2. • Encoding
COGNITIVE (perception, attention)
DEVELOPMENT
• Biological Maturation
As children (specific increases of
grow older efficiency due to the
they are able biological maturations of
to process brain connections)
information • Working Memory (i)
Automatization, (ii) Encoding
more rapidly (comparing, storing)
and with more • Long Term Memory (activate
efficiency. memories, efficient
organizational skills, retrieve)
3. Encoding • Educational Aim: To gain
Attention
and maintain attention in
relation to maturational
factors.
• (i) Use Signals
Perception • (ii) Reach out rather than call out
• (iii) Provide clear
instructions/objectives
• (iv) Incorporate variety, curiosity and
surprise
• (v) Ask questions
• (page 239)
4. Guideposts for working with School-
Aged Children
• ATTENTION
• Selective attention improves with age.
• (i) Attract their attention.
• (ii) Help young children avoid distractions
• (provide them with quiet work environments).
• (iii)Organize main points and help children
focus their attention to them.
5. Working • Educational Aim: To
Memory manage the cognitive load
and keep the information
Maintenance activated.
rehearsal • (i) Provide for repetition and review
of information
• (ii) Engage in Elaborative rehearsal:
• (a) Present material in a
clear, organized way.
• (b) Help students separate essential
from non-essential details.
Elaborative
• (c) Provide “chunking” as a method
rehearsal to circumvent the limited capacity of
working memory.
6. Long Term Memory – The integration of new
information with knowledge already stored in
long term memory
• Explicit Memory Semantic memory – meaningful
memories stored as
facts, concepts, propositions, and
schemas.
Episodic memory – sequence of
events
Our of awareness memories: action
scripts, procedural
• Implicit memory memories, classical conditioning
memories.
7. Long Term • Educational Aim : (1) The
Memory development of efficient
ELABORATION strategies which link input
(connects new to output: (a) Storing
information to
existing) Information to Long term
memory in an organized
ORGANIZATION manner.
(creating ordered
networks of relations) • (b)Retrieving Information
CONTEXT (physical or
emotional background
associated with an
event
8. Guideposts (continued)
• KNOWLEDGE BASE (what children have
stored in the long term memory)
• (i) Increase knowledge base.
• (ii) Relate new information to existing one in
knowledge base.
• (iii) Have realistic goals and organize new
information to existing knowledge base.
11. Guideposts (cont.)
• MEMORY (storing and retrieving)
• Mnemonic Strategies :
• (a) Rehearsal: 5 yrs and younger tend not to
rehearse, 6-7 yrs engage in passive or single item
rehearsal (dog, dog), middle childhood engage in
active or multiple item rehearsal.
• (b) Organization: Give mnemonic advice and
teach mnemonic strategies.
• (c) Discuss with children the strategies there are
using to remember better and let them share
their strategies with one another.
12. Acronyms: a form of abbreviation
• Spelling Acronyms
• The following mnemonics are sentences or phrases in which the
initial letters of the words spell out a word which many people find
rather tricky to spell.
• BECAUSE
Big Elephants Can Always Understand Small Elephants
RHYTHM
Rhythm Helps Your Two Hips Move
• List Order Acronyms- Chain mnemonics
• Order of colors in the rainbow, or visual spectrum:
(Red, Orange, Yellow, Green, Blue, Indigo, Violet)
Richard Of York Gave Battle In Vain.
• Order of taxonomy in biology:
(Kingdom, Phylum, Class, Order, Family, Genus, Species)
Kids Prefer Cheese Over Fried Green Spinach.
13. Mnemonic Examples
Rhyme Mnemonic for the number of days in each month:
30 days hath September, April, June, and November.
All the rest have 31
Except February my dear son.
It has 28 and that is fine
But in Leap Year it has 29.
Image Mnemonic
Model Mnemonics (visual images and demonstrations)
14. The Process of Association and its Role
in Memory
• UNCONSIOUS and CONSIOUS Associations.
• Help students associate what you are trying
to make them learn with something they
already know.
• Look at Table 7.3 p. 258 for “Top Ten Tips for a
Better Memory”.
15. Guideposts (cont.)
• Cognitive Efficiency and Speed of Processing
• 1. Biological Maturation
• 2. Effects of Practice (eg.
Repetition, Memorization, meaning )
• 3. Automaticity
16. IPS in relation to the central Issues of
Cognitive Development
1. NATURE vs. NURTURE 2. QUALITATIVE vs.
DEBATE QUANTITATIVE
CHANGES
3. CRITICAL vs.
SENSITIVE PERIODS 4. LEARNER’S
OF DEVELOPMENT ACTIVITY LEVEL
an INDIVIDUAL
DIFFERENCES
17. Information Processing Perspective
• The perspective • The perspective uses the
recognizes equal computer as a metaphor
contributions from nature for cognitive
and nurture with development and
children’s social and examines the role of
cultural experiences attention and memory in
influencing the type and how children process
rate of skill development. information.
Older children (middle school years) process information
more quickly, exhibit improved attention, have extensive
knowledge base, more automated skills, and use more
sophisticated mnemonic strategies. Quantitative
Cognitive Changes produce a more efficient, quicker and
sophisticated learner.
Editor's Notes
Everything has to do with quantitative changes, more is better, bigger is better, more efficiency, more time and experience. Encoding (better attention spans, devices, being able to know how much they should focus, etc., better perceptions, can put meaning to more stimuli around them and therefore attend to them) Biological Maturation (they help the child use the tool in a more efficient way than when he was 2 or something. Like with a new computer, same tool, different connections). Working memory (aka short term memory. The moment information is processed automatically, that’s the moment where the child’s mind is free and has energy to attend to different things-automatization. We do have limited capabilities, we can’t process all the information in our environment. Therefore automatization is important because of our selective attention, we can attend to much more. The more automatization you have the more information you can process from your environment because it takes less effort). Long Term memory (if you don’t have a large knowledge base, it’ll be harder for you to relate and connect. Better ways to organize what information should be store in long term memory and do it in such an organized fashion that it can become easily retrieved.)
We need to find specific ways to attract their attention.
