Author Question: Developmental Trends TableThe table below presents descriptions of children and adolescents at each ... (Read 242 times)

genevieve1028 · **on:** Mar 10, 2019

Developmental Trends Table
The table below presents descriptions of children and adolescents at each age level, one or more theoretical perspectives that some of the descriptions reflect, and potential educational implications. Apply what you've learned about theories of intelligence to fill in the empty cells in the table.

Using Various Theories of Intelligence to Understand Youngsters' Behaviors

Age	A Youngster's Experience	Developmental Concepts Identifying Cognitive Processes	Implications Promoting Effective Processes
Infancy (Birth-2)	When Meghan was born, features of her face, fingers, and toes made it clear that she has Down syndrome. Now almost 2, Meghan has just a few words in her speaking vocabulary, and she learns new things more slowly than her age-mates. She has only recently learned to walk and also shows delays in learning to feed and dress herself.		When children show delays in many different areas, identify a variety of interventions that can support their development in each domain. For example, when working with children with an intellectual disability, provide explicit instruction not only in cognitive and linguistic skills but also in adaptive behaviors.
Early Childhood (2-6)	Five-year-old Robin has discovered many addition and subtraction facts on her own and is now insisting that her mother help her understand what multiplication is. Robin also enjoys taking apart small household gadgets (e.g., ballpoint pens, flashlights) to see how they work. Yet she is a physically awkward child who has had trouble learning such skills as tying shoes, and she seems at a loss about how to play with the other children in her kindergarten class.	Robin shows strengths and weaknesses consistent with Gardner's theory of multiple intelligences. In particular, she seems to be stronger in logical-mathematical intelligence than in bodily-kinesthetic intelligence and interpersonal intelligence.	Provide experiences that help children develop both their strong and weak areas. Use their strengths as a way of getting them actively engaged in activities in which they can also work on their weaknesses. For example, if a child is strong in math and science but weak in social skills, have the child practice social skills in a cooperative group project with one or two classmates who also have high logical-mathematical intelligence.
Middle Childhood (6-10)	When it comes to learning and remembering things about African American history, 9-year-old Tyrone is like a sponge, absorbing almost everything he reads. He explains his good memory this way: "When I'm reading something, I keep asking myself questions about it and then try to answer them. If I can't answer a question, I go back and read the stuff again."	Tyrone's ability to engage in comprehension monitoring and reflect on his thought processes is unusual for a 9-year-old (see Chapter 7). The role of specific cognitive and metacognitive processes in intelligence is most evident in the Cattell-Horn-Carroll theory of cognitive abilities and Sternberg's triarchic theory.
Early Adolescence (10-14)	For a science fair project, 13-year-old Jacquita interviews more than 100 students about their eating habits — how often they eat fresh fruits and vegetables, how often they go to fast-food restaurants, and so on. At first, Jacquita has difficulty organizing and making sense of her data. But after her teacher shows her how to use a computer spreadsheet, she easily summarizes her findings and creates several bar graphs for her science fair poster.		Give youngsters the physical and symbolic tools they need to think and act intelligently. For example, share with students the many symbolic systems that adults in Western societies use to collect, analyze, and interpret data (e.g., questionnaires, spreadsheets, statistical procedures) and teach students how to use calculators, computers, and other physical tools to make the use of symbolic systems easier and more efficient.
Late Adolescence (14-18)	Mark is quite motivated to do well in his high school classes. Class material doesn't always come easily to him, but he studies hard and so gains a firm grasp of the subject matter. He is especially knowledgeable about current events, as he spends much of his leisure time reading the local newspaper and such news magazines as Time and The Economist.	The Cattell-Horn-Carroll theory is relevant here. It appears that Mark has average or above-average, but not exceptional, fluid intelligence. However, he has accumulated considerable knowledge (especially about current events), reflecting high crystallized intelligence.	Help children and adolescents acquire an in-depth and well-integrated knowledge base about topics that will be especially useful in adult life. For example, teach classroom subject matter in ways that promote true understanding and integration of ideas, rather than mindless memorization of discrete facts.

Juro · **Reply #1 on:** Mar 10, 2019

A FREE account is required to view all solutions!

Lorsum iprem. Lorsus sur ipci. Lorsem sur iprem. Lorsum sur ipdi, lorsem sur ipci. Lorsum sur iprium, valum sur ipci et, vala sur ipci. Lorsem sur ipci, lorsa sur iprem. Valus sur ipdi. Lorsus sur iprium nunc, valem sur iprium. Valem sur ipdi. Lorsa sur iprium. Lorsum sur iprium. Valem sur ipdi. Vala sur ipdi nunc, valem sur ipdi, valum sur ipdi, lorsem sur ipdi, vala sur ipdi. Valem sur iprem nunc, lorsa sur iprium. Valum sur ipdi et, lorsus sur ipci. Valem sur iprem. Valem sur ipci. Lorsa sur iprium. Lorsem sur ipci, valus sur iprem. Lorsem sur iprem nunc, valus sur iprium.

Answer Preview

Only 45% of students answer this correctly