Chapter 8: Information Processing Next time: Continue Chapter 8

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Chapter 8 Information Processing Next time
Continue Chapter 8
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Information Processing Contrasts with Piaget

• Began with study of adult cognition
• More emphasis on quantitative changes with
  development
• More emphasis on domain-specificity
• Not a stage approach
• Emphasis on underlying processes (computer
  metaphor, flowchart metaphor)

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• Figure 8.1 A schematic model of the human
  information processing system. ADAPTED FROM
  ATKINSON SHIFFRIN, 1968.

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Transitivity of Length

• A gt B, B gt C implies A gt C

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Information Processing Contrasts with Piaget

• Began with study of adult cognition
• More emphasis on quantitative changes with
  development
• More emphasis on domain-specificity
• Not a stage approach
• Emphasis on underlying processes (computer
  metaphor, flowchart metaphor)
• Methodologies to reveal processes

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Information Processing Topics Studied

• Attention (pp. 311-314)
• Memory (pp. 315-327)
• Analogical Reasoning (pp. 328-331)
• Arithmetic Skills (pp. 331-335)
• Piagetian Concepts

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Trabassos Transitivity Research
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Transitivity of Length

• A gt B, B gt C implies A gt C
• Criticisms may fail because of memory
  problems
• may succeed on an absolute rather than
  relative basis

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A B C D E F

• First phase learn all the adjacent pairs
• Second phase test for all possible
  pairs
• Measures judgment
• response time

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Sieglers Arithmetic Research (pp. 305-307,
332-333)
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Strategies (p. 304) Goal-directed and
deliberately implemented mental operations used
to facilitate task performance
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Childrens Strategies for Solving Simple Addition
ProblemsStrategy Typical Use of Strategy to
Solve 35Sum Put up 3 fingers, put up 5
fingers, count fingers by saying 1, 2, 3,
4, 5, 6, 7, 8.Finger recognition Put up
3 fingers, put up 5 fingers, say 8 without
counting.Short-cut sum Say 1, 2, 3, 4, 5, 6,
7, 8, perhaps simultaneously putting up one
finger on each count.Count-from-first-addend
Say 3, 4, 5, 6, 7, 8 or 4, 5, 6, 7, 8,
perhaps simultaneously putting up one
finger on each count.Min (count-from-larger-adden
d) Say 5, 6, 7, 8, or 6, 7, 8, perhaps
simultaneously putting up one finger on
each count beyond 5.Retrieval Say an answer
and explain it by saying I just knew
it.Guessing Say an answer and explain it by
saying I guessed.Decomposition
Say 35 is like 44, so its 8.
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Microgenetic Design (pp. 31-33)
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Childrens Strategies for Solving Simple Addition
ProblemsStrategy Typical Use of Strategy to
Solve 35Sum Put up 3 fingers, put up 5
fingers, count fingers by saying 1, 2, 3,
4, 5, 6, 7, 8.Finger recognition Put up
3 fingers, put up 5 fingers, say 8 without
counting.Short-cut sum Say 1, 2, 3, 4, 5, 6,
7, 8, perhaps simultaneously putting up one
finger on each count.Count-from-first-addend
Say 3, 4, 5, 6, 7, 8 or 4, 5, 6, 7, 8,
perhaps simultaneously putting up one
finger on each count.Min (count-from-larger-adden
d) Say 5, 6, 7, 8, or 6, 7, 8, perhaps
simultaneously putting up one finger on
each count beyond 5.Retrieval Say an answer
and explain it by saying I just knew
it.Guessing Say an answer and explain it by
saying I guessed.Decomposition
Say 35 is like 44, so its 8.
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• Figure 8.4 Seiglers adaptive strategy choice
  model of development. Change in strategy use is
  seen as a series of overlapping waves, with
  different strategies being used more frequently
  at different ages. FROM SIEGLER, 1996.

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Adaptive Strategy Choice Model (p. 306)
Sieglers model to describe how strategies change
over time the view that multiple strategies
exist within a childs cognitive repertoire at
any one time, with these strategies competing
with one another for use
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Memory in Infancy
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Memory in Infancy (Chapter 5, pages 186-190)
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Changes in Memory across Infancy
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Changes in Memory across Infancy

• In length of retention

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Changes in Memory across Infancy

• In length of retention
• In study time needed

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Changes in Memory across Infancy

• In length of retention
• In study time needed
• In complexity of information retained

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Rovee-Collier (page 189)
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• Reactivation The preservation of the memory for
  an event through reencounter with at least some
  portion of the event in the interval between
  initial experience and memory test

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• Recognition memory The realization that some
  perceptually present stimulus or event has been
  encountered before
• Recall memory The retrieval of some past
  stimulus or event that is not perceptually present

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Deferred imitation (p. 191) The ability to
reproduce a modeled activity that has been
witnessed at some point in the past
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Changes in Memory across Infancy

• In length of retention
• In study time needed
• In complexity of information retained
• Development of recall memory

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• Figure 8.7 Percentage of 13-, 16-, and
  20-month-old infants displaying deferred
  imitation of three-step sequences as a function
  of length of delay. FROM BAUER, WENNER, DROPIK,
  WEWERKA, 2000.

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Memory in Older Children (pp. 315-327)
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Mnemonics (Memory Strategies) (p. 307) Effortful
techniques used to improve memory

• rehearsal
• organization
• elaboration
• allocation of attention
• note taking, outlining, etc.

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Production Deficiency (p. 304) A failure to
spontaneously generate and use known strategies
that could improve learning and memory
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Utilization Deficiency (p. 305) A failure to
benefit from effective strategies that one has
spontaneously produced