exam 3 information processing

how is cognitive development marked

gradual increases in processing speed and capacity due to neurological development as well as experience

what are the 4 attentions in order of which they develop

sustained, divided, selective, and executive

what is sustained attention

the ability to maintain focus or attention for extended periods of times

what is divided attention

the ability to switch focus or attention on tasks (multitasking)

what is selective attention

the ability to tone into most important information and tone out the least or not important information

what is executive attention

the ability to think about thinking, manage distractions, and regulate thoughts

what is the attention like in infants

requires quiet, awake, alert state; strongly influenced by novelty; sustained attention is limited (seconds), but increase through the second year; joint attention (about 7 months) supports language development & self-regulation

what is the memory like in infants

recognition memory; recall memory (about 6 months); less context-dependent (about 9 months)

what is memory like in preschoolers and school-aged children

recognition memory and recall memory improve due to neurological developments, growing knowledge base, and the use of memory strategies

what are some memory strategies

rehearsal (repeating information for retention), organization (finding similarities and organizing them by that), and elaboration (link up unrelated items)

what are the progression of strategy use

production deficiency, control deficiency, utilization deficiency, and effective use

what is production deficiency

what is control deficiency

utilization deficiency

using it consistently but it isn’t helping because they are putting too much energy into rehearsal

effective use

can use rehearsal and use it effectively and its helping

what is recall memory

what is recognition memory

metacognition

theory of mind

awareness of one’s own and other’s mental processes

what do children understand by age 5 or 6

how the mind actively constructs knowledge, familiar items are easier to remember, short lists are easier to remember, remembering the gist is easier, recognition memory is easier, forgetting is more likely over time, and multiple interpretations of something are possible