1 Cognitive Development

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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete
operations (1) Less egocentric
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete
operations (1) Less egocentric (2) Rarely
confuse appearances with reality,
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete
operations (1) Less egocentric (2) Rarely
confuse appearances with reality, (3) Able to
reverse their thinking
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Quiz
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Are there more dogs or are there more animals?
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There are three boys, John, Mark and Sam. If
John is taller than Mark and Mark is taller that
Sam, who is taller? John or Sam?
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• For each part answer No, Yes, or Can't tell
• If this is Room 9, then it is 4th grade. This is
  Room 9. Is it 4th grade?
• If this is Room 9, then it is not 4th grade.
  This is Room 9. Is it 4th grade?
• If this is Room 9, then it is not 4th grade.
  This is not Room 9. Is it 4th grade?

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• At a party there were four bowls of food. The
  first had rice, the second chicken, the third
  tomatoes, and the fourth mushrooms. Each person
  took some food. Some had just one kind, some
  two, some three, and one person had all four
  kinds. Each person took a different mixture of
  food. How many people could have attended the
  party and what did they eat?

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• Are there more dogs or are there more animals?
• Tests class-inclusion (hierarachical concepts)

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• There are three boys, John, Mark and Sam. If
  John is taller than Mark and Mark is taller that
  Sam, who is taller? John or Sam?
• Tests transitive inference

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• For each part answer No, Yes, or Can't tell
• If this is Room 9, then it is 4th grade. This is
  Room 9. Is it 4th grade?
• If this is Room 9, then it is not 4th grade.
  This is Room 9. Is it 4th grade?
• If this is Room 9, then it is not 4th grade.
  This is not Room 9. Is it 4th grade?

• Tests logical reasoning

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• At a party there were four bowls of food. The
  first had rice, the second chicken, the third
  tomatoes, and the fourth mushrooms. Everybody
  took some food. Some had just one kind, some
  two, some three, and one person had all four
  kinds. Each person took a different mixture of
  food. How many people could have attended the
  party and what did they eat?
• Tests combinatorial reasoning

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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete
operations (1) Less egocentric (2) Rarely
confuse appearances with reality, (3) Able to
reverse their thinking (4) Solve perspective
taking, conservation, and class-inclusion
problems
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete
operations (1) Less egocentric (2) Rarely
confuse appearances with reality, (3) Able to
reverse their thinking (4) Solve perspective
taking, conservation, and class-inclusion
problems (5) BUT, thinking is limited to the
concrete and real.
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
ii) Formal operations
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
ii) Formal operations (1) Reason hypothetically
and abstractly
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
ii) Formal operations (1) Reason hypothetically
and abstractly (2) Use deductive reasoning
conclusions based on logic, not on
experience http//edtech.tph.wku.edu/kmadole/psy1
99/deductive.mov
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
ii) Formal operations iii) Criticisms of
Piagets version
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
ii) Formal operations iii) Criticisms of
Piagets version (1) Is adolescents reasoning
this sophisticated?
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1) Cognitive Development a) More Sophisticated
Thinking Piagets Version i) Concrete operations
ii) Formal operations iii) Criticisms of
Piagets version (1) Is adolescents reasoning
this sophisticated? (2) Is formal operations the
endpoint?
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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering

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External Stimuli
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External Stimuli
Sensory Register
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External Stimuli
Sensory Register
Attention
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External Stimuli
Sensory Register
Attention
Short term memory/working memory
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External Stimuli
Sensory Register
Attention
Short term memory
Long term memory
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External Stimuli
Sensory Register
Strategies for Learning and Remembering
Attention
Short term memory
Long term memory
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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• i) working memory gt long term memory

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Short Term Memory Test
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Short Term Memory Test
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Primacy
Recency
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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• (1) Rehearsal

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Rehearsal
• Organization

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Rehearsal
• Organization
• Elaboration

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing

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External Stimuli
Sensory Register
Strategies for Learning and Remembering
Attention
Short term memory
Long term memory
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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• i) attention

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Sustained attention

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Sustained attention
• Selective attention

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Sustained attention
• Selective attention
• Attention deployment

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External Stimuli
Sensory Register
Strategies for Learning and Remembering
Attention
Short term memory
Long term memory
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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Short term memory capacity

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Short term memory capacity
• Selection of appropriate strategies
  Metacognition and metamemory

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Short term memory capacity
• Selection of appropriate strategies
• 1. goals

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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Short term memory capacity
• Selection of appropriate strategies
• Goals
• monitoring

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Determine Goal
Select Strategy
Use Strategy
Monitor Strategy
Ineffective?
Learn more material
Effective?
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• 1) Cognitive Development
• More Sophisticated Thinking Piagets Version
• Information Processing Strategies for Learning
  and Remembering
• working memory gt long term memory
• memory strategies
• Development and Information Processing
• Attention
• Short term memory capacity
• Selection of appropriate strategies
• Goals
• Monitoring
• Study skills

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• Cognitive Development
• Theories of Intelligence (not covering)

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• Cognitive Development
• Theories of Intelligence
• Binet and the Development of Intelligence Tests

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• Cognitive Development
• Theories of Intelligence
• Binet and the Development of Intelligence Tests
• Goal?

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• Cognitive Development
• Theories of Intelligence
• Binet and the Development of Intelligence Tests
• Goal?
• Do Tests Work?

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• Cognitive Development
• Theories of Intelligence
• Binet and the Development of Intelligence Tests
• Goal?
• Do Tests Work?
• Reliability

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• Cognitive Development
• Theories of Intelligence
• Binet and the Development of Intelligence Tests
• Goal?
• Do Tests Work?
• Reliability
• Validity

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• Cgnitive Development
• Theories of Intelligence
• Binet and Development of Intelligence Tests

4) Academic Skills a) Reading i) Foundations
of reading
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• Cgnitive Development
• Theories of Intelligence
• Binet and Development of Intelligence Tests

4) Academic Skills a) Reading i) Foundations
of reading (1) letter recognition
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• Cgnitive Development
• Theories of Intelligence
• Binet and Development of Intelligence Tests

• 4) Academic Skills
• a) Reading
• i) Foundations of reading
• (1) letter recognition
• phonological awareness.

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• Cgnitive Development
• Theories of Intelligence
• Binet and Development of Intelligence Tests

• 4) Academic Skills
• a) Reading
• i) Foundations of reading
• (1) letter recognition
• phonological awareness.
• (ii) Word recognition (use of context)

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• Cgnitive Development
• Theories of Intelligence
• Binet and Development of Intelligence Tests

• 4) Academic Skills
• a) Reading
• i) Foundations of reading
• (1) letter recognition
• phonological awareness.
• (ii) Word recognition
• Sentence comprehension
• Memory
• knowledge
• Strategies
• monitoring

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4) Academic Skills a) Reading b) Writing

• Importance of knowledge base increase

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4) Academic Skills a) Reading b) Writing

• Knowledge base increase
• Organizing knowledge telling to
  knowledge-transforming strategy

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4) Academic Skills a) Reading b) Writing

• Knowledge base increase
• knowledge-transforming strategy

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4) Academic Skills a) Reading b)
Writing c) Math skills
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• 4) Academic Skills
• a) Reading
• b) Writing
• c) Math skills
• 1. American elementary and high-school students
  do poorly.

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Middle school students performance
National average scores, GNP per capita and
public expenditure as percentage of GNP
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• 4) Academic Skills
• a) Reading
• b) Writing
• c) Math skills
• American elementary and high-school students do
  poorly. Why?

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• 4) Academic Skills
• a) Reading
• b) Writing
• c) Math skills
• American elementary and high-school students do
  poorly. Why?
• Role of schools, teacher beliefs

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• 4) Academic Skills
• a) Reading
• b) Writing
• c) Math skills
• American elementary and high-school students do
  poorly. Why?
• Sociocultural
• Role of schools, teacher beliefs
• Role of parents, parents beliefs
• Cultural priorities for education and academics

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(percentage of students leaving before the end of
the school year.)
The frequency of teachers getting interrupted by
messages, visitors, et cetera. 4 pt. scale
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a 3-point scale from Never to Always or
almost always.
(1) Some primary, or did not go to school (2)
Finished primary school to some
secondary school or less (3) Finished secondary
school to some university and (4) Finished
university.
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4-point scale measures, from Strongly disagree
to Strongly agree,
4-point scale measures, from Strongly disagree
to Strongly agree,
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• 4) Academic Skills
• a) Reading
• b) Writing
• c) Math skills
• American elementary and high-school students do
  poorly. Why?
• Sociocultural
• Role of schools, teacher beliefs
• Role of parents, parents beliefs
• Cultural priorities for education and academics
• Psychological
• Students/parents beliefs about ability and effort

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• 7) Grading U. S. schools
• a) Literacy different definitions

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• 7) Grading U. S. schools
• a) Literacy different definitions

8) Characteristics of successful schools
a) academic excellence as primary goal, b) safe
and nurturant school climate c) parental
involvement d) regular evaluations of performance.
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• 7) Grading U. S. schools
• a) Literacy different definitions

8) Characteristics of successful schools
9) Characteristics of effective teachers
a) effective classroom management
skills b) personal responsibility to students'
learning c) emphasis on mastery of
topics d) active teaching e) pacing f) tutoring.