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Ch. 7 Cognitive Development: Cognitive Processes, Key Concepts, Central…

- - - - Sensation, then perception
    - - Sensory register, working memory, and long term memory
    - - Rehearsal, organization, elaboration
    - - The Central executive
  - - - Sensory Register
        Holds raw sensory data for a very brief period
        (2-3 seconds or less)
        
        Working Memory (WM)
        Allows active processing of information; has short duration (less than a minute) and limited capacity
        
        Working Memory & the Central Executive
        
        Central executive
        
        Overseas flow I'm information throughout the system
        
        Developmental change
        
        Processing speed increases
        
        Automatization
        
        Capacity of WM increases
        
        Central executive takes control
        
        Working memory
        
        Enables people to think actively about and process small amounts of information
        
        ->
        
        Long Term Memory
        Stores accumulated knowledge and skills; has long duration and unlimited capacity
        
        Long-Term Memory (LTM)
        
        Developmental change
        
        4 more items...
        
        Knowledge Bass
        
        3 more items...
        
        Unlimited capacity
        
        Memories last longer if used frequently
        
        In-Depth Processing
        (e.g. rehearsal, organization, elaboration)
        Often involves making connections between new information & existing knowledge
        
        <-
        
        Sensation & Perception
        
        Perception
        
        Interpreting those stimuli
        
        Sensation
        
        Detecting stimuli in the environment
        
        Developmental change
        
        Sensory and perceptual capabilities improved significantly during infancy
        
        Vision, depth perception
        
        Nature and nurture both play a role
        
        Newborns can sense and discriminate
        
        Sights, sounds, taste and smells
        
        Preferred new and interesting stimuli
        
        Preference for social stimuli
        
        Faces, mother's voice, people walking
        
        Attention
        Involves active focusing on information
        
        Attention
        
        Developmental change
        
        Distractibility decreases
        
        Sustained attention increases
        
        Attention becomes increasingly purposeful
        
        Affected by stimulus characteristics
        
        People vs. inanimate objects
        
        Novelty vs. familiarity
        
        Develops in Social context
        
        Joint attention, social referencing
  - - - increased use of sybols
        
        sensorimotor vs. symbolic thought (Piaget)
      - Increased logical thinking
        
        some present in infancy (cause-effect)
        
        inferences by preschool
        
        influenced by personal biases even in adolescence
      - gestures before verbal representations
        
        a way for children to experiment with cognitive ideas
        
        may foreshadow emergence of more sophisticated skill
  - - - Likely to have biological bias; often genetic
      - Special Educational Services are required
      - Significant defect in one or more, different processes
    - - Weakness in central executive is likely
      - Easily distracted, Daydream, trouble listening and following directions, give up easily
      - Excessive energy
        
        Fidgety, move around, talk excessively, difficulty working or playing quietly
      - Impulsivity
        
        Blurred answers, interrupt, makes careless mistakes, act out without thinking through the consequences
  - - - Provide extra scaffolding for studying, doing homework, completing other learning tasks
      - Teach learning strategies and strategies for controlling hyperactivity and impulsivity
      - Arrange class schedule carefully
- - - - Repeating over and over; repetition
    - - Identifying relations among pieces of information
      - Categorization
    - - Using prior knowledge to embellish new information
  - - - Children gradually replace simple cognitive strategies with more advanced and effective ones
      - With time in practice, children become more Adept at applying strategies efficiently, flexibly, and successfully
    - - Largely Behavioral (pull cloth to reach string attached to toy)
    - - Applying rules (e.g., balance task)
  - - - Preschoolers
        
        Aware existence of thought
        
        Limited awareness of own thought processes
        
        Language precedes full understanding
        
        No, remember, forget appear in preschoolers
        
        Overly optimistic about memory
        
        Beneficial cognitive development
      - elementary-school children
        
        Better able to reflect on our own thought processes
        
        Increasingly aware of nature of their thinking and learning
        
        Increase knowledge about and use of effective strategies
      - adolescents
        
        more aware, but may still be metacognitively naïve
  - - - Setting goals for learning activity
      - Planning study time
      - Monitoring progress towards goals
      - Evaluating the final knowledge gained
  - - - Strategic and self-regulated learning
  - - - Intentional use of cognitive processes to improve learning and memory
      - Knowledge about cognitive processes
    - - Mental process used to regulate thinking, acquire or manipulate information
      - Example: learning strategy
- - - - Ask challenging questions
      - Present phenomena that children cannot explain within their existing perspectives
      - Discuss pros and cons of various explanations of The observed phenomenon
  - - - researchers' theory about how children
      - belief that children construct integrated, complex explanations of the world
    - - infants know that objects'
        
        are substantive entities w/ definite boundaries
        
        fall unless something holds them up
        
        move in a continuous manner across space
      - Early conceptions provide foundation for development of more elaborate theory
      - knowledge may be biologically preprogrammed (nativism)
      - misconceptions interfere w/ learning new concepts