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.

Store Model of Information-Processing System Figure 7.1 - Store model of the human information-processing system. Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

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.

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

Connectionist Model of a Neural Network Figure 7.3 - a simplified example of an artificial neural network Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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

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.

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.

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.

Verbatim vs. Gist Memory Figure 7.8 - Preschoolers’ and second graders’ performance on verbatim and gist memory questions. Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Expertise and Memory Figure 7.9 - 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.