Chapter 7_Information Processing_Test 2 Flashcards
Information Processing Approach
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?
Sensory Memory
Lasts 250 msec
(1/4 of a second)
Holds entire stimulus
Attention
Transfer from Sensory Memory to Short term Memory
Short Term Memory
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.
Rehearsal
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
PRIMACY EFFECT
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
Recency Effect
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
Storage
Transfer from STM to LTM
Relate it to things already in LTM
Form new representations in LTM
Various Modalities used
Long Term Memory
Size? Seems to have no limit Length? Potentially lasts forever Organization? Multiple organization
Organization of LTM
Multiple Representation / Multiple Forms Different Modalities: Visual, auditory, etc. Different Forms: Episodic Semantic Procedural
Old and New Concept of LTM
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.
Recognition:
Cues provided… such as a multiple choice test
Recall
Must generate cues… such as fill-in-the-blank, Recognition easier than Recall
Control Processor(Central Executive)
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
Response Generator
Primary Output Device
Includes all the ways we respond: behavior, communication, movements
Forgetting
Can occur at sensory, STM, or LTM stage Different views of forgetting Simple decay Interference Rewritten
Sensory Memory
Is there a difference in size between younger (below 5 years) and older (above 7 years)?
Scanning practices in tasks like reading: eye movements
Developmental Differences, between Older (7+) and Younger (-5) Children, Sensory Motor
No Difference in Size or Duration… but there is a difference in Speed of Transferring; Older Children transfer information more quickly and efficiently.
Scanning Patterns, Younger Children (below 5)
failed to scan the entire object and had poorer recognition of the item.
Scanning Patterns: Older Children (Above 7)
scanned the entire object and had better recognition of the item.
Developmental Differences, between Older (7+) and Younger (-5) Children, Attention
Big Differences in attention. Younger children lack control of this process, they are not systematic and do not selectively attend.
Selective Attention Preschoolers (2-5):
Production Deficiency: fails to use attentional strategies
Selective Attention: Early Elementary (5-6)
Control Deficiency: inconsistency in attention; non- effective use of attentional processes
Selective Attention: Mid-Elementary School (7-8)
Utilization Deficiency: applies strategy, but doesn’t always help
Selective Attention: Late Elementary (9-10)
Effective Strategy Use: use consistently / helps performance
Developmental Differences, between Older (7+) and Younger (-5) Children, Short term memory
No Difference in Size or Duration
Developmental Differences, between Older (7+) and Younger (-5) Children, Rehearsal
Younger children do not spontaneously rehearse, older children do.
Developmental Differences, between Older (7+) and Younger (-5) Children, Storage
Older children use multiple storage strategies, especially verbal, while younger children do not.
Developmental Differences, between Older (7+) and Younger (-5) Children, Long Term Memory
No Difference in potential Size or Duration… but older children have much more content
Developmental Differences, between Older (7+) and Younger (-5) Children, Retrieval
Older children are better at retrieval; both recognition and recall..
Developmental Differences, between Older (7+) and Younger (-5) Children, Forgetting
Younger children more prone to forget… especially details than older children
Developmental Differences, between Older (7+) and Younger (-5) Children, Control Processor (Central Executive)
Major Differences… this directs all the processes. (In some models the STM and Control Processor combined are referred to as Working Memory.
Developmental Differences, between Older (7+) and Younger (-5) Children, Metacognition / Metamemory
Awareness and understanding of various aspects of thought and memory. Shows major developmental differences.
Discuss the development of attention and how it applies to ADHD
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
metacogntion
awareness and understanding of various aspects of thought.
how metacognition applies to children
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.
Atkinson-Shiffrin model.
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.
The sensory register
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.
short term memory
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,
long term memory
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.
