PSY 240 1st Edition Lecture 7Contemporary Cognitive Development TheoriesInformation-Processing TheoriesAttention: ability to focus awareness on particular object, event, etc. -2 components: -Selective attention: ability to choose what you focus on-Sustained attention: ability to maintain focus over timehabituation: reduced responsiveness to stimulus repeated over time-Colombo & Mitchell (2009): habituation happens more quickly with age-late infancy: sustained attention increases with more complex stimuli -Attention in Childhood:-Improved selective & sustained attention (individual differences (nature v nurture)ex. Low-incomce home stressed parents-> less stimulation for child more impulsivity less attention in childlower cognitive, academic and social competenceprocessing speed: brain processing speed increases in childhood-improves attention skillsautomaticity: ability to do something without much conscious thoughtAttention in Adolescence:-efforts to “multitask” (Is there such a thing?Ex. IV: students do homework with/without background tv DV: longer to do hw, worse memory, less understanding of infoEx. Multitasking while studying negatively correlated with grades-attention deficit hyperactivity disorder (ADHD): developmental disorder characterized by attentional difficulties and hyperactivity-most diagnosed disorder among childrenThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-~50% of cases: symptoms continue into adulthood-controversial disorder too much diagnosis? Accurate assessment of long standing problem?-4-5 childrenCriteria for ADHD diagnosis1. predominantly inattentivea. 6+ symptoms below for at least 6 monthsi. lack of attention to details, careless mistakes, difficulty focusing, listening, following instructions, finishing work, etc.2. predominantly hyperactive impulsivea. hyperactivityi. fidgets, squirms, gets up from seat when inappropriateii. runs, difficulty with quiet activities etc.memory : holds sensory info for fraction of a secondworking memory: holds info for a short time while we work with itlong-term memory: seemingly infinite, long-term lasting store of infoexecutive functioning: brain’s ability to coordinate attention & memoryMemory In Infancy: Do infants encode things to LTM?-infants learn that kicking feet moves mobile-retesting: kick more in same crib than in new crib-3 months olds: memory for 1 week-18 month olds: memory for 13 weeksMemory in Childhood-working memory becomes more active, efficient-Increased processing speed, better memory strategiesscripts: memory for how common event takes place-ex. Going to lunch, attending class etc.-as early as 3rehearsal: repetition of info. to aid memoryyoung pure rehearsal-with age rehearsal + links to other info-inhibition: ability to stop automatic processes-inhibition is limitedmemory processes & strategiesencoding:storage:retrieval:rehearsal:selective attentionSociocultural TheoriesLev Vygotsky: children as social learners (Piaget independent learners)-cultural transmission info passed from one generation to next (“guided participation)-critical role of language zone of proximal development (ZPD): what a child cannot do alone, but can do with helpfrom a more skilled/knowledgeable/ older personscaffolding: support given to child to promote capabilities (ex. Trying shoes, adult components)autobiographical memories:private speech: talking to yourself (out loud at first)-most common 4-6 yrs old=pos. correlated with difficulty of problem-ex. Private speech internal, unvocalized speech  thoughtThe Role of Culture-processes maybe similar, but content of learning very different-American/Chinese college students-better at solving problems when useful analogy present within children’s storiesof culture (ex. Hansel and Gretel)-Chinese children earliest memories involve others-US children early memories= self, thoughts & feelings3 ways that change happens sociallyguided participation: intersubjectivity: mutual understanding created in communicationex. Focus on same subject, other person’s reactions-6 months olds observational learningjoint attention: purposeful focus on same object in shared environment- following glances, pointing etc.o ~1 year old ability to follow gaze positively correlated with later vocabulary development-3. Social scaffolding: explain goal, demonstrate how to do task, help with most difficult parts-helps create autobiographical memories: memories of own experiences, thoughts, & emotions-encourage elaboration, explanation of ideas-more elaboration better memory for childDynamic-Systems