CHAPTER 7 HIGHER ORDER THINKING

Discussion Questions

1. Is it possible that classification (what we called categorization, in class) and rule generation are necessary prerequisite processes for concept formation? Explain.

2. Analogical reasoning doesn't just involve the type of analogies that appear on intelligence tests such as sunny: summer:: snowy: _______. Analogical reasoning involves drawing inferences and also using metaphors as a way of understanding complex abstract concepts. Levine doesn't go into much depth about inferences or using metaphors (see p. 229), but they are very important types of reasoning academically. What is inferential thinking? Why is it important in school? What is metaphorical thinking? Why is it important in school?

3. Many kids with LD have difficulty with what Levine calls the hidden curriculum. Explain which processing weaknesses would have a significant negative impact on being able to negotiate the hidden curriculum and why.

4. In his discussion of gifted underachievement, Levine discusses many reasons that kids may be both gifted and underachievers, but only one of them is an LD-type processing disorder (attention). The others are environmental or social/emotional/temperamental factors. Are there any other patterns of LD that might be found in gifted underachievers?

5. Imagine you are a teacher who has no access to formal tests and the backlog for LD testing in your district is many months. You have a child in your class whom you suspect of hiving problems with higher order cognition. What could you do to assess higher order cognition even without access to standardized tests?