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171 HCYSP > Chapter 7: CogDev: An information Processing Perspective > Flashcards

Chapter 7: CogDev: An information Processing Perspective Flashcards

1
Q

adaptive strategy choice model

A

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.

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2
Q

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

A

Effective strategy use

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3
Q

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

A

Knowledge Base

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4
Q

the effective use of memory strategies

A

mnemonics

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5
Q

rehearsal

A

a memory strategy repeating the information to yourself

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6
Q

Phonological awareness

A

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

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7
Q

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

A

scripts

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8
Q

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

A

infantile amnesia

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9
Q

fuzzy-trace theory

A

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

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10
Q

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

A

Free recall

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11
Q

order relationships between quantities

A

ordinality

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12
Q

Script

A

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

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13
Q

what is inhibition?

A

the ability to control internal and external distracting stimuli.

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14
Q

two developmental approaches to information processing.

A

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

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15
Q

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

A

analogical reasoning

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16
Q

gist

A

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

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17
Q

Episodic Memory

A

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

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18
Q

awareness and understanding of various aspects of thought

A

metacognition

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19
Q

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

A

Executive function

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20
Q

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

A

Emergent literacy

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21
Q

The functions of the central executive

A
  • Conscious part of the mind
  • coordinates incoming information in the system
  • controls attention
  • selects, applies, and monitors the effectiveness of strategies
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22
Q

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

A

Memory Strategies

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23
Q

thinking and thought processes of
which we are consciously aware.

A

explicit cognition

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24
Q

is the overall supervisor of the cognitive system

A

central executive

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25
Q

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

A

cardinality

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26
Q

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

A

Utilization deficiency

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27
Q

adaptive strategy choice model

A

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.

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28
Q

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

A

Cued Recall

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29
Q

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

A

Autobiographical memory

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30
Q

three ways to retrieve information

A

recognition, recall, and reconstruction.

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31
Q

A strategy that concerns grouping related items

A

organization

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32
Q

Three factors contribute to cognitive change:

A

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

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33
Q

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

A

Case’s neo-Piagetian Theory

34
Q

Sieger’s Model of Strategy choice

A

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

35
Q

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

A

Reconstruction

36
Q

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

A

cognitive self-regulation

37
Q

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

A

continuum of acquisition

38
Q

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

A

Strategies

39
Q

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

A

Siegler’s model of strategy choice

40
Q

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

A

Organization

41
Q

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

A

attention-deficit hyperactivity disorder (ADHD)

42
Q

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

A

whole-language approach

43
Q

thought that occurs without
awareness that one is thinking.

A

implicit cognition

44
Q

often referred to as short-term memory

A

basic capacity

45
Q

A coherent understanding of people as mental beings

A

theory of mind

46
Q

Recall

A

generating a mental representation of an absent stimulus.

47
Q

three strategies that enhance memory for new information

A

rehearsal, organization, and elaboration.

48
Q

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

A

Utilization Deficiency

49
Q

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.

A

Utilization deficiency

50
Q

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

A

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

51
Q

Elaboration is a memory strategy concerning?

A

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

52
Q

Automatic processes

A

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.

53
Q

one’s knowledge about memory
and memory processes

A

metamemory

54
Q

long-term store (LTS) is what?

A

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

55
Q

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

A

Executive Control Processes

56
Q

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

A

Semantic memory

57
Q

a particular type of problem
solving that involves making
inferences.

A

reasoning

58
Q

Children have difficulty controlling, or executing, strategies effectively.

A

Control Deficiency

59
Q

two types of episodic memory:

A

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

60
Q

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

A

phonics approach

61
Q

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

A

Rehearsal

62
Q

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

A

Production deficiency

63
Q

How do children acquire selective, adaptable attention?

A

inhibition and attentional strategies

64
Q

A strategy that concerns grouping related items

A

organization

65
Q

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

A

retrieval

66
Q

this is also known as working memory

A

short-term memory store

67
Q

Also known as “mental workspace”

A

Working Memory

68
Q

Memory Span

A

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

69
Q

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

A

Utilization Deficiency

70
Q

Metacognition

A

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

71
Q

short-term, or working, memory has two functions

A

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

72
Q

young children remember familiar experiences in terms of…?

A

scripts

73
Q
  • Recognition
A

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

74
Q

central conceptual structures

A

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

75
Q

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

A

Emergent literacy

76
Q

the capacity for sustaining attention to a particular stimulus or activity

A

Attention span

77
Q

the capacity for sustaining attention to a particular stimulus or activity

A

Attention span

78
Q

what is short-term memory store?

A

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

79
Q

what is sensory store?

A

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

80
Q

Recall

A

generating a mental representation of an absent stimulus.

81
Q

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

A

Planning

171 HCYSP (2 decks)

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