Problem 4 - DONE Flashcards
Information-processing theories
information-processing theories
= class of theories that focus on the structure of the cognitive system and the mental activities used to deploy attention and memory to solve problems
- continuous development
- two characteristics
two characteristics of information-processing theories
- task analysis = research technique of identifying goals, relevant information in the environment, and potential processing strategies for a problem
- -> for overcoming obstacles and attaining goals
- mental operations
- -> emphasis on thinking
view of children’s nature
- limited-capacity processing system
- -> hardware: memory capacity, speed of thought processes
- -> software: strategies and knowledge
- active problem solving
- -> attaining a goal by using a strategy to overcome an obstacle
- cognitive flexibility to pursue goals
central developmental issues
- descriptions of how change occurs
- nature and nurture –> development of memory and problem-solving
development of attention
early childhood (2-6 years)
- sustained attention improves in toddlerhood and early childhood
- preschoolers become better at planning
middle childhood (6-10 years) - selective attention improves between 6-10 years
how do children acquire selective, adaptable attentional strategies?
- production deficiency (3-4 years)
- fail to produce strategies - control deficiency (5-6 years)
- produce strategies sometimes, fail to execute effectively - utilisation deficiency (7-8 years)
- execute strategies, but performance dies not improve - effective strategy use (9-10 years)
- use strategies consistently, performance improves
development of memory
- working memory
- long-term memory
- executive functions
- explanations
working memory
= short-term memory = memory system that involves actively attending to, gathering, maintaining, storing, and processing information
- limited in its capacity + in time it can retain information
- conscious part of information processing
- subset of knowledge being processed at a given time –> task-dependent
long-term memory
= information retained on an enduring basis
- consists of the knowledge that people accumulate over their lifetime (factual knowledge, conceptual knowledge, procedural knowledge, attitudes, reasoning strategies)
- unlimited amount of information for unlimited periods
- totality of one’s knowledge
executive functioning
- involve control of cognition
- inhibiting, enhancing working memory, being cognitive flexible
- integrates information from working memory and long-term memory
explanations of memory development
- basic processes –> simplest and most frequently used mental activities
- associating, recognising, recalling, generalising, encoding
- speed of processing
- -> myelination + greater connectivity of brain regions - acquisition and growth of strategies
- rehearsal –> repeating of information multiple times in order to remember it
- selective attention –> intentionally focusing on the information that is most relevant to the current goal - increase in content knowledge
- recalling new materials by making it easier to integrate new material with existing understanding
- -> improving encoding, providing useful associations, indicating what is/is not possible
development of problem-solving
- overlapping waves theory
- planning
overlapping waves theory
= information-processing approach that emphasises the variability of children’s thinking
- children use variety of strategies and choose which one is most efficient to solve their problem
- change of strategy if it is not efficient anymore –> during development
planning
= thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal
- requires inhibiting desire to solve problem immediately
- overoptimism makes them act rashly
- maturation of prefrontal cortex + experiences –> improves planning + problem-solving
how to make information processing better?
lecture
- improve hardware + software