Chapter 7 - Information Processing

Question 1

Information Processing Approach

Answer 1

An approach that focuses on the ways children process information we about their world

How they manipulate information, monitor it, and create strategies to deal with it

Question 2

3 mechanisms that create changes in children’s cognitive skills

Answer 2

Encoding, automaticity, and strategy construction

Question 3

Encoding

Answer 3

The mechanism by which information gets into memory

Question 4

Automaticity

Answer 4

The ability to process information with little or no effort

Question 5

Strategy Construction

Answer 5

Creation of new procedures for processing information

Children’s reading benefits when they develop the strategy of stopping periodically to take stock of what they have read so far

Question 6

Metacognition

Answer 6

Knowing about knowing

One example of metacognition is what children know about the best ways to remember what they have read. Do they know that they will remember what they have read better if they can relate it to their own lives in some way? Thus, in Siegler’s applica-tion of the information-processing approach to development, children play an active role in their cognitive development

Question 7

Attention

Answer 7

Concentrating and focusing mental resources

Question 8

Selective Attention

Answer 8

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

Question 9

Divided Attention

Answer 9

Concentrating on more than one activity at the same time

Question 10

Sustained Attention

Answer 10

The ability to maintain attention to a selected stimulus for a prolonged period of time. Sustained attention is also called focused attention and vigilance.

Question 11

Executive Attention

Answer 11

Involves planning actions, allocating attention to goals, detecting and compensating for errors, monitoring progress on tasks, and dealing with novel or difficult circumstances

Question 12

Joint Attention

Answer 12

Individuals focusing on the same object or event; requires the ability to track another’s behavior, one person directing another’s attention, and reciprocal interaction.

Early in infancy, joint attention usually involves a caregiver pointing or using words to direct an infant’s attention

Question 13

Memory

Answer 13

Retention of information over time

Question 14

Short-Term Memory

Answer 14

Limited-capacity memory system in which information is usually retained for up to 30 seconds, assuming there is no rehearsal of the information. Using rehearsal, individuals can keep the information in short-term memory longer.

Question 15

Long-Term Memory

Answer 15

A relatively permanent and unlimited type of memory.

Question 16

Working Memory

Answer 16

A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.

Question 17

Schema Theory

Answer 17

States that when people reconstruct information, they fit it into information that already exists in their minds.

Question 18

Schemas

Answer 18

Mental frameworks that organize concepts and information

Question 19

Fuzzy Trace Theory

Answer 19

States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace; and (2) fuzzy trace, or gist. According to this theory, older children’s better memory is attributed to the fuzzy traces created by extracting the gist of information.

Question 20

Implicit Memory

Answer 20

Memory without conscious recollection; memory of skills and routine procedures that are performed automatically

Question 21

Explicit Memory

Answer 21

Conscious memory of facts and experiences.

Question 22

Thinking

Answer 22

Transforming and manipulating information in memory. Individuals think in order to reason, reflect, evaluate ideas, solve problems, and make decisions.

Question 23

Concepts

Answer 23

Cognitive groupings of similar objects, events, people, or ideas.

Question 24

Executive Function

Answer 24

An umbrella-like concept that consists of a number of higher-level cognitive processes linked to the development of the brain’s prefrontal cortex. Executive function involves managing one’s thoughts to engage in goal-directed behavior and to exercise self-control.

Question 25

Critical Thinking

Answer 25

Thinking reflectively and productively, and evaluating the evidence

Question 26

Mindfulness

Answer 26

Being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks.

Question 27

Dual-Process Model

Answer 27

States that decision making is influenced by two systems, one analytical and one experiential, that compete with each other. In this model, it is the experiential system—monitoring and managing actual experiences—that benefits adolescent decision making.

Question 28

Metamemory

Answer 28

Knowledge about memory

Question 29

Theory of Mind

Answer 29

Awareness of one’s own mental processes and the mental processes of others