Chapter 7: Cognitive Development

Information processing system: Sensory register, working/short term memory, memory and Longterm memory.

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px Calibri} our permenant knowledge base; is catergorized and we retrieve these memories

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px Calibri} their connections. These models reveal how strengthening of simple connections between units leads to new cognitive capacities p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px Calibri}

Accepts Piaget's stages but attribute change within each stage and movement from one stage to the next , to increase in efficiency with which children use their limited working memory capacity

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

One of several current efforts to apply a evolutionary perspective to childrens cognitions

The ability to control internal and external distracting stimuli

Preschoolers rarely engage in attentional strategies in other words they fail to produce strategies when they could be helpful

Slightly older children sometimes produce strategies but not consistently. They fail to control, or execute strategies effectively.

Young elementary school children execute strategies consistently but their performance either does improve or improves less that that of older children.

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

Noticing that stimulus is identical or similiar to one previously experienced

Generating a mental representation of an absent stimulus

When we encode info we reconstruct it automatically, creating a vague, fuzzy version called Gist

Preserves essential meaning without details and especially useful for reasoning