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
Relationship between HoxC-6 gene expression and neck development.
Long-day stimulation of flower development in Arabidopsis.
A Simplified Model of Information Flow in Human Memory
Economic and Social Development
Higher-Level Thinking Skills Used in Massage Therapy