Chapter 7 learning goals
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Chapter 7 learning goals






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Chapter 7 learning goals Chapter 7 learning goals Document Transcript

  • Chapter 7 Learning Goals1. Explain the information-processing approach and its application to development. • What is the information-processing approach and how can it be applied to development? • How does processing speed change developmentally?2. Define attention and outline its developmental changes. • What is attention? • What are three ways that people allocate their attention? • How does attention develop in infancy? • How does attention develop in childhood and adolescence? • How does attention change during the adult years?3. Describe what memory is and how it changes through the life span. • What is memory? • What are memory’s processes? • What is involved in constructing memory? • Can new information alter memories? • How does memory develop in infancy? • How does memory change in childhood? • What are some changes in memory during the adult years?4. Characterize thinking and its developmental changes. • What is thinking? • What characterizes concept formation and categorization in infancy? • What is critical thinking? • Do children and scientists think in the same ways? • What are two important aspects of problem solving? • What are some changes in thinking during adolescence? • What are some changes in thinking in adulthood?5. Define metacognition and summarize its developmental changes. • What is metacognition? • How does the child’s theory of mind change during the preschool years? • How does metamemory typically change during childhood? • How does metacognition change in adolescence and adulthood? Key Terms Attention Fuzzy trace theory Schemas Automaticity Implicit memory Selective attention Critical thinking Joint attention Semantic memory Divided attention Long-term memory Short-term memory Elaboration Memory Source memory
  • Encoding Metacognition Strategy constructionEpisodic memory Metamemory Sustained attentionExecutive attention Prospective memory Theory of mindExpertise Reciprocal teaching ThinkingExplicit memory Schema theory Working memory Key People A. Baddeley Maria Gartstein Mary Rothbart Charles Brainerd Jean Mandler Carolyn Rovee-Collier Ann Brown Carolyn Nesselroade K. Warner Schaie Judy DeLoache Michael Pressley Robert Siegler Nancy Denney Valerie Reyna Sherry Willis