OLD Chapter 6 (Cognitive Growth: Information Processing Approaches)

the process by which information is encoded, stored, and retrieved

process by which information is initially recorded in a form usable to memory

the maintenance of material saved in memory

the process by which material in memory storage is located, brought to awareness, and used

the degree to which an activity requires attention -processes requiring large amounts of attention are controlled -processes requiring little attention are automatic -Process helps children by priming them to processes information in particular ways -permits more efficent processing to enable concentration -helps children learn how different stimuli are found together, permitting the development of concepts, categorization of objects, events, or people that share common properties. -can prevent more focused, intentional, nonautomatic responses

The basic structures of information processing -constant over the course of development -determines the specific steps of processing material *no change in process, but can process more and becomes more efficent*

Encode, Store, and retrieve information -abstract functions performed by the brain

*the initial, momentary store of information* -information is lost if not sent on

*short-duration, limited capacity memory* 10-15 seconds capacity increases with age -increases because of better rehearsal strategies and increased speed adults hold 7 chunks 2-3yrs hold 2 items 7yrs holds up to 5 items

*temporary memory stores that actively manipulate/rehearse information* -coordinates processing of material -determines problem-solving strategies -directing attention -selects strategies for remembering in short-term memory *Controlled by the central executive*

*controls the function of short-term memory*

*Information is stored on a permanent basis* -Limitless in capacity -Recall by retrieval cues -composed of memory modules

stimuli that permit us to recall information (can be words, smells, etc)

*Declarative Memory* -factual information *Procedural Memory* -how to do things

Development happens in stages

*The ability to strategically choose which stimuli to focus on* -First step in information processing -Attention-getting stimuli gets attention because of physical traits -Attention-holding stimuli holds attention because of their meaningfulness

*Your ability to focus on steps to achieve your goals* (The ability to allocate attentional resources on the basis of goals one wants to achieve) -Difficult for young children -Gradually develops; adolescents are highly proficent

*Ability to focus on certain stimuli while tuning o ut others* Attention increases in age; With age children: -Develop strategies to focus -Become more effective at controlling what to focus on -Become more effective at ignoring irrelevant stimuli

-Can't decided what to do to achieve goals -over-optimism -lack of skills -difficulty dividing attention

-Ability to recognize old stimuli implies some memory -Infants memory improves with age -Memory during infancy in processed similarly to adulthood, but recall depends on brain structures

*Lack of memory for experiences that occurred prior to 3 years of age* -Memories are stored from early infancy, but they are not easily retrieved -Early memories are susceptible to interference from future events -May be caused by lack of language to describe memories

*Memory of events from one's own life* -Not accurate until age 3 -Susceptible to suggestions -Adults also have errors

*Memory improves throughout childhood and adolescence* -Capacity of sensory/long-term memory do not change with age -Short-term/working memory improves with age

*cognitive development happens due to increasing capacity for working memory*

*Memory improves with age because they process information quicker and use better strategies* *Not because of improvements in working memory*

*Conscious, intentional strategies used to improve cognitive functioning* -Example: Keyword strategy (similar words are grouped together)

*General representations in memory of a sequence of events* It becomes difficult to remember details about something you do regularly.

*Memory improves through childhood and adolescence* -Capacity of working memory increases with age because information processing becomes more efficent -Control strategies improve with age -Older children know more information so they can learn related material more efficiently -The more you know about a topic the faster you can learn related material

-Memory peaks in early adulthood -Long term memory often declines with age because they store/retrieve information less efficiently -Memory decline in middle age is minor

-Michael Cole studied Liberian children and found that comparable education levels = comparable memory -Basic memory processes are universal -Cultural factors can affect which information is attended to, learned, rehearsed, and retrieved.

*Qualitative Changes Vs. Quantitative Changes* -Piaget focuses on spurts of growth -IPA focuses on gradual, step-by-step growth -Both approaches are critical to understanding cognitive development. -Advances in biochemistry and theories considering social factors help us better understand development.

-Preschoolers have difficulty describing information -They may oversimplify critical recollections -Children are susceptible to adult suggestion -Questioning children immediately after the event, outside the courtroom, produces more accurate recollections. -Adults memories are also prone to error, even if they seem confident of their accuracy.

-Reading should be taught by building the basic skills that underlie reading -Emphasizes the components; how letters and sounds are combined -Suggests reading goes in sequence of letters>words>sentences -Code based approaches are superior to whole-language approaches

-Reading is viewed as a natural process, like oral language -Children should learn through exposure -Encouraged to make guesses about the meaning of words based on the context -Code based approaches are superior to whole-language approaches