Problem 4

Question 1

Information processing theories

Answer 1

Theories that focus on

a) the structure of the cognitive system
b) mental activities used to deploy attention + memory to solve problems

Question 2

Task analysis

Answer 2

Research technique of identifying

a) goals
b) relevant info in the environment
c) potential processing strategies for a problem

Question 3

Information processing theorists view on children’s nature

Answer 3

Childrens cognitive growth is CONTINUOUS, in small increments that occur at different times on different tasks

–> children are ACTIVE PROBLEM SOLVERS

Question 4

What limits childrens thinking ?

Answer 4

Children’s thinking is limited by

a) memory capacity
b) speed of thought process
c) availability of useful strategies
d) knowledge

Question 5

How do children surmount processing limitations ?

Answer 5

1. Expansion of the amount of information they can process at one time
2. Increase in speed with which they execute the thought process
3. Acquisition of new strategies + knowledge

Question 6

Problem solving

Answer 6

The process of attaining a goal by using a strategy to overcome an obstacle

• -> cognitive flexibility helps them pursue their goals
• -> important components are

a) representation
b) planning
c) strategy choice

Question 7

Working memory

Answer 7

Memory system that involves actively attending to, gathering, storing, processing information

–> it is limited by

a) its capacity (amount of info it can store)
b) length of time it can maintain information

–> capacity and speed increase greatly over course of childhood

Question 8

Long term memory

Answer 8

Consists of the knowledge that people accumulate over their lifetime

–> factual/procedural/conceptual knowledge

–> can retain an unlimited amount of info for unlimited periods

Question 9

Executive functioning

Answer 9

Refers to the higher order controls processes necessary to guide behavior in a constantly changing environment

–> include:

a) RESPONSE INHIBITION
- -> avoiding tempting behavior/ controlling behavior in social situations

b) ENHANCED WORKING MEMORY
- -> through use of strategies

c) MENTAL FLEXIBILITY
- -> perspective taking

d) COGNITIVE INHIBITION
- -> ability to control distracting stimuli

Question 10

What are the key roles in the development of memory + learning ?

Answer 10

The improved

a) encoding
b) speed of processing
c) myelination

Question 11

Basic processes

Answer 11

Refer to the simplest + most frequently used mental activities

–> including

a) recognizing
b) associating
c) recalling
d) generalizing
e) encoding

=> happens unconsciously, results of an enhancement of our memory

Question 12

Encoding

Answer 12

The process of representing information in our memory that draws to our attention or is considered important

–> selective

Question 13

Rehearsal

Answer 13

Repeating of information multiple times in order to remember

–> strategy to enhance memory

Question 14

Selective attention

Answer 14

Process of intentionally focusing on the information that is most relevant to the current goal

–> strategy to enhance memory

(7-10 y/o)

Question 15

Overlapping waves theory

Answer 15

1. At age 1, children use multiple strategies
2. With age + experience they rely increasingly on more advanced strategies
3. Development involves changes in the use of existing strategies as well as the discovery of new approaches

Question 16

Planning

Answer 16

Thinking out a sequence of acts ahead of time and allocating the attention accordingly to reach a goal

–> children fail to do so because this requires to inhibit the desire to solve the problem immediately (response inhibition)

Question 17

Sustained attention

Answer 17

Staying focused ( 4y/o)

–> result of the rapid growth of the frontal cortex

Question 18

Recognition memory

Answer 18

Ability to tell whether a stimulus is the same as or similar to the one they have seen before

Question 19

Recall

Answer 19

Remembering in the absence of perceptual support

• -> requires retention of pieces of information
• -> much poorer developed than recognition

Question 20

Scripts

Answer 20

General description of what occurs + when it occurs in a particular situation

–> help children organize, interpret, predict repeated events

–> support children efforts of planning

Question 21

How does attention change ?

Answer 21

It changes in 3 ways:

a) selectivity
- -> actively aiming the attention

b) utilization activity

c) adaptivity
- -> adapting to certain situations

Question 22

The development of attention

Answer 22

1-2 months: Able to pay attention to 1 or 2 objects
–> need minutes to habituate

5 months: Habituate faster (only need seconds)

3-4 y/o: Better at sustaining attention

6-12 y/o: Gain in information-processing capacity
–> synaptic pruning + myelination

7-10 y/o: Selective attention

Question 23

How do children acquire selective + adaptable attentional strategies ?

Answer 23

1. Production Deficiency
2. Controlled deficiency
3. Utilization Deficiency
4. Effective strategy use

Question 24

Production deficiency

Answer 24

Failing to produce strategies when they could be helpful

Question 25

Controlled deficiency

Answer 25

Failing to control/execute strategies effectively

Question 26

Utilization deficiency

Answer 26

Executing strategies consistently, but no improvement in performance

Question 27

Effective strategy use

Answer 27

Using strategies consistently + performance improvement