Information Processing - Chapter 7 Study Notes

INFORMATION PROCESSING

Chapter Overview

  • Main Focuses of Information Processing:

    • Review the main focuses of information processing and chapter content.

    • Chart attention across the lifespan.

    • Chart memory across the lifespan.

INFORMATION PROCESSING MODEL

  • Input: Stimulus

    • Different types of sensory input include:

    • Smell

    • Touch

    • Hearing

    • Taste

    • Seeing

    • Sensory Register:

    • Fleeting memory of sensations.

  • Working Memory (WM):

    • Short-term storage that maintains and processes information for cognitive tasks.

    • 7 bits capacity as per Miller's law.

    • Influences of rehearsal on memory retention.

  • Long-Term Memory (LTM):

    • Limitless and relatively permanent storage of information, encompassing:

    • Episodic Memory

    • Semantic Memory

    • Procedural Memory

  • Attention:

    • Essential for directing awareness and facilitating transitions between sensory registers and long-term storage.

INFORMATION-PROCESSING COMPONENTS

  • Sensory Memory:

    • Temporary storage of sensory information that requires both sensation and attention.

  • Working Memory (WM):

    • Processes and holds information for a short duration, enabling cognitive tasks.

    • Associated with executive functioning tasks.

  • Long-Term Memory (LTM):

    • Storage capacity is virtually limitless, allowing for the preservation of information over extended periods.

MEMORY ACROSS THE LIFESPAN

INFANCY

  • Nature of Memory:

    • Memory development begins with sensory and motor experiences.

  • Presence of Working Memory:

    • Working memory is noticeable from an early age.

  • Long-Term Memory Development:

    • Long-term memory is functional from birth, with substantial development between ages 1 and 2.

  • Memory Formation Factors:

    • Familiarity:

    • Enhanced by repeated experiences that lead to recognition.

    • Active Engagement:

    • Participation in activities boosts memory retention.

    • Emotion:

    • Emotional experiences positively impact memory consolidation.

CHILDHOOD

  • Working Memory Capacity Improvements:

    • Enhancements attributed to improvements in planning and inhibition skills.

  • Long-Term Memory (LTM) Development:

    • Notable changes occur around age 3, identified as a developmental threshold.

  • Memory Strategies:

    • Rehearsal:

    • Commonly practiced after the 1st grade; involves repeating information to enhance recall.

    • Organization:

    • Memory techniques emphasizing the arrangement of information, starting around age 3 and continuing to develop.

    • Elaboration:

    • Introduced in late childhood; involves adding detail or making connections to enhance memory.

  • Recognition vs. Recall:

    • Recognition involves identifying previously encountered information, while recall refers to retrieving information without prompts (open vs. prompted).

  • Suggestibility:

    • Children may be influenced by external suggestions, affecting their memory and recollections.

ADOLESCENCE

  • Improvements in Attention:

    • Enhanced focus contributes to better working memory capabilities.

  • Neurological and Cognitive Support:

    • Developments in brain structure and cognitive strategies lead to optimal working memory capabilities by age 19, characterized by:

    • Increased efficiency and speed in processing information.

    • Greater overall capacity and ability to manage complex information.

    • Individual differences in memory capabilities recognized among adolescents.

ADULTHOOD

  • Working Memory (WM):

    • Observed declines in working memory capacity from mid-20s to 80s due to various factors.

  • Attention Changes:

    • Aging impacts attention allocation, which consequently limits working memory effectiveness.

  • Proactive Interference:

    • Older memories can interfere with the retrieval of new memories, complicating the learning process.

  • Long-Term Memory (LTM):

    • Distinction between semantic (factual knowledge) and episodic (personal experiences) memory.

    • Notable concepts include the reminiscence bump, wherein individuals frequently recall autobiographical events from adolescence and early adulthood.

  • Encoding Differences:

    • Variations in how information is encoded can affect long-term memory retention and retrieval across different life stages.