Chapter 9 Flashcards
sensory store
holds raw sensory information directly from senses
short-term store
also called “working memory”
-stimuli retained for several seconds
long term store
examined information stored for future use
development of short term memory: memory span
amount of information that cab be held in the sts
Development of short term memory: span of apprehension
the number of items that can be kept in the mind at any one time
Working memory
-allows us to “work” with information9 proposed by Alan Baddleley 1992)
-Executive function: planning and executing strategies used on information
-Attention: process of selecting stimuli to detect or work on
-Inhibitory control: intentionally choosing to not attend to information
-set-shifting: moving from one strategy to another
“Software” strategies
goal-directed and deliberately implemented mental operations used to facilitate task performance
“Software” strategies
-strategic memory
processes involved as one consciously attempts to retain or retrieve information
Software strategies
-mnemonics
effortful techniques used to improve memory, including rehearsal, organization, and elaboration
Software stratgies
-Production deficiency
failure to spontaneously generate and use known strategies that could improve learning and memory
Software strategies
-Utilization deficiency
when children experience little or no benefit when they use a new strategy (Bjorklund 1994)
Sieglers adaptive strategy choice model
implicit cognition
thoughts that occurs without awareness that one is thinking; is conscious
(most infants thoughts are implicit)
Explicit cognition
thinking and thought processes of which we are consciously aware; is conscious
Metacognition
knowledge about cognition and about the regulation of cognitive activities
(improves with age)
Attention span
capacity for sustaining attention to a particular stimulus or activity
(increases with age partly due to increasing myelinization of the central nervous system)
reticular formation
area of the brain that activates the organism and is thought to be important in regulating attention
selective attention; ignoring information that is clearly irrelevant
capacity to focus on task-relevant aspects of experience while ignoring irrelevant or distracting information
(older children are much better then younger ones at concentrating on relevant info)
cognitive inhibition; dismissing irrelevant information
inhibition: the ability to prevent ourselves from executing some cognitive or behavioral response
(improves throughout childhood likely to maturation of the frontal lobes of the cerebral cortex)
Fuzzy-trace theory
proposed by (Brainerd and Reyna 2015)
offers an alternative to the multistore model
-information is processed at both a gist and verbatim level
Children as eyewitnesses
-free-recall, open ended and Cued recall
Free: children are just asked to recall what happened
young children often provide little info
Cued: recollection that is prompted by a cue associated with the setting in which the recalled event originally occurred
The accuracy of children’s eyewitness memory increases with age
Suggestibility: the likelihood that false information that is suggested is incorporated into ones memory
-peoples of all ages report more inaccurate information if asked leading questions that suggest inaccurate facts of events
- children younger the 8 to 9 years are more suggestible that older children and adults (mouse trap study)
Reasoning and analogical reasoning
-a particular type of problem solving that involves making inferences
-reasoning that involves using something you already know to help reason about something not known yet
development of mental arithmetic
children of any age actually use a variety of strategies to solve math problems
(Robert Sieglers) adaptive strategy choice model: children have multiple strategies available to them that compete with one another for use
