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Developmental Psych Exam 1 Study Flashcards > Chapter 7 > Flashcards

Chapter 7 Flashcards

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1
Q

information processing approach

A

analyzes how individuals encode info, manipulate it, monitor it, & create strategies for handling it
- Rejected behavioral approach; focuses on how people think
Mind compared to computer, but computer is more accurate and doesn’t have consciousness like us

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2
Q

developmental robotics

A

uses robots in examining various developmental topics & issues like motor dev., perceptual dev., info processing, & language dev.

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3
Q

encoding

A

process by which info gets into memory

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4
Q

automaticity

A

ability to process info w/ little or no effort

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5
Q

strategy construction

A

creation of new procedures for processing info

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6
Q

metacognition

A

thinking about thinking or knowing about knowing

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7
Q

attention

A

focusing of mental resources; improves cognitive processing

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8
Q

selective attention

A

focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant

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9
Q

divided attention

A

concentrating on more than one activity at a time

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10
Q

sustained attention

A

ability to maintain attention to selected stimulus for long time

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11
Q

executive attention

A

planning actions, allocating attention to goals, detecting & compensating for errors, monitoring progress on tasks, & dealing w/ novel/difficult circumstances

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12
Q

orienting/investigative process

A

first year of life; direct attention to potentially important locations in environment & recognizing objects & their features; deploy attention more quickly & flexibly

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13
Q

habituation & dishabituation

A

decreased responsiveness to a stimulus after repeated presentations of the stimulus & recovery of responsiveness after a change in stimulation

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14
Q

joint attention

A

two or more people focus on same object or event
▫ Requires ability to track another’s behavior (following their gaze), one person directing another’s attention, and reciprocal behavior
▫ Caregiver points or uses words to direct attention
▫ Gaze following begins at 10-11 months
Babies begin directing adults attention at 1 yr old

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15
Q

Describe attention in infancy.

A
  • Can detect a contour & fixate on it
    • Scan patterns thoroughly
      Prefer complex patterns
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16
Q

Describe attention in preschool children.

A

Attention improves during preschool years, after the toddler stage.
They make advances in executive & sustained attention
Limitations: - Salient vs relevant dimensions (pay attention to stimuli that stand out or are salient, even when it isnt relevant to the task or problem)
- Planfulness is still improving and they struggle to plan

17
Q

metamemory

A

individuals knowledge about memory
○ Childrens metamemory limited; don’t understand that related items are easier to remember than unrelated ones, etc.
○ Preschoolers have inflated opinion of memory abilities
○ Poor at the beginning of elementary but improve by age 11-12

18
Q

theory of mind

A

awareness of one’s own mental processes & mental processes of others
- Perceptions: 2 years, children recognize that another person will see whats infront of their own eyes instead of what the child sees
- Emotions: child can distinguish positive & negative emotions
- Desires: children recognize that others have different desires
- Know that desires are related to actions & emotions (if we get what we desire we are happy; if we don’t we are sad)
- Children realize that people can have false beliefs at 3-5 yrs
Preschoolers do not think much about thinking

19
Q

Describe attention in adulthood.

A

Older adults may struggle to focus on relevant info more than younger adults & are less adept at exercising selective attention

20
Q

Describe metacognition in adolescence.

A

□ Increased capacity to monitor & manage cognitive resources to effectively meet demands of a task
□ Ability to determine how much attention will be given to a resource
□ Better planning and strategies
Older adults overestimate memory problems they have; adults think a lot about their declines in memory and planning or organizational skills

21
Q

memory

A

retention of information over time

22
Q

What is the process of memory?

A

Encoding, storage, & retrieval

23
Q

schema theory

A

people mold memories to fit info that already exists in their minds

24
Q

Describe memory in infancy.

A
  • Babies can remember perceptual-motor info (kicking a mobile to make it move, they will remember to do this later), but could just be implicit memory
    • Implicit memory: without conscious recollection; performed automatically
    • Explicit memory: conscious recollection of facts & experiences
    • Babies show explicit memory after 6 months & improves in 2nd yr
    • Infants memories are fragile & short lived, except for memory of perceptual motor actions
    • Hippocampus + cerebral cortex matures during 6 month to 12 month of age, forming explicit memory
    • Infantile amnesia: not remembering being an infant
25
Q

Describe memory in childhood.

A
  • Long term memory: permanent & unlimited
    • Short term memory: retaining info for up to 30 seconds w/o rehearsal of info
    • Short term increases in childhood
  • working memory develops
26
Q

fuzzy trace theory

A

Two types of memory representations:

1. Verbatim memory traces- precise details of info
2. Gist- central idea of info
27
Q

Describe how memory changes with aging.

A
  • Declines in working memory in late adulthood but can be improved w/ training
    • Decreases in processing speed in middle & late adulthood
28
Q

episodic memory

A

retention of info about where and when of life happenings (what color were the walls in ur bedroom as a kid or what did u eat this morning)

29
Q

semantic memory

A

person’s knowledge about the world

- Declines less than episodic memory
- Older adults take longer to retrieve semantic info
- Tip of the tongue phenomenon
30
Q

source memory

A

ability to remember where you learning something

- Failures increase w/ aging

31
Q

prospective memory

A

remembering to do something in future

- Some declines w/ age

32
Q

thinking

A

manipulating & transforming info in memory

33
Q

strategies

A

use of mental activities to improve processing of info

- Ex: rehearsing info & organizing
- Creating mental images
- Elaboration: engaging in more extensive processing of info
34
Q

Describe concept formation in infancy.

A
  • Can know concepts as young as 3-4 months
    • Perceptual categorization: similar features are grouped together
    • Conceptual categories formed at 7-9 months
      Processing info is less stage like and more gradual
35
Q

cognitive control

A

synonym of executive function; exercising effective control (focusing attention, cognitive flexibility, etc)
Increases in adolescence

36
Q

critical thinking

A

grasping deeper meaning of ideas, keeping an open mind about different approaches & perspectives, & deciding for oneself what to believe or do

37
Q

mindfulness

A

being alert, mentally present, & cognitively flexible while going thru life’s everyday tasks

- Important for critical thinking
- Creates new ideas, open minded
- Can improve children's executive function + more
38
Q

Describe executive function in childhood.

A
  • Early childhood: developments in cognitive inhibition, cognitive flexibility, goal setting, and delay of gratification

Developmental Psych Exam 1 Study Flashcards (10 decks)

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