Developmental course of self regulation ability

Developmental course of self-regulation ability
 Luria’s work- hand imitation – point finger>point finger… point finger>make fist…
etc.
 At age 4 there is a huge leap in performance
 Cuvo (1974)
 Paid to learn a word list- 5 cents, 10 cents…
o 5 th graders randomly memorized words- no strategy
o 8 th graders start showing strategy
o University students show great strategizing
 Memory Strategies
o Rehearsal
 Mental or vocal repetition in order to remember
 Age 2
 DeLoach’s hidden toy task:
 Take toy and hide it behind couch… kid says “couch couch couch”..
blababla
 Not very good at rehearsing at age 2
 Flavell’s card-memory task
 Put down 7 cards with pictures on them… as age increases, more
evidence of strategy… if he taught them strategy, they did better;
however, they sometimes needed to be reminded to use strategy
o Organization (chunking and clustering)
 Emerges at age 8
 Involves ability to use categories
o Elaboration
 Making info that you have to remember meaningful
 Spelling mnemonics
 List order acronym- ROYGBIV
 Number mnemonics
 Why don’t young kids use strategies?

 Strategy inefficiency
 May use strategy, but does not work well for them… use it more
efficiently as they grow older
 Role knowledge: expertise
o Can become experts in certain categories
o Knowledge base increases performance within the domain of expertise
 But not other domains
o Performance is domain-specific
October 29, 2014.
Cognitive Development 3: Intelligence
 Intelligence
o Multifaceted concept
o Measuring skills that help us adapt to the world
o Crystallized:
 Knowledge you pick up over time; store of knowledge about the nature of the
world
o Fluid:
 The ability to solve novel problems that depend little on stored knowledge or on
the ability to learn
 A history of intelligence testing:
o Alfred Binet:
 Wanted to find a test to figure out how children learn and how to help those
who would need academic support
o Binet’s test:
 Involved a series of problems > ranged from really easy to really hard
 Tasks related to everyday problems, some about basic reasoning
processes
 Mental age: age at which an item can be solved
 Child solves until they start getting things wrong.. this becomes their mental
age… which is compared with their chronological age
 Intelligence Quotient (IQ):
 Take mental age and divide it by chronological age
 Binet’s warning:
 Realized this test would be used inappropriately …
 Stanford-Binet Test, WPPSI, and WISC
o Verbal and non-verbal components
o Five verbal
 Crystal
 Fluid
o Ten non-verbal
 Working memory index
 Processing speed index
 Perceptual reasoning index

o Picture completion task
 What’s missing?
o Distribution of IQ scores
 Mean is always 100
 Standard deviation…
 Are IQ tests valid and reliable?