1. LIFE-SPAN DEVELOPMENT7
A Topical Approach to
LIFE-SPAN DEVELOPMENT
Information Processing
John W. Santrock

2. What Is the Information-Processing Approach?
Analyzes the ways people process information about their world
Manipulate information
Monitor it
Create strategies to deal with it
Effectiveness involves attention, memory,
thinking

3. Computers and Human Information Processing
The Information-Processing Approach
Computers and Human Information Processing
Fig. 7.1

4. Simplified Model of Information Processing
The Information-Processing Approach
Simplified Model of Information Processing
Fig. 7.2

5. Does Processing Speed Matter?
Linked with competence in thinking
For many everyday tasks, speed is unimportant
Efficient strategies can compensate for slower reaction times and speed
Processing linked to accumulated knowledge and abilities to perform

6. What Is Attention? Focusing of mental resources
Three ways attention can be allocated
Sustained attention
Selective attention
Divided attention

7. Concentrating on more than one activity at a time
Attention
Types of Attention
Sustained Attention
Selective Attention
Ability to maintain attention to selected stimulus over prolonged period; also called vigilance
Focusing on specific aspect of experience that is relevant while ignoring others
Divided Attention
Concentrating on more than one activity at a time

8. What Is Memory? Retention of information over time
Allows humans to span time in reflection over life’s activities
Memory has imperfections

9. Memory
Processes of Memory
Fig. 7.5

10. Constructing Memories
Memory
Constructing Memories
Schema theory
Many reasons why memories are inaccurate
People construct and reconstruct memories; mold to fit information already existing in mind
Schemas: mental frameworks that organize concepts and information; affects encoding and retrieval

11. Memory
False Memories
New information such as questions or suggestions can alter memories
Concerns about
Implanting false memories in eyewitnesses
Accuracy of eyewitness testimonies at trials
Culture and gender linked to memory

12. Infancy First Memories
Memory
Infancy
First Memories
Rovee-Collier infant memory experiments
Implicit memory: memory without conscious recollection; skills and routine done automatically
Explicit memory: conscious memory of facts and experiences; doesn’t appear until after 6 months

13. Infancy Infantile Amnesia
Memory
Infancy
Infantile Amnesia
Adults recall little or none of first three years
Also called childhood amnesia
Due to immaturity of prefrontal lobes in brain; play important role in memory of events

14. Childhood Memory Considerable improvement after infancy
Short-term memory — memory span for up to 15 to 30 seconds without rehearsal
Working memory — kind of mental workbench for manipulating and assembling information
Make decisions, solve problems
Comprehend written and spoken language

15. Memory
Childhood Memory
Long-term memory — relatively permanent and unlimited type of memory
Children as eyewitnesses
Age differences in susceptibility
Individual differences in susceptibility
Interviewing techniques can cause distortions;
determines if child’s testimony is accurate

16. Long-Term Memory Strategies
Activities to improve information processing
Rehearsal — repetition better for short-term
Organizing — making information relevant
Imagery — creating mental images
Elaboration — engaging in more extensive processing of information

17. Working Memory and Processing Speed
Working memory performance peaked at 45 years of age; declined at 57 years of age
Decline affected both new and old information
Working memory linked to
Reading and math achievement
Processing speed

18. Explicit and Implicit Memory
Part of long-term memory systems
Explicit memory: conscious or declarative memory
Episodic memory—retention of information about where and when of life’s happenings
Semantic memory—one’s knowledge about world including field of expertise
Implicit memory: routine skills and procedures

19. Source Memory Ability to remember where something was learned
Contexts of
Physical setting
Emotional setting
Identity of speaker
Failures increase with age in adult years; relevancy of information affects ability

20. Prospective Memory Remembering to do something in the future
Age-related declines depend on task
Time-based tasks decline more
Event-based tasks show less decline

21. Influences on the Memory of Older Adults
Physiological and psychological factors
Health
Beliefs, expectations, and feelings
Education, memory tasks, assessment
Training and mneumonics improve memory
Method of loci: storing mental images
Chunking: put into manageable units

22. What Is Thinking? Manipulating and transforming information in memory
Reason, reflect, evaluate ideas, solve problems, make decisions
Concepts — categories that group things
Perceptual categorization: as young as 7 mos.
Categorization increases in second year; infants differentiate more

23. Critical Thinking Grasping deeper meaning of ideas Involves
Ask what, how, and why
Examine facts and determine evidence
Recognize one or more explanations exist
Compare various answers, select the best
Evaluate before accepting as truth
Speculate beyond what is known

24. Critical Thinking Few schools teach to students Encourage by
Students recite, define, describe, state, list
Students not asked to analyze, create, rethink
Encourage by
Presenting controversial topics for discussion
Motivate students to delve deeper into issues
Teachers should refrain from giving own views

25. Scientific Thinking Aimed at identifying causal relationships Children
emphasize causal mechanisms
more influenced by happenstance than by overall pattern
Cling to old theories regardless of evidence
Have difficulty designing experiments

26. Scientific Thinking Problem solving and children
Teach strategies and rules to solve problems
Teacher is model, motivate children
Use effective strategy instruction
Encourage alternative strategies and approaches
Analogical problem solving:
occurs as early as age 1

27. Thinking in Adolescence
Critical Thinking
If fundamental skills not developed during childhood, critical-thinking skills unlikely to mature in adolescence
Decision Making
Older adolescents appear as more competent decision makers than younger adolescents
Ability does not guarantee every day usage

28. Thinking in Adulthood Practical problem solving, expertise improve
Expertise — extensive, highly organized knowledge and understanding of particular domain
Use It or Lose It — practice helps cognitive skills
Cognitive Training — can help some if skills are being lost
Cognitive improvement tied to physical fitness and vitality

29. Metacognition
What Is Metacognition?
Knowledge about when and where to use particular strategies
Metamemory—knowledge about memory
Theory of mind— curiosity or thoughts about how mental processes work
Changes as child ages

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The End