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PSYCHOLOGY 130 FINAL > Cognitive Development > Flashcards

Cognitive Development Flashcards

1
Q

Sensory Register

A

Part of the information-processing system in which sight, sounds, etc are stored but only momentarily before they either decay or go into short-term memory

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2
Q

Encoding

A

imprinting the material, but it isn’t taken in completely. What you are attending to, expected opinions, and views about the situation influence how things get encoded

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3
Q

Storage

A

where material is help into memory for some amount of time. Amount of time can be short or long

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4
Q

Retrieval

A

When information is returned to the mind. How you retrieve a memory can influence how you remember it

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5
Q

Short-term Store

A

where we retain attended-to information briefly. This information isn’t always transferred into Long-term store

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6
Q

Working Memory

A

Information briefly held in mind while also engaging in some sort of effort to manipulate or monitor the information. This information is manipulates in STM

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7
Q

Long-term Memory

A

Where information is stored for a long time. There is not size to this particular memory storage.

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8
Q

Implicit

A

Unconscious/ Automatic Processes; Procedural knowledge

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9
Q

Explicit

A

Conscious; Consciously aware of what you’re doing; Probably has conscious awareness during encoding and retrieval; information is put into LTM or WM w/ purpose

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10
Q

Rehearsal

A

Memory strategy that involved repeating material in mind over and over

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11
Q

Utilization Deficiency

A

Children need to commit a lot of resources to strategies; a strategy such as rehearsal uses up too many resources to that point where rehearsing doesn’t benefit the child anymore

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12
Q

Organization

A

Group related items

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13
Q

Elaboration

A

giving meaning and context helps remember material better than having nothing; create a relationship or shared meaning between two or more pieces of information

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14
Q

Recognition

A

recognizing the correct item from a list of items (e.g. multiple-choice question); type of memory retrieval

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15
Q

Recall

A

Bringing the information fourth from memory without a promo (e.g. essay or open ended question)

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16
Q

Reconstruction

A

recoding information while it is in the system of being retrieved; add pieces of information that are meaningful and use new information to interpret the memory

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17
Q

Fuzzy Trace Theory

A

encoding the “gist” of information- the big idea without any details; preserves meaning without details; especially useful for reasoning

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18
Q

The Overlapping Waves Model

A

Strategy for problem used in problem solving; when children are presented with a challenging problem they create different strategies to love it (each strategy is depicted as a wave), the waves overlap because a child is using the strategies at the same time to see which one works best;

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19
Q

Benefits of Multiple Strategies

A
  • better memory

- related to success on the SAT

20
Q

Loftus & Pickrell

A
  • study that looked at the effects of suggestibility
  • college students are interviews about 4 events that happened in childhood; One event never happened; 25% remember the false event
21
Q

Goodman & Clarke-Stewart

A
  • tested children’s suggestibility
  • children watched a janitor clean; janitors “boss” suggested that the janitor had done something inappropriate; 2/3 children eventually agreed that the janitor has acted inappropriately even though he wasn’t
22
Q

Source Monitoring

A

knowing where you memories came from; identifying the source of the memory; one explanation for suggestibility of children’s memories

23
Q

Scripts

A
  • created based off experiences
  • Children’s scripts get better over time
  • improves recall for typical and atypical details; depends on whether they fall under your script or not
  • Can result in falsely recalling typical events
24
Q

Ornstein et al. (1998)

A
  • study that looks at scripts
  • mock physical exam with typical and atypical features
  • 4&6 year old free recalled more typical features; scripts helped them access this information
  • Children also falsely remember missing event
25
Q

Autobiographical Memory

A

memory made up of representation of one-time events that are long lasting because they are attached to personal meaning
-Elephant/Zoo example

26
Q

Elaborative Style

A
  • 1 of 2 autobiographical memory styles
  • Parents follow the child lead; discuss child’s topics of interest; asking varied questions; add examples to the child’s statement
  • memory is nurture-driven
27
Q

Repetitive Style

A
  • 1 of 2 autobiographical memory style
  • Parent repeats the same question
  • Not as beneficial as elaborative style
28
Q

Infantile Amnesia

A

Memories we cannot remember from early childhood, usually memories before 3 yrs old

29
Q

Usher & Neisser (1993)

A
  • study that looks at infantile amnesia
  • Questioned college students about early experiences
  • Concluded that the earliest age for any meaningful recall was 2 years old (birth of sibling) and 3 yrs old (death of a family member)
30
Q

Maturation of the frontal lobe

A
  • Theory that explains why we can’t remember infancy

- changes to the brain throughout development (synaptogenesis, plasticity, function, etc)

31
Q

Language & Social Guidance

A
  • -Theory that explains why we can’t remember infancy
  • Importance of words and our experiences; as infants we do not attach words to our experience and therefore can’t remember them
32
Q

Verbal labels

A

Being able to attach words to something

33
Q

Encoding and Retrieving mismatch

A

The idea that when you experience something you encode it through sensations and when you retrieve it you retrieve it verbally.

34
Q

Metacognition

A
  • Thinking about thinking
  • Considering what you will be able to remember
  • Considering cognitive skills and how you will be applying them
35
Q

Explicit metacognition

A

-consciously/overtly aware of what you are doing

36
Q

Implicit Metacognition

A

Unconsciously attending to some aspect of thinking

-e.g. naturally choosing to study harder material because you know it’ll harder to remember it

37
Q

Gesture

A
  • not meaningless

- helpful for cognition; evident in development

38
Q

Gesture & Langage

A

-Predicts early vocabulary
-Pantomiming actions can bring life to them and have kids learn better
-

39
Q

two-word Phase & Gesture

A

A child who beings to combine gesture with words is arriving at a two-word stage

40
Q

One-word Phase & Gesture

A

-when children begin to talk they only utter one word

41
Q

Speech- Gesture Mismatch

A
  • Piagetian conservation task
  • Child hand gesture more, but say they have the same amount
  • When there is a mismatch children learn better from instruction
42
Q

IQ

A
  • Indicates extent to which the raw score deviates from the typical performance from same-aged individuals
  • 50% genetic; 50% environmental
  • not static;fluctuates
43
Q

IQ & Habituation

A
  • infants who habituate faster have higher IQ’s

- they are encoding information more quickly & able to process information more quickly

44
Q

IQ & Environmental Influences

A
  • School and mental stimulation boost IQ

- e.g. school schedules (year-round v. 9 months & summer off)

45
Q

Stereotype Threat

A

The fear of being judged on the basis of a negative stereotype can trigger anxiety that interfere with performance

46
Q

Early intervention

A
  • The earlier you intervene, the better

- Interventions with the familial environment are beneficial

PSYCHOLOGY 130 FINAL (3 decks)

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