Lecture Outline: Information Processing Theories Common Features Development of Memory –Types of Memory –Factors Influencing Memory Development Basic Processes Strategy Use Content Knowledge

Information Processing Theories Common Features: Cognitive development is viewed as continuous rather than discontinuous

Comparisons are drawn between information processing of computers and that of humans –Computer’s ability to process information is limited by its Hardware (e.g., memory capacity, speed/efficiency of operations) Software (e.g., strategies, information available) –Individuals’ thinking is limited by Memory capacity Speed/efficiency of thought processes Availability of relevant strategies and knowledge

Development of Memory Types of Memory Short-term (working) memory: “Workspace” in which information is actively processed –Can hold and operate on between 1 and 10 items (words, numbers, etc.) for up to a minute –Capacity and speed of operation increases greatly over the course of childhood and adolescence

Long-term memory: Information retained on an enduring basis –Can hold an unlimited amount of information for unlimited periods of time –Includes knowledge and skills –Long-term memory increases over the course of childhood and adolescence

What Factors Influence Memory Development? Basic Processes –Simple, most frequently used mental activities Exs: recognizing objects as familiar; recalling facts and procedures; generalizing from one instance/event to another; encoding

–Encoding: Process of representing in memory information that draws attention or is considered important

Speed/efficiency of basic processes increases most rapidly during childhood but continues to increase through adolescence

Strategy Use –Strategy: A general plan or set of plans intended to achieve a goal

Specific Memory Strategies Rehearsal: Repetition of information –Spontaneous use of this strategy emerges around age 5 Repeat an item as it is presented –Younger children do not typically use cumulative rehearsal (repeating all items in a list each time a new item is added) –When younger children are instructed to use cumulative rehearsal, memory performance improves

Organization: Grouping items on the basis of similarity –By approximately years, children tend to recall related items together –When younger children are instructed to use organization, memory performance improves

Elaboration: Creating a meaningful relationship between two items (verbally or visually) –Typically tested using paired-associates procedure Two words are paired (e.g., bear-blanket) –Test: One word is presented and participant must recall other word –Children rarely use elaboration spontaneously –If instructed to use visual or verbal elaboration, memory performance improves

Content Knowledge –Greater knowledge increases children’s ability to remember new information because they can relate it to information they already know When children know more about a topic than adults, their memory for new information about the topic is often better than that of adults –Ex: Chi (1978) »Tested memory for novel chessboard arrangements in child chess experts and novice adults

–Scripts: A type of knowledge about how some type of everyday event usually goes Ex: eating at a restaurant; grocery shopping