MARKET 1 Lecture Notes - Lecture 29: Metacognition, Railways Act 1921, Working Memory
Document Summary
How children develop attention, memory, and self-management skills to succeed at diverse tasks. Effort to uncover mechanisms of change: encoding information, recoding, decoding. Sensory register: sights and sounds represented directly, stored momentarily. Short-term memory store: retention of attended-to information, basic capacity (how many pieces of information can be held at once (for adults average is 7)) Central executive: directs flow of information. Implements basic procedures: coordinates incoming information with information already in system, conscious, reflective part of mental system, components. Automatic processes: evolve from effective joint processing between wm and central executive, require no wm space, permit us to focus on other information whilst performing them (e. g. driving) Basic capacity, processing speed, and executive function improve with age. Lower capacity in lower ses children can be explained by exposure to stress: stress can damage brain structure and function. Case"s neo-piagetian theory: based on piaget"s stages, 3 contributing factors to cognitive change, brain development, practice with schemes and mechanisms.
