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Information processing: Perceptions, attention and memory (memory and…
Information processing: Perceptions, attention and memory
memory and problem solving development
explicit memory
involved effortful and deliberate processing whereas the processing of
implicit memories
is unintentional and automatic
everyday experiences such as walking to work are generally encoded as implicit memories
priming and habituation tasks test implicit memory
capacity for implicit memory doesn't really change over the lifespan
free recall tasks test explicit memory- capacity for explicit memory changes over the lifespan
problem solving
using the information processing system to reach a goal
guides selection, organisation and manipulation of what is going on. Parallel processing= retrieving information and planning answer at the same time
why do young children have problem solving difficulties?
eg the A-not-B error = children retrieving object from location A, seeing object being moved to location B, but still go looking for object in location A.
why? The information processing model offers a different explanation to piaget
unidimensional thought: they can only focus on one feature of the problem at a time:: PIAGET
break down at
long term memory stage
: not able to move info to longer term memory for subsequent retrieval.
break down at
working memory
stage: working memory no developed enough - cannot hold so much information
not paying
attention
to relevant aspects
no enough knowledge? maybe the baby thinks that the goal of the game is to keep pulling at cloth A :
adolescence
develop more advanced learning , memory and problem solving strategies
able to selectively forget irrelevant info
able to determine when hey need more time to solve problems
adulthood
domain specific knowledge base expands
strategy use is more organised, more elaborate, think more efficiently, domain specific, automacity of information
ageing:
mem declines from age 70
free recall is much harder than recognition (difference between explicit and implicit memory)
reduction in sensory capacities : hearing loss. affects sensing and perception
task characteristics matter: timed pressure impairs performance, unfamiliar contexts also impairs performance
health and lifestyle (medication and exercise)
cohort differences: people seem to be getting smarter
applying 4 hypotheses of changes in problem solving a memory to ageing.
unlikely that knowledge base should decrease
unlikely that knowledge about memory should decrease
memory strategies: less effective ? unable to retrieve information,
basic processing capacities: reduction in the efficiency of working memory- neural pathways not as strong, decreased parallel processing, unable to retrieve info
compare and contrast piaget and vygotsky
Piaget describes what happens in each stage but not how cognitive change occurs over the lifespan
Studying memory development
focus is on cognitive change occurs with regard to memory and problem solving
testing memory in
infancy
imitation: theory is that to imitate, you have to be able to take in info, store it and then feedback in the form of imitation behaviour.
Studies involve imitation of novel action sequence. eg turning on push light with forehead. The older the child is, the longer they will be able to remember this skill.
operant conditioning: 2x 9 minute training periods of ribbon tied to foot tied to mobile. Reinforced for kicking. Babies were conditioned (trained) a then called back after a period of time and their kicking rate was compared to a baseline rate of kicking. Memory/ performance was improved when the mobile was exactly the same (memory is CONTEXTUAL)
testing memory in children
when they can talk, we ask them! 2 yo children can reports memories of events that happened over 6mths earlier. difficulty verbally reporting events that happened to then before they began to talk shows that language is crucial to helping us form memories - storing information requires that the event is converted into a sentence??
4 hypotheses of changes in memory and problem solving skills
Memory strategies change
rehearsal>organisation>elaboration (meaningful associations between objects
Changes in knowledge about memory (metamemory)
awareness of memory processes is beneficial even to young children
Change in basic capacities
increased capacity to pay attention (don't get so distracted )generally, children and adults do not differ in their abilities to sense and perceive information.
we get better at filtering information so that we attend to the important stuff and ignore the irrelevant
synapses and neural pathways strengthen , brain becomes more efficient and allows for parallel processing
as you develop you gain more knowledge about the world - some skills become automatic which frees up working memory for solving novel problems
Changes in world knowledge?
knowledge base matters: don't have to work as hard to remember information because you already have existing information to support and complement new info
Chi's study on domain familiarity and expertise// chess novices (adults) and experts( children) shown either random pattern of chess pieces or numbered tokens. results: adults remembered numbers better than children, while children experts were much better at remembering chess pieces
role of expertise in memory
knowledge base matters: don't have to work as hard to remember information because you already have existing information to support and complement new info
Chi's study on domain familiarity and expertise// chess novices (adults) and experts( children) shown either random pattern of chess pieces or numbered tokens. results: adults remembered numbers better than children, while children experts were much better at remembering chess pieces
information processing model
attention needs to be paid to it. It is not possible to attend to all the information in the environment. Info is held very briefly in the sensory register, if attention it not paid to it, it is forgotten
info then moves to short term/ working memory. There is a limit on how much info can be held, depends on how complex the info is. When solving a problem, you are taking in info and using your existing skills. Working out a problem in working memory can sometimes feedback into the environment in the form of behaviour. If behaviour does not flow from working memory, it can feed into long term memo be retrieved at a later date.
to be able to store information, we need to take it in from the environment. Info has to be picked up by sensory register
break down can happen at any stage of the process
retrieval through: (1) recognition (2) cued recall (3) recall