MEMORIES - Deliberately trying to learn things at about 5 years is a really bad type of memory MEMORY DEVELOPMENT A. BASIC CAPACITIESa. Sensory memoryb. Short term memoryc. Long-term memoryi. Recognition memory1. Already close to adult abilities by the time they’re 4 2. So its basic ii. Recall memory 1. Strategies improve from about 5-10 yrs. old 2. Behavioral strategies – lists, putting things out at night that you have to take to school the next day, etc. 3. Cognitive strategies – have a pattern; at first children don’t do it at all then you teach it to them, usually don’t generalize it to any other tasks B. STRATEGIES – a cognitive or behavioral activity under someone’s deliberate control used to enhance memory; below are cognitive a. Rehearsali. 5 yr. olds don’t do well with this nor do they think they need toii. By 9-10 yrs. old they’re very good and more consistent b. Organizationi. Comes later; don’t use it much at first ii. Tend to shift criteria iii. At about 10 yrs. old they begin to use it effectively c. Elaborationi. Doesn’t start kicking in until 10 yrs. old ii. Own elaborations tend to be really badiii. In this, you’re adding information to come up with a story; do better if you provide the story to themiv. By the time they’re 14, they will do better if they come up with their own elaboration; produces deeper processing v. This one is a lot of work and not as common as rehearsal and organizationvi. Adding more material, working harder vii. Generally, the hardest one and least frequently used, even by adultsd. Cognitive Resourcesi. Incidental learning – where you remember stuff that presumably was not relevant to the task ii. Older children do much better than younger for top of cardiii. For the bottom of card, older shows no difference than the younger iv. Scaffolding – older, more skilled people teach them (Vygotsky) C. METAMEMORY – “metacognition”; statual memory – confidence in memory; confident at young age and starts to decline as they get older; younger children also not very aware of what they are doing cognitively, not as good recognizing when they’re not learning info a. Factual knowledge – theories of mind b. Content knowledge – the more you know about something, the easier it is to learn new stuff; older children know more, and that helps their memory a lot; c. Monitoring of cognitive activities D. CONTENT KNOWLEDGE – the more you know about something, the easier it is to learn new stuffa. Recall b. Strategy use i. The more you know about something, the better you are at using strategies c. Vs. Age – older is better than