PSYC 307 1st Edition Lecture 6 Overview of Previous Lecture Cognitive Development Overview of Current Lecture I Attention II Information Processing Model III Strategies for Memory IV Explicit Memory V Implicit Memory VI Infantile Amnesia September 18 Attention and Memory I Attention perception of stimuli a Focused attention engage in one stimulus b Sustained long term attention i Exogenesis bottom up focus on qualities ii Endogenesis top down choose what you attend to c Novelty preference declines after infancy d Sustained attention improves due to i Rapid growth of prefrontal cortex and brain development ii Capacity to generate complex play goals iii Better attention leads to better cognitive outcomes II Information Processing Model a Forgotten or unattended stimuli are not processed at all b Short Term Memory i Capacity 7 2 items average for adults 1 STM in children age 2 5 2 items age 7 4 5 items adolescence 6 7 items a Working memory in children 2 items in early childhood 4 5 in adulthood 2 Chunking George Miller group items together to remember them better ii Attention iii Automatic processing becomes unconscious rehearsed tying shoes c Long Term Memory i Capacity essentially unlimited ii Knowledge base iii Attention increases and becomes inhibition iv Iconic memory capacity high in infants and remains close to the same through life III Strategies for Memory a Strategies for encoding information i Rehearsal 7 years old repeating information ii Organization 8 years old grouping related items 1 Association vs categorical a Younger children group by association older by category iii Elaboration end of middle childhood creating relationships shared meaning between items IV Explicit Memory LTM a Recognition established young i Noticing that stimulus is identical similar to one previously experienced ii Easier than recall b Recall develops more slowly i Generating mental representation of absent stimulus c Reconstruction of memory earlier in development i Verbatim recoding information while in system or as it is being retrieved more taxing ii Fuzzy trace gist less space in STM needed frees up attention for thinking 1 Semantic Memory a Vast organized b Contributes to development c Taxonomical catergorical or hierarchical 2 Episodic Memory a Recall of personally experienced events i Limited in infants ii Retrieval better between ages 3 4 b mental time travel c Scripts and autobiographical i Scripts repeated events causal order to help remember 1 Organize and interpret 2 Predict 3 Recall 4 Pretend 5 Plan ii Autobiographical represents events that are meaningful to you V Implicit Memory unconscious a Jacoby and Witherspoon 1982 Remembering Without Awareness i Recognition memory amnesiacs have poor performance ii Better performance in other tests 1 Spelling primed with homophones grate great 2 Word fragment completion I PL C T VI Infantile Amnesia a Lack of clearly autobiographical memories i Rarely before age three b Explanations i Retrieval problem brain development 1 Information encoded by memories cannot be accessed ii Storage problem 1 Language barriers translation errors 2 Info consolidated but forgotten VII 3 Info not consolidated iii Self concept sense of self develops around two years What to Remember a Memory increases in capacity through development i Brain growth ii Language development iii Increased attention capabilities iv Better strategies v perception of the world sensory memory working and short term memory long term memory
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