PSYC 2290 Lecture Notes - Lecture 7: Phonics, Problem Solving, Childhood Amnesia
26 Jun 2018
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PSYC 2290 Child Development
Chapter7
Chapter 7 Cognitive Processes and Academic Skills
7.1 Memory
The length of memory improves with age
- 2-3 months: able to remember events, for a few days (not long memory to learn)
- Over time, Vulnerable to forget; A cue can serve to dredge up a forgotten memory
(unless there is sth trigger their memory)
- 1.5 years might remembered for more than 3 months
- Improve their remember strategy
Hippocampus and amygdala not fully developed until 2 years
- Central to transform memory(information) to long term/ short term memory
Prefrontal cortex development assists memory as well
- Young children retrieving is more difficult; they have limit STM and working memory
Memory Strategies
Memory strategy: an action to promote remembering
Pre-school try to remember things; by touching and looking things, which is not so effective
Rehearsal: repeating information that must be remembered
- 7 years old touch less (mentally rehearsal)
Organization: structuring material to be remembered so that related information is placed
together. (10-12 fully develop)
- 4(maybe 10?) years old starts organize in particular way
Clustering/ chunking (assists working memory)
- Gather related information make categories
Elaboration: expanding information, link new things with learned previous things)
- Starts at 8 years old
- Verbal elaboration: was encouraged ask “why” question about the material
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PSYC 2290 Child Development
Chapter7
- Visual elaboration(young children have more difficulties): constructing visual images relating
to the material
External memory aids
- Older children (9-11) would do it in this way, e.g. write things down
Metacognition (understanding how you think how things, understanding the connection
between goal or to do well on tasks)(monitor how those strategies work)(e.g. switching
different strategies)
Selection of best strategies
- Elementary school years start identify different kind of memory strategies
- Adolescence have better able to pick best strategies
- Memory previous strategies used; will compared weakness and strengths
Metamemory (understand how memory works)
- Diagnosing memory problems accurately and monitoring the effectiveness of memory
strategies are two important elements
- Understanding memory and how they work; know how well is self-memory
Metacognitive knowledge
- Link to metamemory
- When children become much more aware of attention, thinking, goals, intention….
- Increase rapidly during elementary school years
Cognitive self-regulation
- Skill at identifying goals, selecting effective strategies, and monitoring accurately
- When children set up goals, choose best way to archive might switch strategies
Knowledge and Memory
Networks of knowledge of concepts
-Categories (LTM)
-Relationship between categories (e.g. there’re many cat, and this is my cat)
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PSYC 2290 Child Development
Chapter7
-Properties of concepts: e.g. an elephant has trunk, different animals’ sounds
-Scripts: a memory structure used to describe the sequence in which events occur
(if it is a cat, what features make it a cat?)
- Young child has fewer entries and fewer and weaker connecting links
- If specific experience does not match with knowledge, the experience is sometimes
forgotten or distorted.
Storing information verbalization (verbatim) or by the gist
- Focus on the words rather than content
- E.g. if you’re a child mom, he wants you to read a book to him repeatedly (like, every
night), because he knows the words and so he can read it with you, he might forget the
contents
Autobiographical Memories
Autobiographical Memories: memories of personal experiences (episodic memory)
(describe yourself)
Form in preschool (3-4 years)
Language skills and sense of self solidifies these memories
Personal experience from the earliest years usually cannot be recalled because of inadequate
language to inadequate sense of self
After infants begin talk, understand past and future events better (the time concept)
- Guidance from adult to enhance memory
- Teaching to create memory; give cues
- E.g. Did you have fun with Tim last night? What did you play? What did you play?
- Cultural differences: adult in Europe and North America typically remember more events
and in detail. the elaborative style is less common among Asian parents
Infantile amnesia: the inability to remember events from one’s early life
Children’s Testimony (Eyewitness testimony) (school age child memory is quite similar to adult)
Vulnerability to leading questions
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Document Summary
2-3 months: able to remember events, for a few days (not long memory to learn) Over time, vulnerable to forget; a cue can serve to dredge up a forgotten memory (unless there is sth trigger their memory) 1. 5 years might remembered for more than 3 months. Hippocampus and amygdala not fully developed until 2 years. Central to transform memory(information) to long term/ short term memory. Young children retrieving is more difficult; they have limit stm and working memory. Pre-school try to remember things; by touching and looking things, which is not so effective. Organization: structuring material to be remembered so that related information is placed together. (10-12 fully develop) 4(maybe 10?) years old starts organize in particular way. Elaboration: expanding information, link new things with learned previous things) Verbal elaboration: was encouraged ask why question about the material. Visual elaboration(young children have more difficulties): constructing visual images relating to the material.
