Copyright © 2005 Pearson Education Canada Inc.12-1 Chapter 12: Cognitive Development in School-Age Children 12.1 Cognitive Processes 12.2 The Nature of

Copyright © 2005 Pearson Education Canada Inc. 12-1

Chapter 12: Cognitive Development in School-Age

Children12.1 Cognitive Processes

12.2 The Nature of Intelligence

12.3 Individual Differences in Intellectual Skills

12.4 Academic Skills

12.5 Effective Schools


12.1 Cognitive Processes

Concrete Operational Thinking

Memory Skills


Concrete Operational Thinking

From 7 to 11 yearsThinking based on mental operations (logical, mathematical, spatial operations)Operations can be reversedLimit: focus on the real, not the abstract


Memory Skills

Memory strategies are gradually learned during childhoodSuccessful learning involves identifying goals and choosing strategiesKnowledge helps organize memory, but can distort recallScripts aid recall, but can distort memory


Use of Memory Strategies


Effects of Knowledge on Memory


Network of Knowledge

Source: Kail, 1990


12.2 The Nature of Intelligence

Psychometric Theories

Gardner’s Theory of Multiple Intelligences

Sternberg’s Triarchic Theory


Psychometric Theories

Use patterns of test performance as starting pointTest scores provide evidence for general intelligence (g) and specific intelligencesHierarchical theories are a compromise between general and specific theories


Gardner’s Theory of Multiple Intelligences

Instead of using test scores, draws upon research in child development, brain-injured persons, and exceptional talent

Proposes 7 intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal


Sternberg’s Triarchic Theory

Contextual subtheory--intelligence involves skillful adaptation to a specific environmentExperiential subtheory--on novel tasks, intelligence is shown by readily applying pertinent knowledge; on familiar tasks, by solving them automaticallyComponential subtheory--any intelligent act consists of cognitive components


12.3 Individual Differences in Intellectual Skills

Binet and the Development of Intelligence TestingDo Tests Work?Hereditary and Environmental FactorsImpact of Ethnicity and Social ClassGender Differences in Intellectual Abilities and Achievement


Binet and the Development of Intelligence Testing

Binet used mental age to distinguish “bright” from “dull”Led to the Stanford-Binet which gives a single IQ score; average = 100WISC, devised in the 1930s, gives verbal and performance IQs


Distribution of IQ Scores


Do Tests Work?

Are they reliable? In the short term, yes. In the longer term, less so.Are they valid? Yes, as long as validity is defined as success in schoolValidity can be increased with dynamic testing


Hereditary and Environmental Factors

Effects of heredity shown in family studies and effects of environment shown in intervention studies (e.g., Carolina Abecedarian Project)Heredity also influences patterns of intellectual development (twins, adoptees)


Correlations of IQ for Family Members


Correlation Between Children’s IQ Scores and Biological and Adoptive

Parents’ IQ Scores


Effects of Intervention on Test Scores


Impact of Ethnicity and Social Class

Middle-class, white children tend to get higher scoresCulture-fair intelligence tests reduce the difference but don’t eliminate itTest-taking styles must be taken into consideration


Racial Differences in IQ Scores


Culture-fair Test Item


Gender Differences in Intellectual Ability…

Verbal ability: girls excel at reading & writing, less likely to have language-related disabilitySpatial ability: boys surpass girlsMath: girls often get better grades, but boys have higher test scores


12.4 Academic Skills

Reading Skills

Writing Skills

Math Skills


Reading Skills

Prereading skills: knowing letters and letter sounds Sounding out and whole word recognition used in readingChanges in working memory, knowledge, monitoring, and reading strategies improve comprehension


Writing Skills

Older writers have more to tellOlder writers know how to organize their writing (knowledge telling vs knowledge transforming strategies)Older writers are better able to deal with the mechanical requirements of writingOlder writers are better able to revise


Math SkillsChildren use many different strategies to add and subtractCompared to students in other countries, North American students rank lower (in some cases, much lower) In other countries, children spend more time in school, have more homework, parents have higher standards, & parents emphasize effort


12.5 Effective Schools

School-Based Influences on Student Achievement

Teacher-Based Influences on Students Achievement


School-Based Influences on Student AchievementSchools are successful when they emphasize academic excellenceAre safe and nurturingInvolve parentsMonitor progress of students, teachers, and programs


Teacher-Based Influences on Student Achievement

Students learn when teachers manage classrooms effectivelyAre responsible for students’ learningEmphasize mastery of topicsTeach actively and pay attention to pacingValue tutoring and teach techniques for monitoring own learning

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Copyright © 2005 Pearson Education Canada Inc.12-1 Chapter 12: Cognitive Development in School-Age Children 12.1 Cognitive Processes 12.2 The Nature of