Chapter 7

Question 0

Short-term memory store

Answer 0

We retain attended-to information briefly so we can actively “work” on it to reach our goals

Question 1

Sensory register

Answer 1

A broad panorama of sights and sounds are represented directly but stored only momentarily

Question 2

Working memory

Answer 2

The number of items that can be briefly held in mind while also a facing in some effort to monitor or manipulate those items

Question 3

Central executive

Answer 3

Directs the flow of information, implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex flexible thinking.

Question 4

Automatic process

Answer 4

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.

Question 5

Long term memory

Answer 5

Our permanent knowledge base

Question 6

Executive function

Answer 6

The set of cognitive operations and strategies necessary for self-initiated, purposeful behavior in relatively novel, challenging situations

Question 7

Central conceptual structures

Answer 7

Networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways

Question 8

Model of strategy choice

Answer 8

Uses an evolutionary metaphor-“natural selection”- to help us understand cognitive change. Weighing choices in life, given each their own experience

Question 9

Inhibition

Answer 9

The ability to control internal and external distracting stimuli

Question 10

Production deficiency

Answer 10

Preschoolers rarely engage in attentional strategies. They would usually fail to produce strategies when they could be helpful

Question 11

Control deficiency

Answer 11

Young elementary school children sometimes produce strategies, but not consistently. They have difficulty controlling, or executing, strategies effectively

Question 12

Utilization deficiency

Answer 12

Slightly later, children execute strategies consistently, but their performance either does not improve or improve less than that of older children

Question 13

Effective strategy use

Answer 13

By mid-elementary school years, children use strategies consistently, and performance improves

Question 14

Planning

Answer 14

Involves thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal

Question 15

Attention-deficit hyperactivity disorder (ADHD)

Answer 15

Which involves inattention, impulsivity, and excessive motor activity resulting in academic and social problems

Question 16

Rehearsal

Answer 16

Repeating information to yourself

Question 17

Organization

Answer 17

A strategy that involves grouping related items

Question 18

Elaboration

Answer 18

It involves creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category

Question 19

Recognition

Answer 19

Noticing that a stimulus is identical or similar to one previously experienced

Question 20

Recall

Answer 20

Generating a mental representation of an absent stimulus

Question 21

Reconstruction

Answer 21

Of information, or recording it while it is in the system or being retrieved

Question 22

Fuzzy-trace theory

Answer 22

When we first encode information, we reconstruct it automatically, creating a vague, fuzzy version

Question 23

Semantic memory

Answer 23

Our vast taxonomical organized and hierarchically structured general knowledge system, consisting of concepts, language meanings, facts, and rules

Question 24

Episodic memory

Answer 24

Recollection of personally experienced events that occurred at a specific time and place

Question 25

Scripts

Answer 25

General descriptions of what occurs and when it occurs in a particular situation

Question 26

Autobiographical memory

Answer 26

Made up of representations of one-time events that are long-lasting because they are imbued with personal meaning

Question 27

Infantile amnesia

Answer 27

That most of us cannot retrieve events that happened to us before age 3.

Question 28

Metacognition

Answer 28

Awareness and understanding of various aspects of thought

Question 29

Theory of mind-

Answer 29

A coherent understanding of people as mental beings, which they revise as they encounter new evidence

Question 30

Congnitive self-regulation

Answer 30

The process of continually monitoring and controlling progress toward a goal-planning, checking outcomes, and redirecting unsuccessful efforts

Question 31

Emergent literacy

Answer 31

Children’s active efforts to construct literacy knowledge through informal experiences

Question 32

Phonological awareness

Answer 32

The ability to reflect on and manipulate the sound structure of spoken language

Question 33

Whole-language approach

Answer 33

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

Question 34

Phonics approach

Answer 34

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

Question 35

Cardinality

Answer 35

That the last word in a counting sequence indicates the quantity of items in a set