Cognitive Development (Information Processing) Flashcards
sensory register
broad panorama of sights and sounds are represented directly but stored only momentarily
short term memory store
we retain attended to information briefly so we can actively work on it to reach our goals
working memory
number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items
central executive
directs the flow of information, implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex flexible thinking
automatic processes
well-learned that they require no space in working memory and permit us to focus on other information while simultaneously performing the,
long-term memory
permanent knowledge base
executive function
the set of cognitive operations and strategies necessary for self-initiated, purposeful behavior in relatively novel, challenging situations
neo-Piagetian theory
accepts Piaget’s stages but attributes change within each stage and movement from one stage to the next, to increases in the efficiency with which children use their limited working memory capacity
central conceptual structures
networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways
model of strategy choice
use of natural selection to help us understand cognitive change; trial and error
inhibition
ability to control internal and external distracting stimuli
production deficiency
preschoolers rarely engage in attentional strategies
control deficiency
young elementary school children sometimes produce strategies, but not consistently
utilization deficiency
slightly later, children execute strategies consistently, but their performance either does not improve or improves less than that of older children
effective strategy use
children use strategies consistently and performance improves
