1. Child Development Laura E. Berk 8th edition
Cognitive Development 2
An Information-Processing Perspective
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Any public performance or display, including transmission of any image over a network;
Preparation of any derivative work, including the extraction, in whole or in part of any images;
Any rental, lease, or lending of the program.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

2. Store Model of Information-Processing System
Figure Store model of the human information-processing system.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

3. Development of Information Processing
Increases in two broad areas:
Capacity
Memory span
Processing speed
Strategy use
Royalty Free Stock CD
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

4. Increases in Memory Span
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

5. Connectionist Model of a Neural Network
Figure a simplified example of an artificial neural network
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

6. An Illustration of the Development of Central Conceptual Structures, by Age-Group
Figure 7.4 Development of central conceptual structures in Case’s neo-Piagetian theory.
© The Society for Research in Child Development, Inc. Adapted by permission. Courtesy of Robbie Case.
Preschool
Early School Years
Nine-to Eleven-
Year- Olds
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

7. Overlapping-Waves Pattern
When facing a problem or task, children:
Try variety of strategies
Observe how well they work
Gradually select those leading to rapid, accurate answers
Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

8. Ways of Finding More Efficient Strategies
Using a slower technique
Problem requires it
Reasoning about
concepts
Being taught
Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

9. Speech-Gesture Mismatches
Children who produce speech-gesture mismatches are in a transitional state, which is a sign they are ready to learn.
Parents and teachers can use children’s gestures to provide instruction at the most opportune moment.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

10. Types of Attention Sustained Selective Adaptable
Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

11. Development of Sustained Attention
Increases sharply between 2 and 3½ years
Frontal lobe growth
More complex play goals
Adult scaffolding
Family Life Royalty Free CD
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

12. Cognitive Inhibition Ability to control distracting stimuli
Internal - thoughts
External - distractions
Improves from infancy on
Gains on complex tasks from middle childhood to adolescence
Image Source Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

13. Development of Attention Strategies
Emerge and are refined during 4 phases:
Production deficiency
Control deficiency
Utilization deficiency
Effective strategy use
Image Source Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

14. Planning Begins in infancy Improves with age
Preschoolers sometimes generate & follow simple plans
School-age children better
planners than preschoolers
Tools, teaching, practice help children learn to plan
Family Life Royalty Free CD
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

15. Steps in Planning Postponing action to weigh alternatives
Organizing task materials
Remembering steps of plan
Monitoring how well plan works
Revising if necessary
Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

16. Enhancing Cognitive Control Through Preschool Education
inhibition
effortlessly holding information in working memory
flexibly adjusting attention to changes in task requirements
Figure 7.7 Tasks used to assess cognitive control in Tools of the mind and comparison preschoolers.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

17. Memory: Strategies for Storing Information
Rehearsal
Organization
Elaboration
Image Source Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

18. Attention-Deficit Hyperactivity Disorder
Inattention
Impulsivity
Excessive motor activity
Results in
Social problems
Academic problems
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

19. Culture, Schooling, and Memory Strategies
Everyday use grouping may help to remember objects
Western schooling gives little practice in spatial location techniques
Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

20. Recognition and Recall
Noticing that a stimulus is identical or similar to one previously experienced
Easier than recall
Recall
Generating a mental representation of an absent stimulus
More difficult than recognition
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

21. Reconstruction
We select and interpret information as it is encoded, stored, or retrieved.
Can happen deliberately
or due to “fuzzy trace.”
Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

22. Verbatim vs. Gist Memory
Figure Preschoolers’ and second graders’ performance on verbatim and gist memory questions.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

23. Expertise and Memory
Figure Performance of skilled child chess players and adults on two tasks: memory for complex chessboard arrangements and memory for numerical digits
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

24. Semantic Memory Vast Organized Grows from episodic memory
Taxonomically
Hierarchically
Grows from episodic memory
Repeated events form scripts
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

25. Autobiographical Memory
Long-lasting representations of
one-time events
Personal meaning
Develop basis after age 2
Self-image
Time-oriented life story
Parents help develop
narrative
Elaborative
Repetitive
Stockbyte Royalty Free
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

26. Ross Coombes/Courtesy of Harlene Hayne
Infantile Amnesia
Figure 7.10 The Magic Shrinking Machine, used to test young children’s verbal and nonverbal memory of an unusual event.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

27. Eyewitness Memory
Preschoolers’ testimony less reliable than school-age children’s
Less-developed language skills
Desire to please
Poorer source-monitoring
Bias toward specifics; less gist memory
Less skill with autobiographical narratives - may leave out details
Suggestibility
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

28. Metacognition
Awareness and understanding of various aspects of thought
Develops with:
Theory of Mind
Knowledge of Mental Activity
Cognitive capacities
Strategies
Task variables
Image Source Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

29. Cognitive Self-Regulation
Figure 7.11 First through fifth graders’ and adults’ ability to discriminate good from bad reasoning, regardless of outcome.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

30. Promoting Cognitive Self-Regulation
Point out special demands of tasks.
Stress importance of planful learning.
Suggest effective learning strategies.
Provide for evaluation of effectiveness.
Emphasize monitoring of progress.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

31. Fostering Emergent Literacy
Spoken language skills
Phonological awareness
Adult conversations
Informal literacy
experiences
Interactive reading
Games
Writing
Training, books for low-SES families
Corbis Royalty Free
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

32. Middle Childhood Literacy
Combines Information-Processing Skills
Phonological awareness
Processing speed
Visual scanning
Balanced reading instruction combines
Whole language
Phonics
Photodisc
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

33. Early Childhood Mathematical Reasoning
Ordinality
Relationships between quantities
14 to 16 months
Cardinality
When counting, last number is the total
3½ to 4 years
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

34. Mathematics and Middle Childhood
Math instruction in school should combine
Extensive practice
Number sense
U.S. schools often overemphasize drill
Image Source Royalty Free Stock Photography
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

35. Scientific Reasoning Coordinating Theory with Evidence
Improves with Age
From childhood through adulthood
Individuals vary
Contributing factors
Working memory capacity
Exposure to
complex problems
Metacognitive understanding
Open-mindedness
Corbis Royalty Free
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

36. Evaluation of Information-Processing Approach
Advantages
Breaks complex cognitive activities into precise components
Provides details of age- and skill-related differences
Describes precise mechanisms of cognitive development
Limitations
Components hard to combine into broad picture
Computer metaphors simplify real-life experience; overlooks nonlinear aspects, interaction with others
Slow to include biology, evolution
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.