Chapter 7: CogDev: An information Processing Perspective

Question 1

adaptive strategy choice model

Answer 1

Siegler’s model to describe how
strategies change over time; the
view that multiple strategies exist
within a child’s cognitive repertoire at any one time, with these strategies competing with one another for use.

Question 2

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

Answer 2

Effective strategy use

Question 3

one’s existing information about a topic or content area.

Answer 3

Knowledge Base

Question 4

the effective use of memory strategies

Answer 4

mnemonics

Question 5

rehearsal

Answer 5

a memory strategy repeating the information to yourself

Question 6

Phonological awareness

Answer 6

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

Question 7

a special form of episodic memory that permits them to predict what might happen on future similar occasions.

Answer 7

scripts

Question 8

a lack of memory for the early
years of one’s life.

Answer 8

infantile amnesia

Question 9

fuzzy-trace theory

Answer 9

a theory proposed by Brainerd and
Reyna that postulates that people
encode experiences on a continuum from literal, verbatim traces to fuzzy, gistlike traces

Question 10

a recollection that is not prompted by specific cues or prompts.

Answer 10

Free recall

Question 11

order relationships between quantities

Answer 11

ordinality

Question 12

Script

Answer 12

a general representation of the typical sequencing of events (i.e., what occurs and when) in some familiar context.

Question 13

what is inhibition?

Answer 13

the ability to control internal and external distracting stimuli.

Question 14

two developmental approaches to information processing.

Answer 14

1.) Case’s Neo-Piagetian Theory
2.) Siegler’s model of strategy choice

Question 15

reasoning that involves using something one knows already to help reason about something not known yet.

Answer 15

analogical reasoning

Question 16

gist

Answer 16

a fuzzy representation of information that preserves the central content but few precise details.

Question 17

Episodic Memory

Answer 17

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

Question 18

awareness and understanding of various aspects of thought

Answer 18

metacognition

Question 19

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

Answer 19

Executive function

Question 20

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

Answer 20

Emergent literacy

Question 21

The functions of the central executive

Answer 21

• Conscious part of the mind
• coordinates incoming information in the system
• controls attention
• selects, applies, and monitors the effectiveness of strategies

Question 22

deliberate mental operations we use to increase the likelihood of retaining information in working memory and transferring it to our long-term knowledge base.

Answer 22

Memory Strategies

Question 23

thinking and thought processes of
which we are consciously aware.

Answer 23

explicit cognition

Question 24

is the overall supervisor of the cognitive system

Answer 24

central executive

Question 25

the principle specifying that the last number in a counting sequence specifies the number of items in a set

Answer 25

cardinality

Question 26

A transitional period of strategy development, in which children use a strategy although it does not facilitate their task performances, is referred to as a

Answer 26

Utilization deficiency

Question 27

adaptive strategy choice model

Answer 27

Siegler’s model to describe how strategies change over time; the view that multiple strategies exist within a child’s cognitive repertoire at any one time, with these strategies competing with one another for use.

Question 28

a recollection that is prompted by a cue associated with the setting in which the recalled event originally occurred

Answer 28

Cued Recall

Question 29

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

Answer 29

Autobiographical memory

Question 30

three ways to retrieve information

Answer 30

recognition, recall, and reconstruction.

Question 31

A strategy that concerns grouping related items

Answer 31

organization

Question 32

Three factors contribute to cognitive change:

Answer 32

1.) Brain development. 2.) Practice with schemes and automization 2.) Formation of central conceptual structures

Question 33

uses Piaget’s theory as a starting point, recasting his stage sequence in information-processing terms to construct an overall vision of cognitive development.

Answer 33

Case's neo-Piagetian Theory

Question 34

Sieger's Model of Strategy choice

Answer 34

uses an evolutionary metaphor— “natural selection”—to help us understand cognitive change.

Question 35

Information is recoded while it is in the system or being retrieved.

Answer 35

Reconstruction

Question 36

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

Answer 36

cognitive self-regulation

Question 37

many understandings appear in specific situations at different times rather than being mastered all at once.

Answer 37

continuum of acquisition

Question 38

a particular subset of executive functions, are usually defined as deliberately implemented, goal-directed operations used to aid task performance

Answer 38

Strategies

Question 39

highlights children’s experimentation with and selection of mental strategies to account for the diversity and ever-changing nature of children’s cognition.

Answer 39

Siegler’s model of strategy choice

Question 40

a strategy for remembering that involves grouping or classifying stimuli into meaningful (or manageable) clusters that are easier to retain

Answer 40

Organization

Question 41

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

Answer 41

attention-deficit hyperactivity disorder (ADHD)

Question 42

argued that from the beginning, children should be exposed to text in its complete form

Answer 42

whole-language approach

Question 43

thought that occurs without awareness that one is thinking.

Answer 43

implicit cognition

Question 44

often referred to as short-term memory

Answer 44

basic capacity

Question 45

A coherent understanding of people as mental beings

Answer 45

theory of mind

Question 46

Recall

Answer 46

generating a mental representation of an absent stimulus.

Question 47

three strategies that enhance memory for new information

Answer 47

rehearsal, organization, and elaboration.

Question 48

Children 6-7 years old execute strategies consistently, but their performance either does not improve or improves less than that of older children.

Answer 48

Utilization Deficiency

Question 49

a failure to benefit from effective strategies that one has spontaneously produced; thought to occur in the early phases of strategy acquisition when executing the strategy requires much mental effort.

Answer 49

Utilization deficiency

Question 50

What are the three processing units (or stores) in the store model

Answer 50

1.) Sensory store (sensori register) 2.) short-term memory store 3.) long-term memory store

Question 51

Elaboration is a memory strategy concerning?

Answer 51

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

Question 52

Automatic processes

Answer 52

are so well-learned that they require no space in working memory and, therefore, permit us to focus on other information while simultaneously performing them.

Question 53

one’s knowledge about memory and memory processes

Answer 53

metamemory

Question 54

long-term store (LTS) is what?

Answer 54

the third information-processing store, in which information that has been examined and interpreted is permanently stored for future use.

Question 55

the processes involved in planning and monitoring what you attend to and what you do with this input

Answer 55

Executive Control Processes

Question 56

Our vast, taxonomically organized, and hierarchically structured general knowledge system.

Answer 56

Semantic memory

Question 57

a particular type of problem solving that involves making inferences.

Answer 57

reasoning

Question 58

Children have difficulty controlling, or executing, strategies effectively.

Answer 58

Control Deficiency

Question 59

two types of episodic memory:

Answer 59

(1) memory for recurring events (2) memory for significant one-time events that children integrate into their personal life stories.

Question 60

believing that children should first be coached on phonics—the basic rules for translating written symbols into sounds.

Answer 60

phonics approach

Question 61

a strategy for remembering that involves repeating the items one is trying to retain.

Answer 61

Rehearsal

Question 62

a failure to spontaneously generate and use known strategies that could improve learning and memory

Answer 62

Production deficiency

Question 63

How do children acquire selective, adaptable attention?

Answer 63

inhibition and attentional strategies

Question 64

A strategy that concerns grouping related items

Answer 64

organization

Question 65

a class of strategies aimed at getting information out of the long-term store.

Answer 65

retrieval

Question 66

this is also known as working memory

Answer 66

short-term memory store

Question 67

Also known as "mental workspace"

Answer 67

Working Memory

Question 68

Memory Span

Answer 68

a general measure of the amount of information that can be held in the short-term store

Question 69

Children 6-7 years old execute strategies consistently, but their performance either does not improve or improves less than that of older children.

Answer 69

Utilization Deficiency

Question 70

Metacognition

Answer 70

one’s knowledge about cognition and about the regulation of cognitive activities

Question 71

short-term, or working, memory has two functions

Answer 71

(1) to store information temporarily so that (2) we can do something with it.

Question 72

young children remember familiar experiences in terms of...?

Answer 72

scripts

Question 73

* Recognition

Answer 73

o Noticing that a stimulus is identical or similar to one previously experienced. o It is the simplest form of retrieval

Question 74

central conceptual structures

Answer 74

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

Question 75

reveals that young children understand a great deal about written language before they read and write in conventional ways

Answer 75

Emergent literacy

Question 76

the capacity for sustaining attention to a particular stimulus or activity

Answer 76

Attention span

Question 77

the capacity for sustaining attention to a particular stimulus or activity

Answer 77

Attention span

Question 78

what is short-term memory store?

Answer 78

the second information-processing store, in which stimuli are retained for several seconds and operated on (also called working memory).

Question 79

what is sensory store?

Answer 79

the first information-processing store, in which stimuli are noticed and are briefly available for further processing.

Question 80

Recall

Answer 80

generating a mental representation of an absent stimulus.

Question 81

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

Answer 81

Planning