Problem 4 Flashcards
(27 cards)
Information processing theories
Theories that focus on
a) the structure of the cognitive system
b) mental activities used to deploy attention + memory to solve problems
Task analysis
Research technique of identifying
a) goals
b) relevant info in the environment
c) potential processing strategies for a problem
Information processing theorists view on children’s nature
Childrens cognitive growth is CONTINUOUS, in small increments that occur at different times on different tasks
–> children are ACTIVE PROBLEM SOLVERS
What limits childrens thinking ?
Children’s thinking is limited by
a) memory capacity
b) speed of thought process
c) availability of useful strategies
d) knowledge
How do children surmount processing limitations ?
- Expansion of the amount of information they can process at one time
- Increase in speed with which they execute the thought process
- Acquisition of new strategies + knowledge
Problem solving
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
Working memory
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
Long term memory
Consists of the knowledge that people accumulate over their lifetime
–> factual/procedural/conceptual knowledge
–> can retain an unlimited amount of info for unlimited periods
Executive functioning
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
What are the key roles in the development of memory + learning ?
The improved
a) encoding
b) speed of processing
c) myelination
Basic processes
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
Encoding
The process of representing information in our memory that draws to our attention or is considered important
–> selective
Rehearsal
Repeating of information multiple times in order to remember
–> strategy to enhance memory
Selective attention
Process of intentionally focusing on the information that is most relevant to the current goal
–> strategy to enhance memory
(7-10 y/o)
Overlapping waves theory
- At age 1, children use multiple strategies
- With age + experience they rely increasingly on more advanced strategies
- Development involves changes in the use of existing strategies as well as the discovery of new approaches
Planning
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)
Sustained attention
Staying focused ( 4y/o)
–> result of the rapid growth of the frontal cortex
Recognition memory
Ability to tell whether a stimulus is the same as or similar to the one they have seen before
Recall
Remembering in the absence of perceptual support
- -> requires retention of pieces of information
- -> much poorer developed than recognition
Scripts
General description of what occurs + when it occurs in a particular situation
–> help children organize, interpret, predict repeated events
–> support children efforts of planning
How does attention change ?
It changes in 3 ways:
a) selectivity
- -> actively aiming the attention
b) utilization activity
c) adaptivity
- -> adapting to certain situations
The development of attention
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
How do children acquire selective + adaptable attentional strategies ?
- Production Deficiency
- Controlled deficiency
- Utilization Deficiency
- Effective strategy use
Production deficiency
Failing to produce strategies when they could be helpful
