This case study was undertaken to measure the formal operational thought capacity of AA Mooney (Not his real name). This participant is a twelve year old African American male in the seventh grade who attends middle school in Macon Georgia where he currently lives, but he is originally from Los Angles California. His parents are both educated and they are both in the home and are part of the middle socioeconomic class. This case study has one sibling who is one year younger. During his free time, on weekends or after school, my Case Study enjoys playing video games on his x-box, and shooting hoops at the basketball court with his brother. Overall, my Case Study is a very sociable person who gets along well with almost anyone. He is very considerate …show more content…
Truth tellers always tell the truth and liars always lie. You hail the first two people you meet and say, “Are you truth tellers or liars?” The first person mumbles something you cannot hear. The second says, “He is a truth teller. He is a truth teller and so am I.” AA was asked “Can you trust the directions that these two may give you?” AA answered “no”, he said “he would just ask someone else.” AA was able to approach the problem somewhat like a formal operational thought, but did not come up with a clear reason for his answer. A characteristic of someone in formal operational thought is to recognize and examine associations and then test them systematically. So, a person in formal operational thought would consider each situation for the “truth teller and liar,” and then come up with an answer that does not involve contradictions or impossible conditions, meaning, the recognition of which represents characteristics of formal operational thought. However, when I asked AA another formal operational thought question where he might put a ‘third-eye’ if he had the opportunity, he did mention other places than what the concrete operational thought children always say at age nine; “between their eyes.” However, adolescents 11 year or older were more imaginative, for example, AA suggesting that if he had an third eye he would place it on the back of his neck or on the backs of his arms so that he could always see when his little brother was approaching from behind to steal the basketball. So, I would say that AA shows sign of operational thought, but has not reached the highest
production for use in society. When children first enter the education system, they are given several psychological tests to identify their intelligence quotient (IQ) score. This score allows educators to slot students on an accelerated, normal, or modified track which will follow them for their entire life. Students on an accelerated trajectory are identified throug...
I selected interpersonal as the primary multiple intelligence for this study because he is very good at understanding people and their point of view on topics. This student is able to view others point of view even if they vary from his thoughts. He is skilled at assessing others emotions and reacting appropriately to their feelings. He has excellent communication skills in both verbal and nonverbal behaviors. He is considerate of others and enjoys working with others inside and outside of class. Very seldom is this student alone. He is well liked by his peers and works wonderfully in cooperative learning groups.
...sn’t always been the focus of a child’s time in the academic world. Children’s different behavior and scholastic ability were accepted.
From ages seven to eleven is the Concrete Operational stage, where children develop logical or operational thought (Hoffnung et al. 2016, p. 48), and as McLeod (2009) explains this means they can solve logical problems internally rather than through the use of physical object. Children also acquire the ability to organise objects based on physical characteristics like size, shape and colour (Lilienfeld et al. 2015, p. 411). They still lack abstract thought, which defines the transition into the next stage as it begins to develop (Hoffnung et al. 2016, p.
Formal operations (beginning at ages 11-15) – Conceptual reasoning is present and the child’s cognitive abilities are similar to an adult’s (Atherton, 2010).
Many educational psychologists believe children from segregated ethnic groups perform poorly in school because of verbal deprivation. Verbal deprivation is a theory stating that Negro children do not receive verbal stimulation. It is a common belief that Negro children “cannot speak complete sentences, do not know the names of common objects, and cannot form concepts or convey logical thoughts” (Labov). Unfortunately, individuals did not take into consideration that educational psychologists are not well versed in the study of language. They also are not familiar with Negro children and the quality of their environment. In William Labov’s article” The Logic of Non-Standard English”, he critiques methods used to understand the language and the
Last stage named Formal Operational is during the period of adolescent starting at 11 or 12 years old, the children or better call them teens are more mature and they achieves a propositional thinking and verbal hypothetical reasoning applying this knowledge in algebra an science, and that which is characterized by the maximum development of cognitive structures. Also they stablish judgments and criteria by their own. “At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.” (Cherry, 2014).
This stage is when individuals develop their cognitive ability to utilize abstract concept, logical thought is one of these skills. Piaget’s cognitive development theory is a comprehensive model of the natural development of human intelligence, believing that childhood plays a critical and active role in the development of an individual. Piaget identifies four stages of cognitive development, these include sensorimotor, preoperational, concrete operational and the formal operational stage. Piaget determined the concrete operational stage of cognitive development when an individual is cognitively capable of successfully preforming various mental operations utilizing concrete concepts to begin critical thinking skills. Consequently, the lack of deductive reasoning that accompanies this stage of cognitive development impedes an individual’s ability to predict the outcome of their actions. While testing their physical boundaries, a lack of cognitive maturity disallows the adolescents the ability to predict outcome of their actions. Formal operational thought, is when an individual can visualize the conclusion of a potential action before it begins. Formal operational thought, require the ability to think in an abstract manner that will combine the ability to classify items in a deductive order of reason, utilizing, higher levels of critical thinking
The concrete operational stage roughly occurs from the age of seven to the age of eleven (Grossniklaus et al., 2001). Saul McLeod states in an article, “the concrete operational stage marks the beginning of logical and operational thought” (McLeod, 2010). He also discusses how during the concrete operational stage “children gain the abilities of conservation (number, area, volume, orientation) and reversibility” (McLeod, 2010). According to Boeree, “Conservation refers to the idea that a quantity remains the same despite changes in appearance” (Boeree, 2009). When children are in the concrete operational stage they gain the ability to put things in order based on a quantitative dimension (Santrock, 2014, p. 199). The ability to put things in order based on a quantitative dimension is known as seriation (Santrock, 2014, p. 199). McLeod states in an article, “their thinking is more organized and rational during the concrete operation stage” (McLeod, 2010). In the article McLeod also mentions, “during this stage children can solve problems in a logical fashion, but are typically not able to think abstractly or hypothetically” (McLeod, 2010). One of the last abilities that children usually obtain during the concrete operational stage is “the ability to classify or divide things into different sets or subsets and to consider their interrelationships” according to Santrock (Santrock,
First, however, one must have a clear notion of what is meant by giftedness. Only the top 2-5 % of children in the world are truly gifted. These children are precocious, self-instructing, can intuit solutions without resorting to logical, linear steps, and have an incredible interest in an area or more that they focus so intently on, that they may lose sense of the outside world (3). Early reading and development of abstract thought are typical characteristics as well. The acceleration of ment...
The study of IQ and how it operates in the education field has been argued through various theories. Theorist such as Howard Garner, R...
Cognitive developmental theorists in educational learning, such as Paiget, assist in the understanding of why some gifted students underachieve during adolescence. Such theorists contend that gifted students have faster and more vigorous cognitive movements during this period of growth that involve higher stages of development and are beyond formal operational thought (Cohen L.M, 1993). For example, the gifted student may have the ability to process new learning at faster rates, show deeper emotional sensitivity and understand complex concepts more easily than their peers. Such facto...
The concrete operational stage occurs when an individual is about 7 to 11. This is the stage when a child is “capable of decentration”, which is “focusing on several aspects of a problem and relating to them, rather than centering on just one” (Berk, 2012, p. 438). The child now has the ability to recognize the different perspectives and ideas of given situations. During this stage, a child can now understand that there is some sort of progress from a beginning to an end. A child can now achieve simple and rational operations, but only if he or she is related to concrete samples or relatable experiences to the
...ion is controlled by conditioning and experiences. Life and its experiences have far more to do with ones ability to imagine then the physical makeup of your genes. I do, however, believe that problem-solving correlates directly to one’s ability to imagine. As I write the conclusion to this essay I find my self imagining a multitude of other things. I imagine how the essay will look printed, did I get the point across, and will it be received well. A quick reflection back in time and I hear a voice from the past saying "Mr. Zimmerman, are you with us?", "Mr. Zimmerman, stay on task", and only now can I safely say, "No. I think I’m just going to think for awhile". Imagine that.
The dichotomy between the view that intelligence levels are affected by situational factors and the view that intelligence is genetically transmitted has dominated psychological debates on IQ throughout decades. The statements made by many commentators that intelligences depends on genetic factors has been ...