Chapter 7_Information Processing_Test 2

Question 1

Information Processing Approach

Answer 1

Based on Computer Model
Take in Information
Manipulate Information
Store Information
Information Processing views thinking as occurring in a series of steps where information is transformed, manipulated, stored, and processed based on a set of rules.
Information Processing is not a single theory
Number of Theories / Model of Information processing
Attempts to explain how we take in information and what we do with it
are there developmental differences?

Question 2

Sensory Memory

Answer 2

Lasts 250 msec
(1/4 of a second)
Holds entire stimulus

Question 3

Attention

Answer 3

Transfer from Sensory Memory to Short term Memory

Question 4

Short Term Memory

Answer 4

Lasts 5- 30 seconds / average about 20 seconds
Holds 7 +/- 2 BITS of Information
How large is a bit?
Depends on how you organize it.

Question 5

Rehearsal

Answer 5

Repeating items as they enter Short term Memory
Serves to extend STM and buys us time to further organize information
and therefore transfer information into Long Term Memory

Question 6

PRIMACY EFFECT

Answer 6

Tend to Recall the words at the beginning of the list…

Primacy effect is occurs because transfer was made to Long Term Memory via Rehearsal

Question 7

Recency Effect

Answer 7

Tend to Recall the words at the end of the list…
Recency Effect occurs because items are left in Short Term Memory
After delay, Primacy Remains… Recency drops out

Question 8

Storage

Answer 8

Transfer from STM to LTM
Relate it to things already in LTM
Form new representations in LTM
Various Modalities used

Question 9

Long Term Memory

Answer 9

Size?
Seems to have no limit
Length?
Potentially lasts forever
Organization?
Multiple organization

Question 10

Organization of LTM

Answer 10

Multiple Representation / Multiple Forms
Different Modalities:
Visual, auditory, etc.
Different Forms:
Episodic
Semantic
Procedural

Question 11

Old and New Concept of LTM

Answer 11

Old Concept:
Long Term Memory lasts forever
New Concept
Every time we access memory, we can potentially change it… not clear if it lasts forever
Memory is an active process that can be constantly revised.

Question 12

Recognition:

Answer 12

Cues provided… such as a multiple choice test

Question 13

Recall

Answer 13

Must generate cues… such as fill-in-the-blank, Recognition easier than Recall

Question 14

Control Processor(Central Executive)

Answer 14

Like a computer Central Processing Unit (RAM)
Coordinates incoming information at all levels
Allocates Attention to Tasks
Selects, Applies, and Monitors the effectiveness of strategies

Question 15

Response Generator

Answer 15

Primary Output Device

Includes all the ways we respond: behavior, communication, movements

Question 16

Forgetting

Answer 16

Can occur at sensory, STM, or LTM stage
Different views of forgetting
Simple decay
Interference
Rewritten

Question 17

Sensory Memory

Is there a difference in size between younger (below 5 years) and older (above 7 years)?

Answer 17

Scanning practices in tasks like reading: eye movements

Question 18

Developmental Differences, between Older (7+) and Younger (-5) Children, Sensory Motor

Answer 18

No Difference in Size or Duration… but there is a difference in Speed of Transferring; Older Children transfer information more quickly and efficiently.

Question 19

Scanning Patterns, Younger Children (below 5)

Answer 19

failed to scan the entire object and had poorer recognition of the item.

Question 20

Scanning Patterns: Older Children (Above 7)

Answer 20

scanned the entire object and had better recognition of the item.

Question 21

Developmental Differences, between Older (7+) and Younger (-5) Children, Attention

Answer 21

Big Differences in attention. Younger children lack control of this process, they are not systematic and do not selectively attend.

Question 22

Selective Attention Preschoolers (2-5):

Answer 22

Production Deficiency: fails to use attentional strategies

Question 23

Selective Attention: Early Elementary (5-6)

Answer 23

Control Deficiency: inconsistency in attention; non- effective use of attentional processes

Question 24

Selective Attention: Mid-Elementary School (7-8)

Answer 24

Utilization Deficiency: applies strategy, but doesn’t always help

Question 25

Selective Attention: Late Elementary (9-10)

Answer 25

Effective Strategy Use: use consistently / helps performance

Question 26

Developmental Differences, between Older (7+) and Younger (-5) Children, Short term memory

Answer 26

No Difference in Size or Duration

Question 27

Developmental Differences, between Older (7+) and Younger (-5) Children, Rehearsal

Answer 27

Younger children do not spontaneously rehearse, older children do.

Question 28

Developmental Differences, between Older (7+) and Younger (-5) Children, Storage

Answer 28

Older children use multiple storage strategies, especially verbal, while younger children do not.

Question 29

Developmental Differences, between Older (7+) and Younger (-5) Children, Long Term Memory

Answer 29

No Difference in potential Size or Duration… but older children have much more content

Question 30

Developmental Differences, between Older (7+) and Younger (-5) Children, Retrieval

Answer 30

Older children are better at retrieval; both recognition and recall..

Question 31

Developmental Differences, between Older (7+) and Younger (-5) Children, Forgetting

Answer 31

Younger children more prone to forget… especially details than older children

Question 32

Developmental Differences, between Older (7+) and Younger (-5) Children, Control Processor (Central Executive)

Answer 32

Major Differences… this directs all the processes. (In some models the STM and Control Processor combined are referred to as Working Memory.

Question 33

Developmental Differences, between Older (7+) and Younger (-5) Children, Metacognition / Metamemory

Answer 33

Awareness and understanding of various aspects of thought and memory. Shows major developmental differences.

Question 34

Discuss the development of attention and how it applies to ADHD

Answer 34

Children with ADHD show abnormal brain functioning, including reduced electrical and blood flow activity and structural abnormalities in the prefrontal cortex and in other areas involved in attention

Question 35

metacogntion

Answer 35

awareness and understanding of various aspects of thought.

Question 36

how metacognition applies to children

Answer 36

During early and middle childhood, metacognition expands greatly as children construct a naive theory of mind, a coherent understanding of people as mental beings , which they revise as they encounter new evidence. Their ability to detect their own and other peoples perceptions, feelings, desires, and beliefs.

Question 37

Atkinson-Shiffrin model.

Answer 37

Atkinson and Shiffrin believed that once information enters the brain, it must be either stored or maintained. Atkinson & Shiffrin proposed that information is stored into three distinct memory systems: the sensory register, short term memory, and long term memory.

Question 38

The sensory register

Answer 38

The sensory register perceives and retains information that is received via the five senses for a very short amount of time, i.e. a few seconds.

Question 39

short term memory

Answer 39

We can think of short-term memory as where we store information that we can actively work with and use. It is estimated that we can hold information in short-term memory between 18 and 20 seconds,

Question 40

long term memory

Answer 40

The Atkinson-Shiffrin model believed that STM could be transferred to Long-Term Memory (LTM) if the information was processed and learned fast enough. LTM has a limitless capacity and is capable of lasting a lifetime.