Chapter 7: info processing Flashcards
The Information Processing Approach
How children process info about the world
Perceive, store, and retrieve information
Bottom Up Processing
sensory info –> emotional response –> cognition
Top Down Processing
Cognition –> emotional response –> physiological response
Attention
Selective
Divided
Sustained
Executive (ex: playing a complex multi-player game in which you have to keep in mind various rules, must apply several strategies, and have to quickly adjust your plans and strategies in response to another player’s actions)
Habituation and Dishabituation
Habituation: decreased responsiveness to a stimulus after repeated presentations of the stimulus
Dishabituation: recovery of a habituated response after the stimulus changes to something new
Joint Attention
When two or more individuals pay attention to the same thing
The Stores Model of Memory
Information moves through a series of “stores”
– Sensory Store or Register (0.5 - 2 seconds)
–>
– Working Memory (Short-term Store)
–>
– Long-term store (traditional memory)
Executive Processor: controls process
Working Memory
WM: info currently active in memory system (network) and available for mental activity
Auditory info, visual info, rehearsal and temporary storage, management of process
Has limited capacity
Activation is necessary for retrieval and permanent storage
Without activation, WM will decay and info will be lost
Long-Term Memory
Memory for information or events that endures over a long period of time
2 important characteristics of LTM:
– Permanent (no decay)
– Infinite Capacity
Network Models
Network Models: information is stored in concept nodes, which are connected or linked by associations and form a network
Links vary in strength of association
The Spreading Activation Model
Reconstructive Memory
Humans store only parts of events and knowledge
During recall, we reconstruct the memory using stored parts, and we infer the rest
Infantile Amnesia
Forgetting of early events and experiences prior to age 3-4
- Immature brain development: unable to store verbal memories
- Underdeveloped sense of self yields lack of reference point for memories
- Susceptible to modification of memories: event is remembered, but in a different way
- Mismatch between encoding format and retrieval cue
Declarative (Explicit) Memory
Memory for meaning, knowledge, and understanding
Semantic memory: meaning; “The beach”
Episodic memory: events; “One time, at band camp….”
Procedural (Implicit) Memory
Memory for procedures or performance of action
Created through procedural learning
Aren’t aware it’s happening
Integrates complex cognitive and motor functions
Metacognition
Understanding of one’s own thought processes
