DEP3103 Exam 3 Study Guide Chapter 7 1 Describe the store model of the human information processing noting implications for cognitive development and related findings The store model focuses on general units of cognitive functioning Comprised of three parts the sensory register the short term memory and the long term memory store Information flows sequentially through and we use mental strategies to operate on and transform it which increases the chances that we retain information use it efficiently think flexibly adapting the information to changing circumstances Sensory Register Represents sights and sounds directly and stores them briefly Short Term Memory Holds limited amount of information that is worked on to facilitate memory and problem solving Where central executive is located conscious it coordinates incoming information with information already in the system and decides what to attend to Long Term Memory stores information permanently 2 How do Case s neo Piagetian theory and Siegler s model of strategy choice explain changes in children s thinking Case s Neo Piagetian Theory accepts Piaget s stages but attributes chance within each stage and movement from one stage to the next As children become more efficient processors the amount of info they can hold in working memory expands making movement to a higher stage possible Three factors contribute to make these changes Brain Development Neurological Changes Practice w schemes and automization practicing schemes assimilation leads to automization which releases working memory for other activities permitting scheme combination and construction accommodation Formation of central conceptual structures networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways Siegler s Model of Strategy Choice He uses natural selection to help us understand cognitive changes A child gets challenging problems and they create a variety of strategies to deal with this challenge with experience some are selected while others die off Like the evolution of physical traits children s mental strategies display variation and selection 3 Describe the development of attention including sustained selective and adaptable strategies Attention develops as a child gets older and uses sustained selective and adaptive strategies to do so As infants attention is directed towards novel and eye catching events and focus on complex stimuli Between 2 and 3 and a half years sustained attention the ability to direct and focus cognitive activity on specific stimuli grows due to frontal lobe growth more complex play goals and adult scaffolding Between 6 and 10 selective attention the capacity to react to certain stimuli selectively when several occur simultaneously grows sharply Older children are better at adapting which allows them to switch mental sets while working on a task For example they can sort things of different categories when asked to do so like color shape or number Gains in inhibition and attention strategies help children acquire selective adaptable attention 4 Describe the development of strategies for storing and retrieving information from memory Strategies for storing rehearsal organization and elaboration Rehearsal repeating the information to yourself Organization grouping related items Elaboration end of middle childhood creating a relationship or shared meaning between two or more pieces of information that do not belong in the same category Strategies for Retrieving recognition recall and reconstruction Recognition noticing that a stimulus is identical or similar to one previously experienced Recall generating a mental representation of an absent stimulus Reconstruction recoding information while it is in the system or being retrieved 5 Explain the development of episodic memory and its relationship to sematic memory Episodic memory Recollections of personally experienced events that occur at a specific time and place Semantic Knowledge taxonomically organized and hierarchically structured general knowledge system consisting of concepts language meanings facts and rules The knowledge that makes up semantic memory does not require storage of when or where the information was acquired so episodic memory is necessary Semantic knowledge contributes vitally to the development of episodic memory Children who have acquired substantial knowledge for interpreting personally experienced events are better able to recall those events than children with less knowledge 6 Describe the development of metacognitive knowledge and cognitive self regulation Metacognitive Knowledge awareness and understanding of various aspects of thought Preschoolers understanding of the working mind is limited Conclude that mental activity stops while people do something else like look at pictures or read books School Age Have a more complex grasp Realize that doing well on a task requires paying attention Understand that people can extend their knowledge not just by directly observing events and talking to others but also by making mental inferences Cognitive Self Regulation The process of continually monitoring and controlling progress toward a goal planning checking outcomes and redirecting unsuccessful efforts Develops gradually Parents and teachers play a vital role in their children s self regulation Children who have cognitive self regulation develop a sense of academic self efficacy which is confidence in their own ability which supports future self regulation 7 Summarize the strengths and limitations of the information processing approach Strengths Breaks complex cognitive activities into precise components Provides details of age and skill related differences Described precise mechanisms of cognitive development Limitations Components hard to combine into broad picture Computer metaphors simplify real life experiences overlooks nonlinear aspects interaction with others Chapter 8 1 Describe changing definitions of intelligence on which mental tests are based Psychometric Approach basis for intelligence tests that assess individual differences in children s metal strategies Factor Analysis determines whether intelligence is a single trait or an assortment of abilities In this Spearman introduces the idea of an underlying general intelligence or g but also acknowledges various types of specific intelligence Thurstone believed that intelligence is a set of distinct primary mental abilities Hierarchical Models of
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