Chapter 12

Cognitive Development
in Middle Childhood
CHILD DEVELOPMENT: AN ACTIVE LEARNING
APPROACH
LAURA E. LEVINE
JOYCE MUNSCH

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Learning Questions
What occurs during Piagets stage of concrete operations?
How do attention, memory and executive function develop

in middle childhood?
Describe the progression of language development,
including literacy, in middle childhood.
How does intelligence affect academic achievement in
middle childhood?
How do we define intellectual disability, learning disorders
and giftedness?
What aspects of the school environment affect childrens
academic achievement?
Child Development: An Active Learning Approach
Levine & Munsch, 2015, SAGE Publications, Inc.

The Stage of Concrete Operations (7-12 yrs)*

Concrete operations the third stage in Piagets

theory in which children between 7 and 12 years of

age develop logical thinking, but still cannot think
abstractly. This includes
Reversibility The ability to reverse mental operations*
Classification The ability to organize objects into
hierarchical conceptual categories.
Seriation The ability to put
objects in order by height, weight,
or some other quality.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Cognitive Functions in Middle Childhood

Attention
Memory
Executive Function

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Attention in Middle Childhood

Processing speed increases as neurons

communicate more efficiently.

Automaticity the process by which skills become
so well practiced that you can do them without much
conscious thought.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Memory in Middle Childhood

Short-term memory Brief, temporary storage of

information in memory.

Working memory allows for memory encoding strategies.

Grouping
Elaboration

Knowledge base
False memories

Fuzzy trace theory Two memory systems:

1. One for exact details.
2. One for the gist, or meaning.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Memory in Middle Childhood

Memorize the following list:

Horse
Rose
Hammer
Bus
Pig
Cow
Tulip
Saw
Airplane
Cow
Lily

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Memory in Middle Childhood

How did you categorize them?

Animals

Tools

Flowers

Modes of transportation

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Executive Function in Middle Childhood

Executive function is characterized by three abilities:

Cognitive Flexibility The ability to switch focus as

needed to complete a task.
Inhibitory Control The ability to stop more
automatic cognitive responses to do what is needed to
carry out a task correctly.
The Stroop test: Say the COLORS of the following
words:

Working Memory

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Metalinguistic Ability
Reading
Writing
Communication Disorders
Bilingualism and Bilingual Education

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Metalinguistic Ability - The ability to think about

and talk about language.

I like the sounds of the word Brussel sprouts, even
though I dont like to eat them.
Humor develops through metalinguistic ability. *
Reading How to learn to read

Phonics approach
Whole language instruction
Balanced reading approach

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Writing Skills

Developing automaticity in spelling.

Developing composition.
Knowledge telling Sharing information with little
or no evidence of planning or organization of ideas,
with the goal of sharing as much info as possible.
Knowledge transforming Goal is to convey a
deeper understanding of a subject by taking
information and transforming it into ideas that can be
shared with a reader.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Communication Disorders

Language disorder The childs understanding

(receptive) and use (expressive) of language is
significantly below their nonverbal intelligence.
Speech-sound disorder Difficulty producing or
using sounds at an age-appropriate level.
Childhood-onset fluency disorder or stuttering
Difficulty with fluency and time patterning of speech.
Social or pragmatic communication disorder
Difficulty with appropriate use of both verbal and
nonverbal communication.
Important to treat these as early as possible.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Bilingualism

No evidence that learning two languages slows down

cognitive development.
It may actually enhance cognitive abilities.
Executive function allows for switching between
languages.
Problem-solving
Mental flexibility
Creativity
Scientific problem-solving
Concept formation

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Bilingual Education Programs *

Immersion programs
English as a second language (ESL) pull-out

programs
Transitional bilingual education programs
Developmental bilingual programs
Two-way immersion program

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Intelligence
Defining Intelligence
IQ Scores and Academic Achievement
Standardized Testing and Alternative Testing

Methods
Alternative Views of Intelligence
Intellectual Disabilities
Giftedness

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Intelligence
Definition Those qualities that help us adapt

successfully so that we achieve our goals in life.

This definition is still not fully agreed upon.

Types of intelligence

General intelligence (g)

Fluid intelligence Allows us to quickly and
effectively solve novel problems for which we have little
training.
Crystallized intelligence What we already know
and can draw on to solve problems.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

The History of Intelligence Tests

Early 1900s Alfred Binet develops a test to identify

students in need of alternative teaching strategies.

Comparing the childs age to their mental age.

Terman created the Intelligence Quotient, or IQ.

(Mental age/chronological age) x 100 = IQ
David Wechsler develops tests for adults and

children using the deviation IQ.

Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)
The Bell Curve and a nature/nurture controversy.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Intelligence
IQ Scores are far from perfectly predicting academic

achievement. Self-control may be a better indicator.

Most intelligence tests are standardized.
Alternative testing methods:
Dynamic assessment Measures the childs potential to
change.
Authentic assessment Focuses on the process used
in solving complex, real-life problems rather than the
product that results from the process.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Alternative Views of Intelligence

Gardners Theory of Multiple Intelligences

Intelligence is made of different types of intelligence,

all independent of each other. *

Supported by brain injury evidence, savant syndrome. *

Sternbergs Triarchic theory of intelligence:

Analytical Intelligence Closest to g ability to
analyze, evaluate, explain, compare and contrast, judge.
Creative Intelligence Generate ideas and to deal
successfully with novelty uses divergent thinking.
Practical Intelligence Solve everyday problems by
changing yourself or your behavior to fit the environment
Child Development: An Active Learning Approach
Levine & Munsch, 2015, SAGE Publications, Inc.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Intellectual Disability *
Includes:

A low score on a standardized test (70 to 75 or lower).

Deficits in cognitive functioning.
Impaired adaptive functioning, or the ability to
function independently.
Causes:

Genetic (Fragile X, Down Syndrome)

Environment (Fetal Alcohol Syndrome, extreme
malnutrition, exposure to toxins)
Free and appropriate public education provided

through Individuals with Disabilities Education Act.

Child Development: An Active Learning Approach
Levine & Munsch, 2015, SAGE Publications, Inc.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Giftedness
Gifted or talented children may;

Exhibit high performance capability in intellectual,

creative, and/or artistic areas.
Possess an unusual leadership quality.
Excel in specific academic fields.
Providing additional educational enrichment:

The enrichment approach The curriculum is

covered but in greater depth, breadth or complexity than
is done in a typical classroom.
Accelerated program Allows gifted students to move
through the standard curriculum more quickly.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Schools and Academic Achievement

Classroom Environment
Expectancy Effects
Ability Grouping
Grade Retention

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Classroom Environment
Important structural features in the classroom:

The teacher - most important.

Class size smaller classes benefit students.
More one-on-one time with the teacher.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Expectancy Effects
The effect that the expectations of others can have on

ones self-perception and behavior.

Rosenthal and Jacobsons Bloomers

A self-fulfilling prophecy underlies teacher

expectancy effects. *

Teacher expectations are incorporated into the students

self-concept.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Ability Grouping
Placing students of similar ability in learning groups

so they can be taught at a level that is most

appropriate for their level of understanding.
Pro: Lets high-performing students accelerate, lowperforming students get the material at a slower, bettermatched pace.
Con: Low-performing students may have their selfesteem damaged, receive poorer-quality teaching.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Ability Grouping
Collaborative learning allows students of

different ability levels to work together on a

common goal.
Preferred over ability grouping.
More advantageous to low-performing students.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.

Grade Retention
Repeating a grade when the student has not

mastered the material for that grade level.

Social promotion promoting a child who has not

mastered grade-level material to keep the child in a class
with same-age peers.

Results of retention:

Studies show few benefits of retention vs. promoted

students.
May lead to aggression in retained students, dropping out
of high school.
50% of retained students do no better; 25%, worse.

Child Development: An Active Learning Approach

Levine & Munsch, 2015, SAGE Publications, Inc.