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Child Psychology, Chapter 4.2

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  • 1. Information-Processing Approach Chapter 4.2 1
  • 2. #1 Information-Processing Approachhttp://www.youtube.com/watch?v=zCLotWLfjd0 2
  • 3. Information Processing Piaget Step by step changes Stages Information processing Gradual changes How we learn calculus 3
  • 4. Information-Processing Approach Emphasizes how individuals Manipulate information Monitor Strategize 4
  • 5. Information Processing Theory Sensory information economics history religion culture science literature Information is taken into brain Information gets processed, analyzed, and stored until use RETRIEVAL Information is used as basis of behaviors and interactions INPUT math STORAGE 5
  • 6. 6
  • 7. 7 Memory Information Processing Theory  Memory Retention of information over time  Sensory memory Very brief Lasting 1/2 to 1 second Unless attended to Extensive memory for sensory events.
  • 8. Short-term memory (STM) Working memory  Holds 5-9 memories  Up to 30 seconds Limited in capacity compared to sensory memory If no rehearsal lost Memory Information Processing Theory 8
  • 9.  Short-term memory (STM)  Greatest increase during early childhood o 2 yrs., 5 mo.'s o 2 digits o 7 yrs. o 5 digits o 17 yrs. (adult) 7 digits 9 Memory Information Processing Theory
  • 10. Memory Information Processing Theory 9857654 • 2 digits 98 2 yrs., 5 yrs. • 5 digits 985767 yrs. • 7 digits 9857654 17 yrs. (adult) 10
  • 11. Short term memory Recent models  Named: Working memory  Stores info  Processes info o Retrieves info from LTM o To put in context 11 Memory Information Processing Theory
  • 12. Long-term Memory Large capacity Stores information relatively permanently. 12
  • 13. Information Processing Theory Long term: unlimited Becomes more accurate Varies among individuals, affected by age & experiences 13
  • 14. Memory Information Processing Theory Short term New mammal LTM: place in file To long term 14
  • 15. Information Processing Children’s LTM accuracy Increases with age Improves with cues & prompts Age differences in suggestion susceptibility Individual differences in susceptibility 15
  • 16. Interviewing techniques can distort reports 16
  • 17. Information Processing Children may give false info Even when no motivation to falsify Factors affect reliability of eyewitness testimony Such as? 17
  • 18. Memory Information Processing Theory Middle school Memory more sophisticated Learn simple strategies Flash cards 18
  • 19. Memory Information Processing Theory Adolescence More experience in life Abstract thinking No thumbs? Able to hold more data at once Coaching sports Knowledge 19
  • 20. Memory Information Processing Theory  Strategies begin to  Process what is happening now Do I agree? Repetition Talk to other’s about it  Elaborate  Images  Organization  Support Asking questions  What we process we learn20
  • 21. 21 Information Processing adolescences Areas of improvement Memory increases in: Capacity Functioning Executive functioning Decision making Critical thinking Thinking reflectively Evaluating evidence
  • 22. Memory Information Processing Theory  Adolescence Able to hold more data at once Coaching sports Long term memory Prior knowledge Ex: Skills of various players Working memory (stores & processes information) Use prior knowledge to formulate game plan All work together 22
  • 23. Memory Information Processing Theory Ex: Coaching Long term memory Prior knowledge Ex: Skills of various players Working memory (stores & processes information) Use prior knowledge to formulate game plan23
  • 24. Memory Information Processing  Processing speed tasks  Early childhood Increases rapidly  Adolecence Slows down Improves slightly after 16  Processing speed language  Faster at 9 yrs. Levels off 14 yrs. 24
  • 25. #6 Don’t touch me! 25
  • 26. #7 Kids Arguing 26