Exam 7: C: Cognitive Processes and Academic Skills

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Nine and 10-year-old children, and even adolescents, typically have some conspicuous faults when it comes to skills associated with real scientific reasoning. They often devise experiments in which variables are confounded; they often reach conclusions prematurely, basing them on too little evidence; and they often have difficulty integrating theory and data. However, even young children can be trained to think more scientifically. As a teacher, you can train your fourth grade students to avoid confounded experiments by manipulating one variable at a time. To do this, show your students both confounded and unconfounded experiments, then illustrate the difficulty in drawing clear conclusions from confounded experiments. This can result in long-lasting improvements in children's understanding of well-designed experiments.

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Kindergarten children who know most of their letters and who can easily distinguish the sounds that the different letters make are more skilled readers later on. Jason can help Gay master these skills by playing games with her that involve identifying the letters of the alphabet. Jason also can read books, such as Dr. Seuss or nursery rhymes, that contain rhymes that will increase her phonological awareness. Playing word games that involve identifying different letter sounds in words also will increase Gay's phonological awareness.

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Heuristics are rules of thumb that do not guarantee a solution but are useful in solving a range of problems. They are fast and require very little effort. They do not rely on statistical information, such as an analytical solution would. For example, the textbook talks about a child wanting to sit in the part of the stadium where her friend caught a fly ball (rather than the section where most fly balls are traditionally hit).