COGNITIVE AND LANGUAGE DEVELOPMENT IN LATE CHILDHOOD

COGNITIVE AND

LANGUAGE DEVELOPM

ENT

IN LATE CHILD

HOOD

LOGICAL P

ROBLEM

SOLVIN

G

C O N C R E T E

O P E R A T I ON A L S

T A G E

REMARKABLE ADVANCES

Apply logic Flexible and Reversible

thinking

Consider multiple dimensions

Less egocentric

CHILDREN MUST BE ABLE TO:

Mentally represent the action Focus on more than one dimensions Recognize that appearances can be deceiving

CONCEPTS USED BY CHILDREN

Identity They reason: There’s no clay add or remove

Reversible thinking The understanding that action can be undone or reversed

Compensation The understanding that one change can be offset another

CATEGORIES AND CONCEPTS

Children don’t have difficulty with class inclusion problems

• They can compare the whole class dogs with the subclass brown dogs.

WHAT CHARACTERISTICS DEFINE CHILDREN’S INTELLIGENCE AND CREATIVITY?

Just as all children are not equally intelligent, all children are not equally creative. But just as all children exhibit behaviors which evidence intelligence from birth, they also exhibit behaviors which evidence the potential for creativity.Creativity is essentially a form of problem-solving. But it is a special type of problem-solving--one that involves problems for which there are no easy answers: that is, problems for which popular or conventional responses do not work. Creativity involves adaptability and flexibility of thought.

• The differences in spatial tasks also may reflect cultural variations in lifestyles of the children tend to be more sedentary and certanly are not nomadic.

For young children, a non-evaluative atmosphere appears to be a critical factor in avoiding the right answer fixation. Through the socialization process, children move toward conformity during the elementary school years. 

Rewards or incentives for children appear to interfere with the creative process. Although rewards may not affect the number of responses on ideational fluency tasks, they seem to reduce the quality of children's responses and the flexibility of their thought. In other words, rewards reduce children's ability to shift from category to category in their responses 

CHILDREN´S UNDERSTANDING OF SERIATION

Seriation involves ordering along a quantitative dimension.

Older childrens understand the logic of serial position but younger childrens do not.

CULTURE AS A CONTEX FOR CHILDREN´S COGNITIVE DEVELOPMENT

Childrens are exposed to scripts of daily activities and events valued in their culture, and they have opportunities to practice

and learn how to carry out activities. This different patterns that have been found

are related to communication

difficulties and to the types of tasks that are

used to assess cognitive

development.

INFORMATION PROCESSING IN SCHOOL-AGE CHILDRENS

STRATEGIES FOR REMEMBING

LEARNING HOW TO LEARN

Measuring Intelligence

Intelligence tests were designed for practical reasons,especially to differentiate between those children who would benefit from standard schooling and those who might need special types of instruction.

The most popular individual test for school children is the Welchsler Intelligence Scale for Children-Third Edition or WISC III

One of the components of WISC III is the verbal intelligence which is measured by assessing general world knowledge, vocabulary, comprehension of written passages, digit span memory and arithmetic and second component is performance intelligence.

Intelligence quotient (IQ) was originally used to express the relationship between the number of items passed and the child’s age.

Performance Intelligence

Undestanding the Limits of IQ ScoresAlthough IQ tests are used to

identify children who need special help in school,IQ tests are expressed as a prediction of the success in the future and the main reason of this misunderstanment is that IQ tests are culturally biased.For this reason IQ tests are been banned, but the irony is that IQ tests are used to help decide a child’s placement.

Identifying th

e

Components of

Intelligence

Whether an individual succeeds in life

may depend on aspects of functioning

that are not captured in the typical IQ test.

Robert Sternberg propose that people

differ in different components that relate

to how they process information:

Analytical Intelligence

Creative Intelligence

Practical Intelligence

Triarchic Theory of Intelligence

Analytical Intelligence Creative Intelligence Practical Intelligence

It involves problem solving, encoding and interpreting information, choosing strategies for solving problems, and the capacity to gain and store new information in memory.

It involves insights, synthesis, the ability to react to new situations and applying previous knowledge to new problems.

It involves the ability to understand and deal with everyday tasks,this intelligence operate in the real world.