Topic 6B Flashcards
Selective attention
the allocation of limited processing resources: your brain can only devote attention to a limited number of stimuli.
Divided attention
the ability of the brain to attend to two different stimuli at the same time. The brain responds to multiple demands of the environment at the same time by using simultaneous attention, allowing a subject to process different information sources and carry out multiple tasks at one time.
standard information-processing model for mental development
the mind’s machinery includes attention mechanisms for bringing information in, working memory for actively manipulating information, and long-term memory for passively holding information so that it can be used in the future
Information processing theory
posits that there are three levels of memory: Sensory register, working memory, knowledge base (long term memory)
Sensory Register
Information first enters our sensory register. Sensations are continuously coming into our brains, and yet most of these sensations are never really perceived or stored in our minds. They are lost after a few seconds because they were immediately filtered out as irrelevant. If the information is not perceived or stored, it is discarded quickly.
Working Memory (Short-term Memory):
f information is meaningful (either because it reminds us of something else or because we must remember it for something like a history test we will be taking in 5 minutes), it makes its way into our working memory. This consists of information of which we are immediately aware. There is a limited amount of information that can be kept in the working memory at any given time. Information in our working memory must be stored in an effective way in order to be accessible to us for later use. It is stored in our long-term memory or knowledge base.
Knowledge Base (Long-term Memory):
This level of memory has an unlimited capacity and stores information for days, months or years. It consists of things that we know of or can remember if asked. This is where you want the information to be stored ultimately. While children are learning they process information during infancy and childhood, we see significant improvements during middle childhood. During this period, children can learn and remember due to an increase in the ways they attend to and store information. As children enter school and learn more about the world, they develop more categories for concepts and learn more efficient strategies for storing and retrieving data. One significant reason is that they continue to have more experiences on which to tie new information. New experiences are similar to old ones or remind the child of something else about which they know. This helps them file away new experiences more efficiently.
Piaget’s theory of cognitive development
four stages of cognitive development: the sensorimotor, preoperational, concrete operational and formal operational period.
sensorimotor stage
extends from birth to the acquisition of language. Here, infants progressively construct knowledge and understanding of the world by coordinating experiences (such as vision and hearing) with physical interactions with objects.
preoperational stage
starts when the child begins to learn to speak at age 2 and lasts up until the age of 7. Here, children do not yet understand concrete logic and cannot mentally manipulate information. The child can form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. In this stage, children’s perspectives are limited by egocentrism, meaning they cannot understand a perspective other than their own.
concrete operational stage:
3 rd stage; occurs from 7-11 (preadolescence) years and is characterized by the appropriate use of logic. The two important processes in the concrete operational stage are logic and the elimination of egocentrism.
formal operational stage
adolescence and into adulthood, roughly ages 11 to approximately 15-20): Intelligence is demonstrated through the logical use of symbols related to abstract concepts. At this point, the person is capable of hypothetical and deductive reasoning. During this time, people develop the ability to think about abstract concepts.
Functional fixedness
a special type of mindset that occurs when the intended purpose of an object hinders a person’s ability to see its potential other uses.
Confirmation bias
a barrier to problem-solving. This exists when a person has a tendency to look for information that supports their idea or approach instead of looking at new information that may contradict their approach or ideas.
Anchoring bias
Tendency to focus on one particular piece of information when making decisions or problem-solving
Confirmation bias
Focuses on information that confirms existing beliefs
Hindsight bias
Belief that the event just experienced was predictable
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Representative bias
Unintentional stereotyping of someone or something
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Availability bias
Decision is based upon either an available precedent or an example that may be faulty
Belief bias
casting judgment on issues using what someone believes about their conclusion. A good example is belief perseverance which is the tendency to hold on to pre-existing beliefs, despite being presented with evidence that is contradictory.
Francis Galton
was the first to propose a theory of intelligence. Galton believed intelligence had a biological basis that could be studied by measuring reaction times to certain cognitive tasks.