Cognitive Development:Cognitive Processing PerspectiveCompeting approach to Piaget, less attention paid to Developmental issuesFrom: Steyvers, M., & Tenenbaum, J. (2005). Cognitive Science, 29(1), 41-78.

InputObserved EnvironmentEncodingManipulationMindRecode, decode, storeOutputObserved ActionsRetrieve, response

Computer analogy

A Model of the Human Information Processing System (Figure 7-1)Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Key Ideas in IPTInformation Processing Theory focuses on the specific ways in which people think about (process) the information they receive

Input from the environment provides the raw material for cognitive processingSensory register component of memory that holds incoming information in an unanalyzed from for a very brief time (2-3 seconds or less)

Human memory includes two storage mechanisms in addition to sensory registerWorking memory component of memory that enables people to actively think about and process a small amount of informationLong- term memory component of memory that holds knowledge and skills for a relatively long period of timeTeresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Key Ideas in IPT (contd)Attention is essential to the learning processA variety of cognitive processes are involved in moving information from working memory to LTMPeople control how they process informationCentral executive component of the human information processing system that oversees the flow of information throughout the systemCognitive development involves the gradual changes in various components of the IP systemTeresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

A. Sensory Register detects visual, auditory, haptic (touch), smell, taste, temperature, pain, body position information filters out much of the world's potential information limited capacity seconds before decay unconscious

B. Working memory Encoding: recasts sensory information into meaningful representations suitable for manipulation, using strategies likerehearsalorganizationelaboration

Limited in capacitydecays quickly, 15 to 30 seconds, if not processed further

Encoding/Learning Strategies

Rehearsal attempting to learn something by repeating it over and over; repetition

Organization attempting to learn something by identifying relationships among pieces of information as a way of categorizing them

Elaboration embellishing on new information based on what you already know (using prior knowledge)

Environmental factors, e.g., culture, affect the kinds of strategies that children developChildren are more likely to use effective learning strategies when teachers and other adults encourage their use, or when it is culturally meaningful

Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

C. Long-Term Memory (LTM)The ability to remember information in LTM appears very early and improves with ageChildren increasingly have conscious awareness of the pastInfantile amnesia general inability to recall past events during the early years of lifeThe amount of knowledge stored in LTM increases many times overKnowledge base ones knowledge about specific topics and the world in generalChildrens knowledge about the world becomes increasingly integratedSchemas tightly integrated set of ideas about a specific object or situationScripts schema that involves a predictable sequence of events related to a common activityChildrens growing knowledge base facilitates learningTeresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Thinking and Reasoning Thought increasingly makes use of symbolsSymbols mental entity that represents an external object or event, often without reflecting its perceptual and behavioral qualities

Logical thinking abilities improve with ageSome logical thinking is evident in infancyPerceive cause and effect relationships as young as 6 months oldReasoning is still influenced by personal motives and biases

Gestures Sometimes foreshadow the emergence of more sophisticated thinking and reasoning (e.g., Conservation task)Appear to provide a way for children to experiment with cognitive ideasTeresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

D. Central ExecutiveDirects flow of information; coordinates influence of LTM onto STM, monitors effectiveness of strategies (metacognition)

1. Attention

2. Automatization

3. Conceptually-driven processes

4. How knowledge is represented (depth of processing, use of control processes)

Metacognitive Awareness

Metacognitive awareness extent to which one is able to reflect upon the nature of ones own thinking processesAwareness of the existence of thought (age 3)Awareness about ones own thought processes Although preschoolers have the words know, remember, and forget in their vocabulary, they do not fully grasp these concepts until elementary and secondary school yearsAwareness of limitations of memoryChildren are overly optimistic about memoryOptimism of memory abilities is beneficial for cognitive development

Knowledge about effective learning and memory strategiesChildren learn more effective memory strategies and how to apply them as they get olderRepetition and elaboration are increasingly understood and used

Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Greta, Age 4 This race car won the Bronze medal before and now he is dreaming of winning the Gold or Silver medalGreta, Age 4This pirate is laughing and saying that he has a thousand dollars for anyone who can catch him

Social Construction of MemoryAdults help children reconstruct events that the two of them previously shared and stored in their LTMs

Benefits of talking about past eventsChildren are more likely to remember events if they talk about itChildren learn the important things to rememberChildren learn the appropriate values for their cultureChildren learn to use a narrative structure for story telling

Downside to talking about memoriesChildren are susceptible to leading questions

Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third editionCopyright 2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Co-regulated learning process through which an adult and child share responsibility for directing various aspects of a childs learningCommunity of Learners (Bruner, Brown & Campione)Creating a school environment where children learn to think deeply about serious matters Collaborative Learning Blend of social constructivism and information processing approach

Key learning principles for a Community of Learners (Meece, Child & Adolescent Development for Educators, 2002, p. 195)

Agency Both teachers and learners routinely engage in the search for meaning and understanding

Collaboration Both teachers and students must share in developing and sustaining the community of learning. Teachers help guide students to deeper levels of understanding, but learning is a shared and joint activity; also collaboration among students

Reflection The classroom is designed to stimulate active exchange of ideas and discourse; discussion, critique, self monitoring of comprehension

Deep discipline inquiry Students engage in disciplined inquiry on a central theme that can sustain in-depth research over time (research, evidence, seeking expert advice, sharing results

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