Notes on Basic Cognitive Processes & Information Processing

Definition: An interdisciplinary field studying how information is represented and processed in the mind (neuroscience, psychology, linguistics, computer science, artificial intelligence, philosophy, anthropology).
Information processing framework: treats thinking as information exchange with the environment; computer metaphors for storing and retrieving symbolic information.
Constructivist influence: many modern views credit children with creating original ideas (Piaget, Vygotsky influence).
Core additions: central executive (self-monitoring) and noncognitive factors (emotions, goals, stress, motivation, brain networks).

Sensation and perception: raw input from the environment is detected (sensation) and interpreted (perception).
Sensory register: stores raw data briefly; typical durations: $2-3 \text{ seconds}$ for auditory, < 1 \text{ second} for visual.
Working memory: actively holds and processes information; short-term memory; duration < 1 \text{ minute}; limited capacity.
Long-term memory: stores learned information and skills; unlimited capacity; lasts a lengthy time; retrieval requires working memory.
Attention: gatekeeper; movement from sensory register to working memory requires attention.
Encoding into long-term memory: rehearsal can help, but elaboration (connecting to prior knowledge) is more effective.
Noncognitive influences: motivation, emotions, goals, stress affect thinking; high stress can hinder executive functions.

Development is gradual with maturation and experience; not strictly Piaget-style stages.
Working memory capacity expands with brain maturation; enables handling more ideas, multi-step tasks, and detecting inconsistencies.
Qualitative transformations: when a cognitive resource grows enough to support a new strategy.
Self-regulation: children develop an internal supervisor (central executive) to guide attention, memory, and learning goals.

Sensory and perceptual foundations begin prenatally; some abilities present at birth; others emerge in first months.
Newborns can sense and discriminate sights, sounds, tastes, smells.
Newborns can locate sound sources; visual acuity at birth ≈ $20/600$ ; rapid development to about $20/20$ by around $6 \text{ months}$ .
Early social perception: newborns recognize caregiver’s face contours and caregiver’s voice within days.

Depth perception emerges from maturation and experience; can be tested with a visual cliff.
Gibson & Walk (1960) found infants $6 \text{ to } 14 \text{ months}$ showed wariness of the “deep” side.
Infants with self-locomotion experience (crawling or walkers) show greater fear of drops, indicating depth perception is influenced by motor experience.

Attention is essential for moving information from sensation to working memory.
Strategies: minimize distractions, direct attention, engage, and relate new info to prior knowledge (elaboration).
Use rehearsal and, when possible, elaboration to support long-term retention.
Support development of executive functions and self-regulation; consider students’ motivation and stress levels.
Design tasks that fit working memory limits; provide scaffolding and chunking.