Child Development - Chapter 8

Input

information is received from the environment through sensory organs

Attention

focusing on relevant stimuli while filtering out distractions

Perception

interpreting and making sense of the incoming information

Encoding

transforming perceived information into a form that can be stored in memory

Storage

maintaining encoded information over time in memory systems

Retrieval

accessing stored information when needed

Output

producing a response or action based on retrieved information

Feedback

receiving information about the effectiveness of the output

Reinforcement

strengthening memory through repeated exposure or practice

Transfer

applying learned information to new situations

Sensory Memory

Capacity: very, large; can hold a vast amount of information.

Duration: Very brief (milliseconds to a few seconds)

Short-term Memory (STM)

Capacity: Limited (around 7 items).

Duration: 15-30 seconds without rehearsal

Working Memory

Capacity: Similar to STM but involves manipulation of information.

Duration: Functions actively for short periods (seconds to minutes)

Long-Term Memory (LTM)

Capacity: Relatively unlimited.

Duration: Can last from minutes to a lifetime

Orienting/Investigative Attention

the ability to focus on a specific stimulus while ignoring the others, often seen in infants as they explore their environment

Sustained Attention

the capacity to maintain focus on a particular task or stimulus over time; often improves with age

Habituation

Decreased response to a repeated stimulus

Dishabituation

Increased response to a new stimulus after habituation

Joint Attention

the shared focus of two individuals on an object, crucial for social interaction and learning, developing significantly in early childhood

Attention Milestones: Infants

infants show early signs of attention through orienting to sounds and visual stimuli

Attention Milestones: Toddlerhood

increased ability to sustain attention on tasks for longer periods of time

Attention Milestones: Preschool Age

improved ability to focus on tasks despite distractions

Attention Milestones: Early Childhood

developing selective attention skills, allowing children to focus on relevant information while ignoring distractions

Explicit (Declarative) Memory

Conscious recollection of facts and events

Implicit (Non-Declarative) Memory

unconscious memory, such as skills and conditioned responses

Episodic Memory

memory of personal experiences and specific events

Semantic Memory

general knowledge about the world

Memory Milestones: Infancy

early memory capabilities demonstrated through recognition and recall tasks

Memory Milestones: Preschool

development of verbatim memory; reliance on rote memorization

Memory Milestones: Early Childhood

increased use of gist memory; improved recall through cues

Memory Milestones: Middle Childhood

enhanced memory strategies (e.g. rehearsal, organization)

Concept Formation

the ability to categorize and group similar objects or ideas, which develops from perceptual categorization in infancy to more abstract categorization in later childhood

Executive Function

higher-order cognitive processes that include working memory, cognitive flexibility, and inhibitory control. These skills improve significantly during childhood and adolescence, allowing for better problem-solving and decision-making

Metacognition

awareness and understanding of one’s own though processing, including knowledge about how to learn and remember effectively

Metacognition Development: Early Childhood

limited metacognition awareness; children may not understand how to apply strategies effectively

Metacognition Development: Middle Childhood

increased awareness of effective learning strategies and the ability to monitor their own understanding

Metacognition Development: Adolescence

further development of metacognitive skills, allowing for more strategic learning and self-regulation in academic tasks