2 months old 3 days 3 months old 78 days 6 months old 21 days Training the

2 months old 3 days 3 months old 78 days 6 months old

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2 months old – 3 days 3 months old – 7/8 days 6 months old – 21 days Training (the initial try -> learning) vs. Reactivation  “reminder” experience – memory lasts longer when reactivated Learn  remind  good memory What about older children? (2 year olds +) - Processing efficiency (speed and number of bits of information we can handle) improves with age - Short term memory capacity increases with age - digit span / letter span / word span  how many random numbers/letters/words/ etc would be remembered -processing speed increases with age (age 12 basically adult memory) - Easier to do mental math if you have knowledge of easier stuff  experience is responsible for quick improvements and knowledge gain Why? Neural development (mylenation, synapses, etc) and experience Executive Processes -Strategies we implement when trying to think (help us think better, useful for new information or something difficult) 1 . Self monitoring : paying attention to what’s easy for you and what’s hard for you (age 4+) 2. Planning/strategizing : how would you approach a new type of problem, developing a plan is important to the process of cognitive development (hard to pick up on before age 4) 3. Self regulation : once you have monitored your performance, do things you should be doing, avoid things you shouldn’t be doing-implement plan (age 8-10) ** People who do well academically are good at the points above Developmental course of self-regulation ability : People who are better at self regulated, more liked, better jobs-social, emotional, and intellectual success How does it develop?: A not B task, the failure of this task is about the failure to inhibit a response (can’t stop yourself from reaching): if you really know its in B but can’t stop yourself from searching A, you have a self regulation problem
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Luria’s tasks : tasks to measure response inhibition: “hand task”- tell kid whenever you make a fist, they need to make a fist. Then if I point my finger, you point your finger. CHANGE: if I make a fist, you point your finger. If I point my finger, you make a fist. Kids really mess up on this. (cant until age 4) Huge leap in performance between ages 4-7 Developmental course of self-monitoring ability : Cant before age 4 or 5 Developmental course of planning/strategizing ability Cuvo: task: earn money by remembering words Different words have different $$ value Ideally, try to remember higher value words to make more money 5 th graders – no strategy, don’t plan  just memorize down the list 8 th graders – try to make a strategy uni kids – memorized the higher value words to make more money first! Memory Strategies 1. Rehearsal  repeat, repeat, repeat Really young kids suck at repeating Takes 6-7 years to develop -DeLoach’s hidden toy task : hide toy from 2 year olds somewhere really easy -tell them they’ll have to look for the toy in 4mins but meanwhile can play around with other toys -at the 4 minute mark they can’t remember where the toy was
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  • Summer '16
  • Cirelli
  • Intelligence quotient, Theory of cognitive development, Object permanence

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