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GPSYC 160 > Chapter 6: Cognitive Growth: Information Processing Approach > Flashcards

Chapter 6: Cognitive Growth: Information Processing Approach Flashcards

1
Q

Information Processing Approach

A

focuses on ways people process information about their world, seek to identify the ways individuals take in, use, and store information

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2
Q

Three things- Info Processing Approach

A
  • manipulate information
  • monitor information
  • create strategies to deal with it
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3
Q

Model For information processing

A

Stimulus–attention–(encoding)–memory—-thinking—–response

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4
Q

Improvements in Info-Processing

A

-experience (nurture)
-continuing myelination of axons (requires fat)
less than one year (breast milk)
3 yrs (2% milk)
5+ years (no skim!!!, nonfat milk)

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5
Q

Changes in Processing Speed with Age

A
  • Improves dramatically through childhood and adolescence
  • begins decline early childhood (reaction time/processing speed slows) (affects memory)
  • keeps declining in middle and late adulthood
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6
Q

Attention

A

info processing involving ability to strategically choose among and sort out different stimuli in environment; concentrating and focusing mental resources

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7
Q

Interesting new Phenomenon

A

“learned attention deficit”

“continual partial attention”

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8
Q

Sustained Attention(vigilance)

A

state of readiness to detect and respond to small changes occurring at random times in environment
ex/Ready to respond if called on in class

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9
Q

Selective Attention

A

focusing on specific aspect of experience that is relevant while ignoring others
ex/ studying in a noisy environment

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10
Q

Divided Attention

A

concentrating on more than one activity at a time
ex/ multi-tasking mom
studying AND watching tv

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11
Q

Relevant Information

A

assists in solving a problem or performing a task

ex/notes from class-exam

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12
Q

Salient Information

A 
Info that stands out but may not be important
ex/officer visits class discussing safety rules with balloons, child remembers balloons and forgets rules
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13
Q

Average attention spam of 5-6 year olds

A

7 minutes on single activity

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14
Q

planning

A

the ability to allocate attentional resources on the basis of goals that one wishes to achieve

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15
Q

Changes in attention in childhood and adolescence

A
  • cognitive control attention improves during childhood and adolescence
  • declines begin early childhood (use strategies to cope)
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16
Q

Aging and Attention

A
  • older adults (50-80) may not be able to focus on relevant info as effectively as younger adults
  • less adept at selective attention (music in stores- forever21 vs talbot)
  • older adults performed worse in divided attention than younger
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17
Q

Attention deficit/ hyperactivity disorder (ADHD)

A

marked by inattention, impulsiveness, a low tolerance for frustration, and great deal of inappropriate activity

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18
Q

memory

A

retention of information over time

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19
Q

Basic Processes of Memory

A

encoding (getting information into memory)
storage (retaining information over time)
retrieval (taking information out of storage)

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20
Q

Automatization

A

degree to which an activity requires attention
(require little attention are automatic)
(require large attention are controlled)

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21
Q

Cognitive Architecture Approach (Atkinson and Shiffrin)

A

determines specific steps through which material is processed as it travels through the human mind

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22
Q

Cognitive Architecture: Three System Model

A
  • Sensory Store
  • short term memory
  • long term memory
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23
Q

sensory stage

A

initial, momentary storage of information, lasting only an instant (loss of info within 1 second)

24
Q

Short-term Memory

A

retention of information for up to 15-30 seconds (7 chunks***+ or - two items)

25
Q

chunk

A

meaningful group of stimuli that can be stored as a unit in short term memory
ex/ letter,number, word, well known maxim

26
Q

Working Memory (central executive)

A

temporary mental “workbench” More active and powerful than short-term memory
-individuals MANIPULATE and ASSEMBLE info when making decisions, solving problems and comprehending written and spoken language

27
Q

Working Memory and Long Term Memory

A

WM interacts with LTM using information from LTM in its work and transmitting info to LTM for longer storage

28
Q

Working Memory and Processing Speed

A
  • performance peaked at 45, and declined at 57

- decline affected both new and old info

29
Q

Working Memory linked to?

A
  • reading and math achievement

- processing speed

30
Q

Systems of Long Term Memory

A
  • Explicit/declaritive (episodic and semantic)

- Implicit/Procedural

31
Q

Implicit Memory (Procedural)

A

memory wihtout conscious recollection; memory of skills and routine procedures performed automatically
ex/ driving, laundry

32
Q

Explicit Memory (Declaritive)

A

conscious memory of facts and experiences. Doesn’t appear until after 6 months
ex/ remembering the past

33
Q

Semantic Memory (type of explicit)

A

person’s knowledge about world

  • fields of expertise
  • general academic/school knowledge
  • “everyday knowledge”
34
Q

Episodic Memory (type of explicit)

A

retention of information about where and when of life’s happens
ex/ When did you eat lunch? Remembering senior prom

35
Q

Source Memory

A

ability to remember where one learned something

-failure in source memory increases with age in adult years

36
Q

Prospective Memory

A

involves remembering to do something in the future

37
Q

prospective memory and age-related declines

A
  • TIME based tasks decline more (appointments)

- EVENT based tasks show less decline (birthdays)

38
Q

Long Term Memory Strategies

A
  1. rehearsal- repetition
  2. organizing- trying to group related information (Chunking-JMU-568, SS#,ID)
  3. imagery- creating mental image (method of LOCI, demo)
  4. meaning- encode (taking from STM to LTM) meaning associated with what we already know; make personally meaningful
39
Q

Forgetting (problem with…?)

A
  • encoding (“journey” for “trip”)
  • storage (may fade over time)
  • retrieval
40
Q

Dr. Rovee-Collier (memory in infants)

A

her research proved that even young infants can remember detailed actions and contexts

41
Q

infantile amnesia

A

lack of memory for experiences that occurred prior to 3 years of age

42
Q

Autobiographical Memory

A

memory of particular events from one’s life (doesnt achieve much accuracy until after 3)

43
Q

Operating efficiency Hypothesis

A

people are able to remember material better with age b/c process info more quickly and use more effective strategies. NOT due to increases in size of working memory

44
Q

script

A

general representations in memory of sequence or series of events (same activity repeated, remembered in script unless something unusual occurs)

45
Q

metamemory

A

an understanding about the processes that underlie memory, which emerges and improves during middle childhood (study habits)

46
Q

Aging and Memory

A
  • younger adults have better episodic memory than older (where/when)
  • older adults remember older events better than more recent (older the semantic memory, the less accurate)
  • implicit memory less likely affected by aging than explicit memory
47
Q

Influences of Memory of Older Adults

A

-physiological factors and health
-beliefs, expectations, and feelings
“if you think you can or cant…you are prob right”
-education (lifelong learners)
-memory training (crossword puzzles, cards, DS games,etc)

48
Q

False Memories

A

it is possible(very easy) to lead young children to incorporate false suggestions
ex/ court cases, salem witch trials
-easy to lead adults into thinking they remember something
ex/first time we met pink sweater

49
Q

Piaget vs. Info Processing

A

Info Processing is QUANTITATIVE change rather than qualitative, Piaget(sudden spurts) and info processing sees gradual step-by-step growth

50
Q

Thinking

A

Manipulating and transforming in memory

51
Q

How to Teach Reading?

A

code-based approach (taught by presenting basic skills that underlie reading, sounds and combinations/phonics)
-whole language approach (reading is natural process, exposure to complete writing-sentences,stories,lists,charts,poems, make guesses about words)

52
Q

critical thinking

A

thinking reflectively and productively, and evaluating evident
encourage -openmindedness, intellectual curiosity, planning and strategy, intellectual carefulness

53
Q

Thinking in Adulthood

A
  • practical problem solving improves (expertise-extensive, highly organized knowledge and understanding of particular domain (specialization)
  • Use it or lose it (practice helps cognitive skills)
  • cognitive training (can help some if skills are being lost)
54
Q

Openmindendness

A

“I DONT KNOW”

55
Q

“cowboy up”

A

firmly commit to decision

56
Q

“geek out”

A
  • having creativity

- multiple possibilites

GPSYC 160 (10 decks)

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