SECTION IVAfter reading and reviewing this section of Chapter 13, you should be able to do the following.
Give examples of advances in schoolchildren's use and understanding
of grammar and syntax.
Give examples of how social interaction affects literacy.
|
| | | LEARNING OBJECTIVES FOR SECTION VAfter reading and reviewing this section of Chapter 13, you should be able to
do the following.
Identify characteristics of children who do well in school.
Compare the effectiveness of external and internal motivation, and assess
the impact of parenting styles.
Discuss how culturally derived parental beliefs can affect children's
achievement in school.
Discuss the relationship between socioeconomic status and school achievement.
Summarize recent trends in U. S. education.
List at least five ways to teach children thinking skills.
Discuss the issues involved in the controversies over second-language
education and methods of teaching reading.
Identify three principles of the Kamehameha Early Education Program
(KEEP) for children from minority cultures.
Discuss the incidence, causes, effects, prognosis, and treatment of
mental retardation, attention-deficit/hyperactivity disorder (ADHD), and learning
disabilities such as dyslexia, and state the central principle embodied in
the Individuals with Disabilities Education Act.
Compare four ways of defining giftedness.
Summarize findings about the life success and social adjustment of
gifted children.
Explain how creativity differs from academic intelligence, and why
it is difficult to identify.
Identify three factors important in the development of talent.
Compare two approaches to educating able learners.
Discuss the problem of underrepresentation of minorities in programs
for the gifted, and identify a fundamental dilemma regarding special education
for the gifted.
|
|
2002 McGraw-Hill Higher Education