Developmental Psychology - Physical, Cognitive Development Age 7–11 | Anatomy and Physiology

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Study GuideDevelopmental Psychology–Physical, CognitiveDevelopment: Age 7–111.Cognitive Development: Ages 7–11As children enter the school years, roughly ages 7 to 11, their thinking abilities grow in exciting ways.They can think about many things at once, solve problems more effectively, and develop a betterunderstanding of their own thoughts and feelings. Let’s break this down step by step.1.1 Thinking Skills of School-Age ChildrenDuring these years, children move beyond the magical thinking of preschoolers. They begin to thinklogically about concrete, real-world situations, though abstract or purely hypothetical thinking isstill difficult. For example, a child now knows that they can’t just fly like a bird, no matter how muchthey wish it were possible.Jean Piaget called this stage theconcrete operations stage. In this stage:•Operationsare mental actions that can be reversed. For instance, children understand that ifyou reshape clay, the amount stays the same.•Children canthink logically, but only about things they can see, touch, or experiencedirectly.1.2 Key Cognitive Abilities1. ConservationSchool-age children understandconservation, the idea that some properties of objects stay thesame even when their appearance changes.•Example: Five golf balls are the same number as five marbles, even though the golf balls arebigger.•Example: Clay reshaped into a new form still has the same amount.

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Study Guide2. Classification and SeriationChildren can now:•Classifyobjects by features (like sorting toys by color or type).•Serially orderobjects in a logical sequence (like lining up books from shortest to tallest).3. Cause and EffectSchool-age children begin to understandcause-and-effect relationships, which helps them withmath, science, and daily problem solving.4. Stable IdentityChildren grasp that certain qualities stay consistent over time, even when appearances change.•Example: A father remains male, no matter what clothes he wears or how he ages.5. Perspective-TakingEgocentrism, or seeing the world only from one’s own view, fades. Children now understand that otherpeople havedifferent thoughts, feelings, and desires.1.3 Piaget’s Ideas vs. Modern ResearchPiaget’s theories were groundbreaking, but research today shows that development may be moregradual and flexiblethan he suggested:•Cognitive skills develop along acontinuumrather than strict stages.•With guidance, younger children can perform tasks once thought to be “for older childrenonly.”•Children’s thinking is influenced bybiology, culture, and environment.1.4 Memory DevelopmentMemory improves significantly during these years:•Older children havemore experiences to draw upon, which helps with remembering.•They can usemnemonic strategiesto make memorization easier, such as:oAcronyms (e.g., PEMDAS for math order of operations)

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Study GuideoChunking information (grouping items into smaller sets)oRepetition and rehearsaloFunny or creative associationsMetamemoryChildren developmetamemory, or an awareness of how their memory works.•Example: Knowing how much time to study for an upcoming math test.1.5 Childhood IntelligencePsychologists defineintelligenceas a person’s ability to think, learn, reason, and solve problems.Over the years, researchers have developed ways to measure it:IQ Tests•Early tests by Alfred Binet and Théophile Simon measured memory, perception, andvocabulary.•IQ (Intelligence Quotient)= Mental age ÷ Chronological age × 100.•Average IQ is set at 100.•Common tests today:Stanford-Binet Intelligence ScaleandWechsler Intelligence Scalefor Children (WISC).Types of IntelligenceResearchers recognize that intelligence ismulti-dimensional:•Howard Gardner: Multiple intelligences, like musical, bodily-kinesthetic, and interpersonalskills.•Robert Sternberg: Triarchic theory, combining analytical, practical, and experientialintelligence.Stability and Influences•IQ scores tend to remainrelatively stablethroughout life.•Differences in scores come fromgenetics, environment, culture, motivation, nutrition,and education.

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