Cognitive Development
QUICK LOOK AT THE CHAPTER AHEADConcrete thinkers are able to:
Consider two or more pieces of information at one time, for example, height and width (decreasing centration).
Reverse a sequence of actions in the mind, for example, subtraction (reversibility of a sequence).
Understand that the identity of a set remains the same despite appearance to the contrary), for example, 10 dots arranged closely together or far apart (set identity).
Understand that some of the properties of an object remain the same despite appearance to the contrary, for example, the same ball of clay molded into different shapes (conservation of physical properties).
Understand the relationship between superordinate and subordinate classes, for example, the class of dogs includes beagles and poodles (hierarchical classification), and between categories along two dimensions, for example, a deck of cards can be arranged by suit (spades, hearts, diamonds, clubs) and/or by face (ace through king) (matrix classification).
TERMS
Classification skills
Concrete thought
Decreasing centration
Hierarchical classification
Matrix classification
CHARACTERISTICS OF CONCRETE OPERATIONSBetween the ages of 5 and 7, an important shift takes place in how children organize information. Whereas the thinking of preschoolers is shaped by capricious influences, thinking in school-age children is determined by a logical internal organization. The shift is from associative to logical responding, from preoperational to concrete operational thinking. Logical thinkers love rules because rules organize experience and make life orderly.
In school-age children, concrete operational thinking consists of mental operations that allow children to do mentally what had to be experienced physically before. Actions can be played out in their minds, giving them more flexibility in solving problems. Concrete thought is characterized by decreasing centration, reversibility of a mental sequence, set identity, conservation of physical properties, classification skills, and an inability to think abstractly (Table 45-1).
Decreasing Centration
Decreasing centration refers to children’s ability to consider two or more pieces of information at one time when solving a problem. Information can be held in and worked on in their minds. Concrete thinkers still need perceptual supports, however: They need to see the problem and to handle it physically in some way. A concrete thinker pouring juice into two different-sized glasses understands that how much juice a glass can hold depends on both its height and its width.
Reversibility of a Sequence
Concrete thinkers can think through a sequence of actions in their minds, and then reverse it to arrive back where they started. If 5 minus 2 equals 3, the operation can be reversed: 3 plus 2 equals 5. If you eat too much, you gain weight. If you eat less, you lose it. You can roll a ball of clay into a snake and then ball it up again.
Set Identity
In middle childhood, children understand that the identity of a set remains the same despite the fact that its physical properties are rearranged. They are not easily fooled by appearances. Ten M&Ms are still 10 M&Ms, whether they are arranged in one row or two rows. One piece of bread is still one piece of bread whether it is folded or cut up to make a sandwich.
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