Child Development Ninth Edition Laura E Berk Chapter
Child Development Ninth Edition ● Laura E. Berk Chapter 7 Cognitive Development: An Information-Processing Perspective © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Information-Processing Approach § Computer metaphors for human mental functioning § Useful for researchers § Simulations § Track physical movements and patterns § Clear and precise © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Human Information-Processing System Store Model Figure 7. 1 © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Implications for Development § Increases in broad areas: § Basic capacity § Processing speed § Executive function © Stacey Lynn Payne | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Neo-Piagetian Perspective § Accepts Piaget’s stages § Also suggests change within each stage § Due to increases in working-memory capacity § Brain development § Practice with schemes and automization § Central conceptual structure formation © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Siegler’s Model of Strategy Choice § Evolutionary perspective § Generate variety of strategies § Variation and selection § Adaptive © Nagy-bagoly Ilona | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Overlapping-Waves Pattern § When facing a problem or task, children: § Try variety of strategies § Observe how well they work § Gradually select those leading to rapid, accurate answers Figure 7. 3 From R. S. Siegler, Emerging Minds: The Process of Change in Children’s Thinking. Copyright © 1996 by Oxford University Press, Inc. Used by permission of Oxford University Press, Inc. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Speech–Gesture Mismatches § Children with speech–gesture mismatches in transitional state § Considering two contradictory strategies § Sign of learning readiness § Parents and teachers § Use children’s gestures to provide opportune instruction § Use gestures while teaching © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Development of Attention § Sustained § Selective § Adaptable © Monkey Business Images Ltd | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Development of Sustained Attention § Increases sharply between 2 to 3½ years § Prefrontal cortex growth § More complex play goals § Adult scaffolding § Selective attention gains © Adrin Shamsudin | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Selective Attention Gains from Age 6 to 11 Figure 7. 4 Adapted from Tabibi & Pfeffer, 2007. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Cognitive Inhibition § Ability to control distracting stimuli § Internal – thoughts § External – distractions § Improves from infancy on thoughts and behavior § Gains on complex tasks from middle childhood to adolescence § High-quality preschool education enhances © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Gain in Performance Between Ages 3 and 7 Figure 7. 5 From A. Diamond, 2004, “Normal Development of Prefrontal Cortex from Birth to Young Adulthood: Cognitive Functions, Anatomy, and Biochemistry, ” as appeared in D. T. Stuss & R. T. Knight [Eds. ], Principles of Frontal Lobe Function. New York: Oxford University Press, p. 474. Reprinted by permission of Adele Diamond. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Development of Attentional Strategies § Emerge and refined during four phases: 1. 2. 3. 4. Production deficiency Control deficiency Utilization deficiency Effective strategy use © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Planning § Begins in infancy § Improves with age § Preschoolers sometimes follow simple plans. § School-age children are better planners than preschoolers. § Tools, teaching, and practice help children learn to plan. § Relies on working memory © Chmpagndave | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Steps in Planning 1. Imagine future possibilities. 2. Postpone action to weigh alternatives. 3. Organize task materials. 4. Remember steps of plan. 5. Monitor how well plan works. 6. Revise if necessary. Children need opportunities to practice. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Assessing Preschoolers’ Planning Figure 7. 6 Adapted from Mc. Colgan & Mc. Cormack, 2008. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk ADHD § Inattention, impulsivity, excessive activity § Origins: § Highly heritable § Abnormal brain/neurotransmitter functioning § Environmental factors § Treatment: § Stimulant medication (most common) § Behavior modeling and reinforcement § Family intervention © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Memory Strategies § Rehearsal § Organization § Elaboration © Monkey Business Images | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Culture, Schooling, and Memory Strategies § Everyday use grouping may help to remember objects. § Task demands and culture § Western schooling gives little practice in spatial location techniques. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Media Multitasking Disrupts Learning § Many 8 - to 18 -year-olds regularly media multitask. § Research indicates reduces learning § Explicit vs. implicit memory § Difficulty filtering out irrelevant stimuli © Wong Chee Yen | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Recognition and Recall Recognition Recall § Noticing that § Generating mental stimulus is identical representation of an or similar to one absent stimulus previously § More difficult than experienced recognition § Easier than recall © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Reconstruction § We select/interpret information as it is encoded, stored, or retrieved. § Can happen deliberately or due to “fuzzy trace” Figure 7. 7 Adapted from Brainerd & Gordon, 1994. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Semantic Memory § Vast § Organized § Taxonomically § Hierarchically § Grows from episodic memory § Repeated events form scripts © Fred Goldstein | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Episodic Memory § Recall of personally experienced events § Limited in infants and toddlers § Retrieval better at age 3 or 4 § Semantic knowledge contributes to development. § Must acquire “mental time travel” § Two types: scripts and autobiographical © 2013 Pearson Education, Inc. All rights reserved.
Scripts Child Development Ninth Edition ● Laura E. Berk § Repeated events, usually in causal order § Help children: © Gabriela Insuratelu | Dreamstime. com § § § Organize and interpret Predict Recall Pretend Plan © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Autobiographical Memory § Long-lasting representations of one-time events § Personal meaning § Develop basis after age 2 § Self-image § Time-oriented life story § Parents help develop narrative. § Elaborative § Repetitive § Girls usually better organized, detailed © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Eyewitness Memory § Preschoolers’ testimony less reliable than school-age children’s § § § Less-developed language skills Desire to please Poorer source-monitoring Bias toward specifics; less gist memory Less skill with autobiographical narratives – may leave out details § Suggestibility © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk For Discussion: Children’s Eyewitness Memory A good friend of yours recently experienced a robbery at her home. Her 5 -year-old daughter, Maddy, was sleeping on the couch at the time and woke up as the robbers were exiting the house. A lamp was on in an adjoining room and Maddy saw one of the robber’s faces. When the police arrived, Maddy was able to give a description of the robber and “thought” he was a teenager in her neighborhood. The police arrested the teenager and the case is headed to court. Your friend is unsure if Maddy’s testimony will be accurate, given her young age and the fact that the room Maddy was in was not well-lit. Using research in the text as a guide, how would you advise your friend? If your friend decides to allow Maddy to testify, what should she do to prepare Maddy for the experience? What should she avoid, and why? © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Infantile Amnesia Figure 7. 8 The Magic Shrinking Machine, used to test young children’s verbal and nonverbal memory of an unusual event From G. Simcock & H. Hayne, 2003, “Age-Related Changes in Verbal and Nonverbal Memory During Early Childhood, ” Developmental Psychology, 39, pp. 807, 809. Copyright © 2003 by the American Psychological Association. Reprinted with permission of the American Psychological Association. Photos: Ross Coombes/Courtesy of Harlene Hayne. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Metacognition § Awareness and understanding of various aspects of thought § Develops with: § Theory of mind § Knowledge of mental activity § Cognitive capacities § Strategies § Task variables © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Promoting Children’s Cognitive Self-Regulation ü Stress importance of planful learning. ü Suggest effective learning strategies. ü Emphasize monitoring of progress. ü Provide for evaluation of strategy effectiveness. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Fostering Emergent Literacy § Spoken language skills § Phonological awareness § Adult conversations § Informal literacy experiences § Interactive reading § Games § Writing § Training, books for low-SES families © 2013 Pearson Education, Inc. All rights reserved.
Middle Childhood Literacy Child Development Ninth Edition ● Laura E. Berk § Combines informationprocessing skills § Phonological awareness § Processing speed § Visual scanning § Balanced reading instruction combines: © Monkey Business Images | Dreamstime. com § Whole language § Phonics © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Early Childhood Mathematical Reasoning § Ordinality § Relationships between quantities § 14 to 16 months § Cardinality § When counting, last number is the total § 3½ to 4 years © Jperagine | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Mathematics and Middle Childhood § Math instruction in school should combine: § Extensive practice § Number sense § Poor students rely on memory or clumsy techniques. § Explore concepts and strategies for best achievement. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Hypothetical Thinking Task Figure 7. 11 Which features of these sports balls—size, color, surface texture, or presence or absence of ridges—influence the quality of a player’s serve? Adapted from Kuhn, Amsel, & O’Loughlin, 1988. © 2013 Pearson Education, Inc. All rights reserved.
Scientific Reasoning Child Development Ninth Edition ● Laura E. Berk § Coordinating theory with evidence § Improves with age § From childhood through adulthood § Individuals vary § Contributing factors © Susanne Neal | Dreamstime. com § § Working-memory capacity Exposure to complex problems Metacognitive understanding Open-mindedness © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk Evaluation of Information. Processing Approach Advantages Limitations § Breaks complex cognitive activities into precise components § Provides details of ageand skill-related differences § Describes precise mechanisms of cognitive development § Components hard to combine into broad picture § Computer metaphors simplify real-life experience; overlooks nonlinear aspects, interaction with others § Slow to include biology, evolution © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk For Discussion: Supporting Advances in Information Processing Throughout Chapter 7, there are numerous examples of how adults contribute to advances in children’s information processing. Select one aspect of information processing, such as attention or memory, and list ways in which adults can support development in this area. Be sure to consider developmental differences. For example, adolescents will require different types of adult support than school-age children. © 2013 Pearson Education, Inc. All rights reserved.
Child Development Ninth Edition ● Laura E. Berk This multimedia product and its contents are protected under copyright law. The following are prohibited by law: § Any public performance or display, including transmission of any image over a network; § Preparation of any derivative work, including the extraction, in whole or in part of any images; § Any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.
- Slides: 41