Author Question: The textbook describes a number of trends in the development of information processing skills. ... (Read 112 times)

pragya sharda · **on:** Jun 20, 2018

The textbook describes a number of trends in the development of information processing skills. Describe at least four ways in which sixth-grade children differ from kindergarten children in their information processing strategies and capabilities.

What will be an ideal response?

Question 2

Which one of the following is not a recommended strategy to help those children who may have difficulties with cognitive processing?

a. Provide extra scaffolding.
b. Teach social skills.
c. Discourage the use of self-talk.
d. Minimize distractive stimuli.

cdmart10 · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

From an information processing theory perspective, sixth graders differ from kindergartners in the following ways (the response should address at least four of these or reflect other developmental trends described in Chapter 7):
They are less distractible (e.g., they can work more effectively in a noisy classroom).
They are more likely to learn only the specific things they intend to learn.
They tend to think faster.
Their basic skills are more likely to be automatized.
They may be able to think about a greater number of things simultaneously (i.e., they may have a slightly larger working memory capacity).
They increasingly control their cognitive processes (reflecting more involvement of the central executive).
They have more knowledge to which they can relate new information.
They have a better integrated knowledge baseone in which pieces of information are interrelated rather than isolated.
They better understand the symbolic nature of such things as maps and models.
They think more logically (e.g., drawing appropriate conclusions from the information presented).
They are more likely to rehearse information they want to learn.
They are more likely to organize information they want to learn.
They use learning strategies more effectively.
They are more aware of their own thought processes.
They have a more realistic idea of how much they can learn and remember; kindergartners tend to be overly optimistic.
They know more about effective learning strategies (e.g., they are more likely to realize that if you don't learn something the first time, you should study it again).
They are more self-regulating learners.
They are more likely to know when they have effectively learned something and when they have

Answer to Question 2

C