Applying Concepts in Child Development: Identifying Children's Cognitive Processes (page 3)

Developmental Concepts (Identifying Cognitive Processes):

Attention is critical for getting information into working memory and then (with further processing) into long-term memory. Distractibility is common for children in the preschool and early elementary years, but it is unusual for a boy as old as Kendall. Quite possibly Kendall has an undiagnosed learning disability or attention-deficit hyperactivity disorder.

Early Adolescence (10–14)

A Youngster’s Experience:

When Faith was in elementary school, she was a conscientious student who earned mostly As and Bs. Now, as a 13-year-old seventh grader, she often forgets to do her homework—sometimes she doesn’t even know what her homework assignments are—and her grades have slipped to Cs and Ds. “I need to get my grades up,” she tells the school counselor, “because I want to go to college. Next year I promise to work harder.”

Developmental Concepts (Identifying Cognitive Processes):

Faith apparently has not acquired many self-regulated learning skills: setting goals, planning study time, and so on. Such skills become increasingly important as students move through the grade levels and are expected to work more independently.

Implications (Promoting Effective Processes):

When students show a decline in academic achievement in middle school or junior high, assume that lack of self-regulation skills, rather than lack of motivation, is the culprit. But don’t expect students to acquire self-regulated learning skills on their own. Instead, actively teach goal setting, self-motivation strategies, comprehension monitoring, and so on.

Late Adolescence (14–18)

A Youngster’s Experience:

After failing the first exam in his Advanced Placement biology class, 17-year-old John tells his science teacher, “I’ve never done so poorly on a test before, and I studied really hard for it. I repeated everything over and over until I knew it cold!” The teacher looks at John’s notebook for the class and responds, “I think I see what the problem is. Your class notes are nothing more than facts and definitions. But my test asked you to apply what you’ve learned to real-life situations and problems.”

Implications (Promoting Effective Processes):

Especially at the high school level, encourage students to organize and make sense of information, rather than simply to repeat it verbatim. Help them discover that true mastery of a topic involves understanding how concepts and ideas relate to one another and to real-world situations and problems.