Which of the following best describes children’s strategy-use as they learn reading and math?

Question

BlackTom AI · Accepted Answer

The question asks for the description of how children use strategies as they learn reading and math, and the provided answer suggests that children adaptively choose among multiple strategies based on the difficulty of problems in BOTH reading and math.

This framing reflects the idea that strategic behavior is flexible and context-dependent rather than fixed to a single method. In cognitive development and educational psychology, researchers often emphasize that learners deploy a repertoire of strategies and select among them according to task demands, complexity, and prior experience. When problems become harder, children may switch from simpler, incremental strategies to more sophisticated or effortful approaches, and they may generalize this adaptive control across domains if the underlying cognitive processes (e.g., working memory, executive control, metacognitive monitoring) support it.

Analyzing the statement further, the emphasis on BOTH reading and math highlights a cross-domain aspect of strategy use. It suggests that children are not exclusively bound to domain-specific methods; instead, they learn to allocate cognitive resources by evaluating which strategy is most effective for a given problem, whether it appears in literacy or numeracy contexts. This aligns with research on strategic flexibility and metacognition, where learners assess difficulty, select strategies, monitor progress, and adjust as needed.

However, several potential misconceptions warrant clarification. First, the claim might overstate uniformity of strategy-use across all children; in practice, strategy repertoires and the ability to select among them can vary due to individual differences in cognitive development, instruction, and prior practice. Second, the idea that strategy choice is always driven by problem difficulty may overlook motivational factors, instructional goals, or domain-specific guidance that also shape how students approach problems. Third, saying that the strategy selection occurs based on difficulty in BOTH domains presumes a high degree of cross-domain transfer, which can be influenced by task structure and instruction; some strategies may be domain-specific even if some are transferable.

In summary, the core notion that children adaptively select among multiple strategies in response to problem difficulty across reading and math captures a well-supported view of strategic development. It emphasizes flexibility, metacognition, and cross-domain applicability of strategic choice, while also inviting consideration of individual differences and contextual factors that shape how these processes unfold in real classrooms.

PSC 140 001 SQ 2025 Exam 2 Cognitive Development (Ch 4, 6, 7, and 8)

Which of the following best describes children’s strategy-use as they learn reading and math?

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