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Child Dev. > Ch. 7 > Flashcards

Ch. 7 Flashcards

1
Q

information-processing approach

A

analyzes how children manipulate information, monitor it and create strategies for handling it

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2
Q

reaction time task

A

individuals aged to push a button or keyboard key as soon as they see a stimulus like a light

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3
Q

encoding

A

how information gets into memory

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4
Q

automaticity

A

processing info w/ little or no effort

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5
Q

strategy construction

A

creation of new procedures for processing information

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6
Q

metacognition

A

knowing about knowing

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7
Q

attention

A

focusing of mental resources

-helps w/ cognitive processing

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8
Q

4 ways attention is allocated

A

1) selective
2) divided
3) sustained
4) executive

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9
Q

selective

A

focusing on specific aspect of exp. while ignoring irrelevant others

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10
Q

divided

A

focusing on 1+ activity at once

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11
Q

sustained

A

maintaining attention for a prolonged period

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12
Q

executive

A

planning actions, detecting or compensating for errors

-monitoring progress, dealing with novel or difficult circumstances

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13
Q

joint attention

A

people focus on same object or event

-gives infants ability to learn from others

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14
Q

joint attention requirements

A

track another person’s behavior

-another person directs other person’s attention

-reciprocal interaction

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15
Q

joint attention and kids with autism

A

lack of reciprocity

-early intervention programs focus on development of play routines
–try to keep child engaged in shared play for longer

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16
Q

infancy attention

A

orienting/investigative process - 1 yr.
-directing attention to important places in enviro. and recognizing objects and their features

-habituation
–decreased responsiveness to stimulus after repeated presentation of stimulus

-dishabituation
–recovery of habituated response after the stimulus changes to something new

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17
Q

attention changes in childhood

A

ability to focus for longer periods of time increases

-toddlers wander, shifting attention

-kids 5-6 yrs. attend to activity of interest around 10-15 mins at a time

-filter out distractions

-rule of thumb: use child’s age for # of mins

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18
Q

attention and adolescence

A

increase in multitasking, dividing attention between 2+ tasks

-capable of complex tasks

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19
Q

memory

A

retention of information over time

20
Q

long-term memory

A

permanent, unlimited memory

21
Q

short-term (working) memory

A

limited capacity (15-30 s.)

-manipulate and assemble info., solve problems, comprehend language

-important in reading comp., math, problem-solving

22
Q

schema theory

A

mold memories to fit info. that already exsist in mind

23
Q

fuzzy trace theory

A

when encoding info., people make 2 types of memory representations:

-verbatim memory trace

-fuzzy trace/gist

24
Q

risk-taking implications

A

choice governed by “risk is high/low” vs. data

25
Q

content knowledge and expertise

A

what we remember depends on what we already know about it

-older kids have more exp. of a subject than younger kids, increasing better memory

26
Q

experts

A

notice features and meaningful patterns of info., novices don’t

-have a lot of content knowledge that’s organized in deeper ways

-flexibly retrieve major aspects of knowledge with little attentional effort

-varying levels of flexibility in approach to new situations

(i.e., chess players)

27
Q

implicit memory

A

memory w/o conscious recollection

(i.e., riding bike)

28
Q

explicit memory

A

conscious memory of info and exp.

-infants don’t show this until around 6 mths.

29
Q

infantile/childhood amnesia

A

people can’t remember earlier than about 2-3 yrs.

-cue word technique can test childhood amnesia

30
Q

childhood memories

A

memory improves with age

-organization (ABCs)

-elaboration (examples)

-imagery (mental images)

31
Q

children as eyewitness

A

susceptible to suggestion

-preschoolers are more susceptible than others

-individual differences in susceptibility

-interviewing technique matters

32
Q

thinking

A

manipulating and transforming info. in memory

33
Q

purpose of thinking

A

reason, reflect, solve problems, make decisions

34
Q

4 types of thinking in childhood 1

A

1) executive function
2) critical
3) scientific
4) problem-solving

35
Q

executive function

A

managing one’s thoughts to engage in goal-directed behavior and exercise self control

-cognitive inhibition and flexibility

-goal-setting, delay of gratification

36
Q

Stanford marshmallow exp.

A

studies on delayed gratification in 60s and 70s by psychologist Walter Mischel

-child offered a choice of one small reward provided immediately or 2 small rewards (later larger reward) if they waited 15 min.

-kids who waited longer had better life outcomes (i.e., higher SAT scores and edu. attainment)

37
Q

critical thinking

A

thinking reflexively and productively, evaluating evidence and what people say instead of immediately accepting it as truth

-asking what, how, why

-examining facts, argue reasonably, recognize grey areas

38
Q

scientific thinking

A

useful for identifying causal relationships

39
Q

problem-solving

A

finding appropriate way to reach a goal

40
Q

ways to problem solve

A

rules, analogies, strategies

41
Q

cognitive changes in adolescence

A

strengthening of executive functioning, critical thinking, decision making

42
Q

dual-process model

A

decision making is influenced by 2 cognitive systems– one analytical and one experiential– that compete with each other

-experiential system that monitors and manages actual experiences benefits adolescents’ decision making

43
Q

metacognition

A

-“knowing about knowing”

-thinking about and knowing when to use a particular strategy to solve a problem

-planning, evaluating, self-regulation

44
Q

metamemory

A

individuals’ knowledge abut memory

45
Q

theory of mind

A

awareness of one’s own mental processes and the mental processes of others

46
Q

false beliefs

A

around 3-5 yrs., kids learn the mind can represent objects and events accurately or inaccurately

-false belief tasks

Child Dev. (16 decks)

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