Chapter 7 Flashcards
Short-term memory store
We retain attended-to information briefly so we can actively “work” on it to reach our goals
Sensory register
A broad panorama of sights and sounds are represented directly but stored only momentarily
Working memory
The number of items that can be briefly held in mind while also a facing in some effort to monitor or manipulate those items
Central executive
Directs the flow of information, implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex flexible thinking.
Automatic process
Are so well-learned that the require no space in working memory and, therefore, permit us to focus on other information while simultaneously performing them.
Long term memory
Our permanent knowledge base
Executive function
The set of cognitive operations and strategies necessary for self-initiated, purposeful behavior in relatively novel, challenging situations
Central conceptual structures
Networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways
Model of strategy choice
Uses an evolutionary metaphor-“natural selection”- to help us understand cognitive change. Weighing choices in life, given each their own experience
Inhibition
The ability to control internal and external distracting stimuli
Production deficiency
Preschoolers rarely engage in attentional strategies. They would usually fail to produce strategies when they could be helpful
Control deficiency
Young elementary school children sometimes produce strategies, but not consistently. They have difficulty controlling, or executing, strategies effectively
Utilization deficiency
Slightly later, children execute strategies consistently, but their performance either does not improve or improve less than that of older children
Effective strategy use
By mid-elementary school years, children use strategies consistently, and performance improves
Planning
Involves thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal
Attention-deficit hyperactivity disorder (ADHD)
Which involves inattention, impulsivity, and excessive motor activity resulting in academic and social problems
Rehearsal
Repeating information to yourself
Organization
A strategy that involves grouping related items
Elaboration
It involves creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category
Recognition
Noticing that a stimulus is identical or similar to one previously experienced
Recall
Generating a mental representation of an absent stimulus
Reconstruction
Of information, or recording it while it is in the system or being retrieved
Fuzzy-trace theory
When we first encode information, we reconstruct it automatically, creating a vague, fuzzy version
Semantic memory
Our vast taxonomical organized and hierarchically structured general knowledge system, consisting of concepts, language meanings, facts, and rules
Episodic memory
Recollection of personally experienced events that occurred at a specific time and place
Scripts
General descriptions of what occurs and when it occurs in a particular situation
Autobiographical memory
Made up of representations of one-time events that are long-lasting because they are imbued with personal meaning
Infantile amnesia
That most of us cannot retrieve events that happened to us before age 3.
Metacognition
Awareness and understanding of various aspects of thought
Theory of mind-
A coherent understanding of people as mental beings, which they revise as they encounter new evidence
Congnitive self-regulation
The process of continually monitoring and controlling progress toward a goal-planning, checking outcomes, and redirecting unsuccessful efforts
Emergent literacy
Children’s active efforts to construct literacy knowledge through informal experiences
Phonological awareness
The ability to reflect on and manipulate the sound structure of spoken language
Whole-language approach
Argued that from the beginning, children should be exposed to text in its complete form–stories, poems, letters, posters, and lists so that they can appreciate the communicative function of written language
Phonics approach
Believing that children should first be coached on phonics–the basic rules for translating written symbols into sounds. Only after this should they approach complex reading material
Cardinality
That the last word in a counting sequence indicates the quantity of items in a set
