Information Processing Development of Memory & Thought

Wilfred Gordon McDonald Partridge by Mem Fox mcdonald-partridge-2.html

Information Processing Information processing comes from computer science as referring to how computers code, sort, store, retrieve and use symbols Computer metaphor is used to understand how humans think, how they remember information, and how they solve problems

Information Processing What are the human input systems? Held in short-term store and transformed by strategies into long-term store. Connections between new and existing information Older children can process more information and process it faster than younger children

ADHD Attention is the ability to focus on a particular stimulus without becoming distracted by other stimuli Changes are seen over time as children inhibit responses, selectively attend, and use attention strategies Some find it difficult to focus and direct their attention, particularly when they have to inhibit or delay their initial responses

Attention-deficit/hyperactivity disorder (ADHD) is characterized by restlessness and a high level of activity that far exceeds the age- appropriate norm –Parents/caregivers notice signs of hyperactivity, usually by 3 or 4 years of age –By age 5 to 7, children with ADHD begin showing signs of inattentiveness –Only 4 to 6% of children meet clinical criteria. Rates are three times higher in boys than girls. ADHD

Memory Development Create a “ladder” book on memory development –Create book –Headings are: Title: Information Processing Stores Model Network Model Working Memory Long-term Memory Other Characteristics of Memory Development –For each title, write: Definition, characteristics Code Capacity Duration Examples Other information

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How is your memory? Try this game to test your memory.test your memory. The site instructions are in Japanese, so read below! 1. Touch 'start' 2. Wait for 3, 2, Memorize the number's position on the screen, then click the circle from the smallest number to the biggest number. 4. At the end of game, computer will tell you the age of your brain.

Memory Processing – How it Works Information enters the mind through sensory store. If it is recognized or attended to due to interest, it is processed further. –Must be consciously aware of at the moment –Capacity is limited –Larger “chunks” of info can be maintained Small child – could be a single letter Experienced reader – section of text Network Models – replaced the stores model –Viewed as interconnected network of concept nodes (Think about Spicynodes) connected by links. –Links may be stronger than others –Nodes can be activated by external sources

Memory Processing Encoding and short-term storage occurs in working memory (also known as short-term memory). About 5-9 chunks of information can be stored here for about 30 seconds. Limited in capacity Working memory decays over time – must be activated in some way Affects cognitive tasks children undertake –Ex. Take tests, solve problems

Memory Processing If information is maintained (sometimes with the help of memory strategies), it is transferred to long-term store, where it is stored for a long period of time and is available for later retrieval. Never decays or forgotten Unlimited in capacity – can store infinite amount of information As students grow, information becomes interconnected

Memory Processing Other Characteristics: –Reconstructive – stores only some aspects. When retrieved, you “infer” what is not stored. –Infantile Amnesia – Lack of memory of very early experiences –Autobiographical Memory – Involve events with high level of personal significance – vivid and detailed.

Strategies Strategies are the conscious, intentional, and controllable plans that people employ to improve performance Strategies to keep working memory –Rehearsal – more rehearsal better memory performance –Organization – relationships among items –Elaboration – visual/verbal associations Young children less likely to use, but can be taught. They can learn and use mnemonic strategies to help them remember information better –external memory aids, rehearsal (saying it over and over), elaboration (adding detail to it – for example, associating something with a picture) –Which mnemonic devices did you use to memorize the words?

Mnemonic Devices

Let’s Try One Designate a person in the group to read the list of words to everyone. Then, without looking at the list, everyone has 1 minute to write down as many words as they can remember. How did you do? How did you remember them all?

Metacognition Metacognition is the understanding or knowledge that people have about their own thought processes and memory “Thinking about thinking” Includes knowledge about cognitive tasks, strategies, and people Metamemory, a subcategory of metacognition, is knowledge about the processes and contents of memory

Metacognition Metamemory applies to general knowledge as well as knowledge of your specific memory abilities Shows significant development from the age of 5 to about 10 Younger children tend to overestimate their memory abilities Schooling has a significant impact

Metacognition Language plays an important role –Talk to children about thoughts, feelings, emotions, desires, memory, etc. Theory of mind is related to their ability to: –Engage successfully with other people in conversations –Understand spoken and written language They learn how their beliefs and mental states differ from those of other people

Autism Children with autism have great difficulty communicating and interacting with others in socially appropriate ways –They are often unable to understand other people’s thoughts –They don’t seem to have insight about their own thoughts They may have deficits in the executive functions that limit these children’s metacognitive skills

Autism Autism is a spectrum disorder so it can take mild to more severe forms Common behaviors of children with autism include: –Repetitive body movements –Self-stimulation activities –Inflexible with routines –Delayed language skills

Autism Affects about 35 out of every 100,000 children in the US –Boys are 4 times more likely to suffer –Rates are rising Strong genetic ties to the disorder Research suggests possible limbic system or midbrain immaturity Effectiveness of treatment depends on severity of symptoms