PSC 141 Exam 3

Computer as a model

Hardware (physical brain)

Software (processes)

Limited capacity; limited amount of:

space, time, and speed

Information flows through

Sensory registers --> short term store --> long term store

Automatic processes: definition

tasks so well learned that they require little to no attention

Effortful processes: definition

Difficult or unfamiliar tasks that require much attention

Automatic processes: characteristics

Require no mental effort, not conscious, do not interfere with other processes, do not improve, do not vary by individual

Effortful Processes: characteristics

Require mental effort, are available to consciousness, interfere with other processes, improve with practice, vary by individual

digit span

amount of numbers a child can hold in mind as they age

span of apprehension

The amount of information people can attend to at a time

Working memory consists of:

Central executive, articulatory loop, visuospatial sketch pad

Inhibition:

the ability to prevent making a cognitive response

Resistance of interference

the ability to ignore irrelevant information so that it does not impede task performance

selective attention:

the ability to focus on only one stimulus from among all sensory input

Passive Rehearsal:

Usually includes one unique item per set

Active rehearsal:

Rehearsal with most recently presented word in combination with other presented words

Sorting Organization

Categorizing in the service of recall

Clustering organization

recalling items from the same category together

Utilization Deficiency

Children use a strategy but fail to experience any benefit or experience less benefit from using a strategy than older children

Meditational deficiency

Children are unable to benefit from strategy training

Production deficiency

Children fail to produce a strategy spontaneously, but can use a strategy and improve task performance with training

Lillard and Peterson (2011)

preschool children who watched fast paced cartoons performed worse on executive functioning measures

(overstimulate young children)

deffered imitation relies on:

Frontal cortex

Hippocampus underlies the earliest deferred imitation

Neuro basis of infant memory:

Implicit and explicit memories governed by different brain systems

Developmental invariant: Implicit memory shows little developmental change, info is processed similarly across the lifespan

Infantile amnesia:

the inability to remember events from early childhood

Lacking autobiographical memories

Why infantile amnesia

Info isn't stored for long term retention before 2, info is encoded differently

Schemas

cognitive structures that help us perceive, organize, process, and use information

Scripts

Schemas about sequences of events, dirent behavior in specific situations

Kids as eyewitnesses

young children recall less detail, but more accurately than older children. Children can very easily make errors when given misleading questions.

Errors in source monitoring

difficulty determining if an individual performed an act or imagined it, often attribute actions they did to others

False memory creation

Inaccurate recollections formed through suggestion, younger children especially vulnerable

Prospective memory

Remembering to do something at some time in the future, takes up resources for other things like WM

Matthew Effect:

The difference between good and poor readers increases over time

Cognitive development and reading

Foundational skills:

Letter knowledge

phonemic awareness

rapid automatization naming

phonological recording

meta-analysis

Stereotype threat

a self-confirming concern that one will be evaluated based on a negative stereotype