Please enable JavaScript.
Coggle requires JavaScript to display documents.
memory capabilities and problem solving abilities - Coggle Diagram
memory capabilities and problem solving abilities
memory capabilities in infant and children
infants at 6 months show deferred imitation
the ability to imitate novel act after a delay and thus shows memory ability
habituation
infants are able to use simple strategies to
overcome obstacles, such as pulling on a cloth to reach a desired object
overlapping waves theory
each age children have multiple problem-solving strategies available to them, and gradually learn to use only the more effective strategies as they gain experience in problem-solving
learn that adults are sources of information in problem-solving situations and increasingly
seek help from adults
when they get older
faster at learning and remember things for a longer
time
rehearsal strategy by 7, organisation strategy by 10, some elaboration
4 hypothesis
changes in basic capacities
working memory capacity improves greatly over childhood, as maturation of the central nervous system improves the speed of mental processes and consolidation of memories
changes in memory strategies
older children also use increasingly effective memory strategies to encode and retrieve information.
increased knowledge about memory
they know more about memory itself (metamemory) and can choose more appropriate memory strategies and control, and monitor their learning more effectively
increased knowledge about the world
children acquire a larger knowledge base about the world as they get older, and this allows faster and more efficient information processing for things they already have some knowledge about
infants as young as 2-3 weeks old can imitate various facial expressions
2 month old infants can retain information for up to 2 days through a research done using operant conditioning
preservation errors
3 deficiency
mediation deficiency
utilitsation deficiency
memory capabilities in adolescents and adult
adults
memory and general problem-solving abilities are at their peak during adulthood
more organised, more elaborative techniques, automaticity of information
experts (domain expertise)
takes about 10 years of training and experience
the expert knows and remembers more, and thinks more effectively than non-experts, but only in his or her chosen field
the improved memory and problem-solving abilities that expertise brings are domain-specific rather than general improvements
e.g. old time teacher know the clues of which student is struggling which student is playful, able to remember names more clearly, know how to present a different self to each student
minor difficulties remembering things
memory declines do not usually become noticeable until the 70s age group
not all older adults experience such difficulties
older adults perform less well in timed tasks, tasks that require recall instead of recognition, explicit memory tasks and tasks utilising unfamiliar or artificial content
slower neural transmission in older adults leading to limitations in working memory capacity
poorer health which affects memory performance
lower education levels than younger adults
more trouble ignoring irrelevant task information
the problem lies with effective retrieval, not the encoding of the event
performance is also based on 3 factors
task (lab vs real world setting)
broader context (culture, time)
learner (education, health, lifestyle)
older adults have difficulties with the “typical” laboratory tasks used to assess problem-solving skills
better at real like scenarios
Older adults may also use a selection, optimisation and compensation (SOC)
framework in problem-solving
they may choose to find ways to compensate for skills
that are failing, while selecting and optimising areas in which they are still capable
adults learn new material more slowly and sometimes less well than younger and middle aged adults
but most of the research is cross sectional, and limitations of these are the possible presence of cohort effects
adolescents
brain continues to mature and this allows adolescents to simultaneously process more information than younger children
older adolescents are also better than younger adolescents at complex cognitive tasks.
Adolescents also become more skilled at using existing and new strategies to learn and remember
learn to take notes and to underline key information selectively to help them recall better
better judges of when they do not understand or need more time to learn something
tailor their strategies for different purposes (note taking)
mastered elaboration
skilled at filtering out irrelevant information so that it does not interfere with memorising important information
metamemory and metacognition improve
recall recognition
encoding, storage, retrieval
autobiographical memory in children
2-3 years
Dependent on working memory space, language ability, and usefulness of information
scripts
developed for routine activity
wake up brush teeth, change, eat breakfast
eyewitness memory