Cognitive Development (Information Processing)

Question 1

sensory register

Answer 1

broad panorama of sights and sounds are represented directly but stored only momentarily

Question 2

short term memory store

Answer 2

we retain attended to information briefly so we can actively work on it to reach our goals

Question 3

working memory

Answer 3

number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items

Question 4

central executive

Answer 4

directs the flow of information, implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex flexible thinking

Question 5

automatic processes

Answer 5

well-learned that they require no space in working memory and permit us to focus on other information while simultaneously performing the,

Question 6

long-term memory

Answer 6

permanent knowledge base

Question 7

executive function

Answer 7

the set of cognitive operations and strategies necessary for self-initiated, purposeful behavior in relatively novel, challenging situations

Question 8

neo-Piagetian theory

Answer 8

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

Question 9

central conceptual structures

Answer 9

networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways

Question 10

model of strategy choice

Answer 10

use of natural selection to help us understand cognitive change; trial and error

Question 11

inhibition

Answer 11

ability to control internal and external distracting stimuli

Question 12

production deficiency

Answer 12

preschoolers rarely engage in attentional strategies

Question 13

control deficiency

Answer 13

young elementary school children sometimes produce strategies, but not consistently

Question 14

utilization deficiency

Answer 14

slightly later, children execute strategies consistently, but their performance either does not improve or improves less than that of older children

Question 15

effective strategy use

Answer 15

children use strategies consistently and performance improves

Question 16

planning

Answer 16

thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal

Question 17

rehearsal

Answer 17

procedure mentioned earlier that holds information in working memory

Question 18

organization

Answer 18

group related items

Question 19

elaboration

Answer 19

creating a relationship or shared meaning, between two or more pieces of information that do not belong to the same category

Question 20

recognition

Answer 20

noticing that a stimulus is identical or similar to one previously experienced

Question 21

recall

Answer 21

generating a mental representation of an absent stimulus

Question 22

reconstruction

Answer 22

recoding it while it is in the system or being retrieved

Question 23

fuzzy-trace theory

Answer 23

when we first encode information, we reconstruct it automatically, creating a vague, fuzzy version called a gist, which preserves essential meaning without details and is especially useful for reasoning

Question 24

semantic memory

Answer 24

our vast taxonomically organized and hierarchically structured general knowledge system, consisting of concepts, language meanings, facts and rules

Question 25

episodic memory

Answer 25

recollections of personally experienced events that occurred at a specific time and place

Question 26

scripts

Answer 26

general descriptions of what occurs and when it occurs

Question 27

autobiographical memory

Answer 27

made up of representations of one-time events that are long-lasting because they are imbued with personal meaning

Question 28

metacognition

Answer 28

awareness and understanding of various aspects of thought

Question 29

theory of mind

Answer 29

coherent understanding of people as mental beings, which they revise as they encounter new evidence

Question 30

cognitive self-regulation

Answer 30

process of continually monitoring and controlling progress towards a goal

Question 31

emergent literacy

Answer 31

children’s active efforts to construct literacy knowledge through informal experiences

Question 32

phonological awareness

Answer 32

ability to reflect on and manipulate the sound structure of spoken language

Question 33

whole-language approach

Answer 33

children should be exposed to text in its complete form

Question 34

phonics approach

Answer 34

children should be first coached on phonics–the basic rules for translating written symbols into sounds

Question 35

ordinality

Answer 35

order relationships between quantities

Question 36

cardinality

Answer 36

last word in a counting sequence indicates the quantity of items in a set