Information Processing aed Core Knowledge Approaches &[BRE] cpr mat Peng oda bps Nigecai aca nd ea LAM iw ASETS oF WFORAION PROCES AY EEN WT CORE KHOWLEDEE Ce ae Pores Concierge an) St Cube DESCRGE HOW HILOREK DEVELOP ATHEORY OF we APPLICATIONS Brains in a x: Do New Age Tos Deliver on the Promise? ‘icin Rice inca aby ar Wed ee frm ayoing ay. Reseach wo hae sus ingenirenth peil ies he ch Nae ‘Sind now ung iden wo a ern» eld sun as chess preset are tte tee en egr itr om terol of cen, remchrs kao, Now tS reeset, nt tow I chges oe ine The information P Chapter? desrited now Jen Pst ne Lev gti nse ve gen hai of ow han think nd toate cogntie eresprent aptoach ar the secu Spe thee hs ol ‘ning shut ety apie deve furmatenprecesine an eee. cessing Approach to Cognition ‘To thik sw process information (Seer & Aiba, 2005). This observation hi a rece std hw cle abil to encode proce, or, ad tre nor ton changes wth age and expreoce (Kal & Mil, 2006 Klhr 8 MacWhincy, 1958 ‘Mile, 2001; Sigler 2005) The pei information tobe proceed varies hide ‘mute calle die cnn cho spn ew aig a few gue, emerbering the outs a ind oa ot llowing insect FO the eitee Cea enploy a sted of pagal proces nconfonig 2nd Song eich new pce they emntee Some tks eure crf stention 1 ‘Gh duly pew othe ei ste omarion with ino prevouly rovedin eto Sil oes equi deeeinng an appropri sequence of ‘eps to ave at Sluon. The goal ofthe infarmatonproeing apron i pec ‘hese underlying ppeologcalprosetss—and he developmental change they ander, Taformaton processing approaches are oted on a omputer tthe Paylite have oberved that computers could sptenatealytansorn sity of pt into sey of unt. To dot ome ue pee pre that yes ach ep ofthe transformation, Iformation proceing ces sn inthe gal computer + ef smetaphor force human mind I sientt coud pei the sep by which the nnd ansfonms sesory input ita copie or behavioral ast they woud have 3 co plete acount of human thought, Method of dying information pocetsing ince omer simulation, near networks and mire sds, For many infomation procesng theorist, the computer snot juss metapox. It io roi methods compute smiston Ina compute salation, he sesh temp tn por opts ode to ace soe spat of incl eae inthe ume way that haar pede the ber: The es io bul ino the computer rogram wiactres gwledge end computor abies maybe inporant for Gi an probe me Seppe empl tnt you wate es theory of ow fine ee sie ingle ikon problems You mit pore he compe ap there uty thik di Gren we and thease how the computer responds othe sane ks, The progr ss ‘coin geerting the uget bavi —in hs ae the pen of pac reponse ct of your Chery of haw chien ave a he aver ‘Compe silason can ke the form of ae afrls chile nigh wet lve «problem, For esp, grader’ hin igh be cape rake och 2c UF ddend B= siden #2 THEN raves sm memory ELSE count aut the > ‘endo agers] Rele-fued mode ave proved with ich endo ing eogitie development in eel domain Duty hare iyporane weaker ‘Type nls sae dsrpion of copaiiepoceting tone sat adeno snotThey dont wn erent ngs “ody nan appoach all connection step tnt compte silaons that more cel appoint herr of earl ones win the haa ria. Though human dl eomper ve mich n common, te brain snot ule ‘callie ga computer. As youre in Chaper 6th bn scone of ios Cimeoaeed peo te opty of wih ate dpe at at Sowtina machine Concern computer programs seek o aprximae the function of wer stems ‘iogh artifical neural networks ate thn theoagh rng of exit ls ie the ‘toed cootendonal computer pagans, Such networks coms o maple intercon teed poco uni joa the sin conte kil interconnected neurons The sare sang in ier icing nt encode notion soak 2 upton a vente: Network afin contin one ror st of hide don repeeting the information ne o excite he rk Lie ears te ban wit Sorenson long cunt in the net ye ven the umount of action thy ae veccing rates 4 srinthecld. Conesons ong unin vary stg, jut ate fr conection song earns nthe ban, ‘The pater fart event reaches he set of ep ans determine the nee ‘won rspense othe sk (Punk, Kari Soith Bate, Eman, 8 Jhason, 1997). Nara! ewok propanol Ganges wth cpernce Th eon es feback on th sxuncy of ach aso mol comaon sng among thet Wha he reprie caer connections so pedi vented egy wen ‘he tspmeis wong the conection af ween AS sh pater ofan cage ‘osghaut the network Thies hae ering cc an ow ney moe acute respons (5) ‘rence pe sy when ton ea In Chapter 6 yon read Be be brain strated fon of yarn aoa compatr de of exitce deedlpmant that emp inate ee naa oat[CHB omer = irr Peso Lists woRaed Marat In Chapter 2 you ler abut the migent tld era) te wndortenddeslpmental ‘hae: lye es "mths harem ed fo ‘euler derteding of tht gine ces raul eplace old ncoect one. Research can thi sk not only whether the mode rade pote sci a gents bo alo whether the node shows the same ter of lexnng oe ine dt el chldeen demonstrate Manakata 6 MeCleind, 200), ‘When neowort ef sii t human chen, archers cole that they have {Sete apse ol fh ng onan te tk nde inven "The conneroniat approach hs previded init int aot of pecs of copitive evelopment Some topics ince infu perepion (Mares 8 Jeon, 2002), object ‘ernannce (Minsk 1998), Pagan cnc operational concepts (Buckingham 8 $l, 200, tory ering (Marechal Frenchy 8 Guia, 200), concepesal deve ‘opment (Roger e MeCiellan, 2005), and language (McWisnaey & Chang, 195) ‘Dept tre ue the ue of connection ol fr understanding og sin has io been cited. Sire between ach nets and human ran fen tr enggerned, ad conestionit tema alray eis hundreds even thowsad of Trin onde tla simples. Une hurtan thse modes never experience theta toment?ox-erla of insight tat humane ote opr, wich answer singly be Sonne clear (Marci, 201), Frtermore, nck modes ate seve "eae hd eanot ret nent” deliberately in che way young chien can and do (Cowan, 203) Filly ‘Connections model cannot model he role of wool intercon in pomoting Segnitive advances in young chileen Microgenetic Studies Computer simulation pial complesent sd of human performance, which often emplyaicogeneseexhnige, As ou may real os Caper 2 microgenetic tay erin withthe slcton af spl of children who ar hough oben wanton fr th kode aii beng sued —that they are lose to movng ea hghes level ‘tondestnlng Retna ober the ciren in several reson over me a hey tsp to salve a varity of roles that anesthe ability of interest. The goal is 0 Steere process of change ar the change occur. While longitudinal esearch gives Smpshots— pasture ofthe cogaikive stn at diferent points im tre—macogeneti rresuch gies ra movie~a continuo reco of cange terse (Siege, 2008 “An example of cogent soy Sieger and Jenkin (1985) vestigation of il een of ait tates. They selected 10 children who dl ot yet now bow tocounrap fom he ler and when lig spe aritimeti problems (he mira {)) Thee Glen then parsipsted in hee eperiment sessions per week aco Foalof 1 weeks During each sexton they aenpred to ale seven aon problems {rose secon the completo the poles gral incezed. Both videopes ofthe {hides perfomance nd det queoning were wed to infer the aegis unde their sneyes Tough ht aro Sige and Jens were able decane th rad to divconery ofthe nin strategy by een oft eight len who made hough al vrecks Bento these cero they Knew when apd ho th sat thy fis appeared wall or wat preceded and wo what it sbsequeny The cx esis Tale 81 inde the fst apearns of the stey fr one cil Bean: ‘Shee (19%) efi fetes elated cgativeshange for which microgeneti techniques cn provide abable dt: “The pat cognitive change: the sous and level trough which eileen ore in suiting new knowlege. +The of change: hoe quik o oly die Fars of knowlege are mast * Brent f change: when a new comprteney (ach apart arches sea) aud nd how aaoly or brody is ped + Frail te pas of change chiden often donot al flow the sre route in nastering sn concep «The nurs of change the experience and process tough which new know sg is contacted 1, Fagcnens (How mach a6 + Laue (2) (Lang es Nine Es OK how yo now tha Tei id Teed spin Tike. Booed tod. Tinesn 7 ws 8s, & OK Stand ce sn 1. Hw dons hn? Wy id yon cot", 293,45 6.,897 Howeme yal 6737 1s Cone dno eo coet w nb Be Owe hw dion tno yt ens Af ow nme? 1 Whyalla 2 Exprinener (EF OK, Brey how mucha 2+ 5? Baty (By 2+ 5ingon)—6 747. How di yo eo (ered) Newer ote Yeni co? Ju ede ed fer retina ern “uci Why iy sy 6,72 ‘Coa Iwate wa ely (OK wld oust Jou shave cou at on yo it ‘32,2 ut 6,7 pereres e ares re glen ane Sune rea "e rae ore a ees ederstand, ok? | - ene RE ee ere es ae oS | Ee Re eS See Ber oromoror ° sing ojo Dyin te iran praceingaprath ad erie th mutt ying fomatonprceing 1. What ate the gol ofthe information procesting apprich to cogsiton? 2. Kiow does he information proesing approach rele a commute etn? 3 What se the strengths andimieaions of ontons nthe information proceng approach? 4 Wine can we laa fom mierogenetic ies of cognition? WO rest Your Mastery[CBB cops» rata Presi aK epnces Memey Ina ein ey Memory Allinoemtion proeting made rey on her of memory Childen ca len though ‘hei eperiecet ony they can tomehow ein information fom then experience er fine. To be aed all information mas fist enter the bran trough the ese Once ‘her the nfrmaton aay be lost and ths Forgotten Alternative) che infomation may “andeng further mental proeningin which ies encoded and stored be rereved when ended at ts tine "Memory changes with development. Infant’ and young chlderis nemory capa fgg equi limite in comparcon to that of cer cilden. Thus the development of smtemory—of how inorontion i ken in stored nd rived —and its eects on ‘Sle ability to proces information bare bea earl focus for information po ‘essing theories, Figure 81 uss owchart wo show memory as aysem for process ing information. ‘The information procesing flowchart presents the memory tr maelImagine, or sample that» year-old in fst grade lasroom has us head word forthe fist time. This word ener the senery mut, where er image of tls canbe hl, bony fora mater ofmilleconds, The word then moves to sorerm or working ‘memory the cater fr actve and consous pressing. Alehough information rypeaiy Fema in shoretem memory fr oly fe cond various rts may pol i Finally the word may be erancered ong. trm momar, whore can ext deity Gating the word long-term memory’ th aches goal when presenting = new em tobe ltmed Yau ave thats of word stoned in your pentanent memory “The information rocesing model alo shows rybologelproctse volved ia enn: Coto rover alec the maienance of information ands novement Foe ‘Se store oar, Rept sneating meio pecan epics fo ex le the child bili to saya cry ered wor Phe memory ore rode! ote {important aspects ofthe information praceing apeoah Fi the Boca tardies peiely how information flows though the cogiie sem, Second in Imation must heated or proctsed in various ways o conte is ourey the = omen me — f af nergy inane iy ee peomen ee sr 5 : pe = eURE®.1- maton Poceing Moth fen Jong ten memory tore, wher it became par ofthe childs permanent knoe bse, UUndenranding the proesing steps thr occur Between the exter imadon and he hid bbiralesponse the pinary gal. Basic Memory Processes in Infancy Inte infancy children begin o constut thee memories ough cial interaction and soci medation.Tn event memory, for empl, chlren dersop cit frequen of Salar seins or routine erent nth Gly world (Nelson, 196) expe rep sentation af the pial sequence of retin unl contet. Children come ta egal ‘hei sei such 5 the "bt party serge or he "ing tthe oreo he "Bing, ‘3 way home" sexpe—ae natural and lg and mayeven rei tempt change them Seri aeboh the podact andthe proces of constucve nian ean ad to both improved memory and memory distortion. Consrucivememary fer the wi tht india inept the infomation hey ake in rom the word tem ofthe pees ining knowdedge,whichaffce what they rennet Patents andar eprops zac eves during tcl interetion tp chilies devel event nemory ad sen te memo. Autobiographical memory, on the other hang fers ope, peso, snd long lating memory abo the elt Autobiographical memory oct infomation abou unique event rca the fist dy of schol ors vacton to th beach, These me ses are pict foe ie istry and ae cll constructed ough verb and scl ‘Event memory and sutbiogaphical memory ae of pticlrintret oscil ‘url theorists, However, schol using the information proceming approach at ten two othe base oem of memory ht eis ininfn recognition and rl. Reso ion memory seer tothe alization that me objet you are cent percirng at ‘vent hasbeen entered blo When you ini the core anewer amyl Shoice tes for example, you rely oa esognition memory Recall memory refers 0 the ‘steal oFbome pan objec or even whens nu pescepuly preset sing sty {est forcample rz good reall metmnry Mich ofthe ber that you peda at 2 nl woul be impose fou lacked the apa to rcogize and eal previoly ‘Sperenced tin Aecopniion Memory Can infants recognize previouly experienced information? Yes Indeed Maay ofthe findings rm the ty infin person dss in Chapter § ‘ee cognition. Far example, n onder o prefer thir mothers wc, ifn mt ‘eramber that vice. The most common method of tidying wecogiton meory in lnfincy ha ben the habiution-dtabivation procedure, decribed in Chapter 7. ehitnionoccarea tims becomes ua snd che inf’ response to dies. This dain i ponble only if the infane can recone heels for al fo a Without sch memory the infant would experience erry penance ofthe smal ‘ove! event Simi bization can ona ony i the int ble compe the "oy simul some memory ofthe oii. Recognition memory fet emenges from birth and possibly even exter, Thue ‘ren a newborn infant can show habituation acros a range of modalities: vss (Sines ah, 1991; Tarai eta, 2006), aadieory (lac, Weis, 8 Targuine, 1991), And cactile (Kislewnky fe Moi, 1984), Seudis of recogition memory i infants onstrate wry sot-tera memoey. A infnts develop the length of time duting which they can member cei experience eal inceses, son reaching ips five levels ByS months of age, babies can rengnizea photo af face etl viewed for only ewo minutes, after delay of two weeks (Fagan, 1973), With « more Arms, moving simul, ecogtion hes been demonstrated across a three-month kay for babies who were nly 3month old the time final expvare (abvck 8 Pickens, 1995) Newborns can remember speech stimuli across a period ofa east 2 hours (Swain, Zelze, 8 Clifton, 1993)- And, ae noted in Chapter 6, tudicr of| seer [287 | en ener, seg Sante wana sew sh net comer, Sg ‘fl ae exe bay Dabapany how my ecounton menery ‘et ote Ther of ome pts rome Patsontpceshly Linkswo Rebel Waneial In Gloper § ou read about “telnet tat regu th fae forge ajc eb Bae Bens Be fe Lireyee here mee beet ‘Sdn ft| Ca] ret mer tot re See es igceeaearees Theyre eet a j \ tig Roce ip an ory Zante eee rer (aon 1991 te pac ene raise Roe te memory for prentlly experienced spec ounds have typically involved even longer Incervals between the lat premaal exponure and he Fit portatal eet (DeCaspes Be Speace, 199. Recall Memory Can infants noe only recognize familiar simul or events but sso ‘cv cal sch tml or events to mind? Recall memory i dif t study ini fancy because inate cannot produc verbal reports or duwings to show wha ey recall, Nonetheer, studies of deferced imitation provide compeling evidence of fecal memory in infaney Ar you readin Chapter 7 infants at young ae 6 oredks lemonstrae some depeeof il eprodicing# models tongue prausion 24 hours afer they Hee maw it By 14 months, nfnts an real nani setions ke presi ‘ne forehead agin panel orn om light» ull A months ater they witnesed fm.adae doing this (Melo, 1995). Tus also can eal and imitate single sequences of action (Baer, 2002; Bast tal, 2000). Three mont als fr cml an sprue three acon sequencer ‘rents sich a ring ey ear ath replace ina hen wc wh sponge en Sy ‘wth wel er eonstucing ample a (plats alin age aver smal cp in ‘hake) (aver 8 Manes 1992) By 24 months children can remember sequences of AE ‘sons Baber Travis 193), an by 30 months chien can ean as many a ight => ‘rate steps (Bau: 8 Fiush, 1992, Mor) for the ode in which eves os 31 = ‘ort fem of knead east hat uch mony at ogi nine ‘ary callie ety recognition ali xed overs considerable ne Soe = on fr to-ction equnors ha been demote afer ca months rin who wee ‘nly 10 moms old a the ne finial earning (Carer 6 Bane, 2001 Infants wi 1 month old the Se of earing show me eal of thee action sequence ht ont iter (Bae, Hergurd, &¢ Do 19) Inone say (McDonough and Mandl 1994) infant remembered sequences ction, ke the ted bear ae ae tks fall Jat fer thee ston were modeled infin a ale ner longterm mem, bow do we expan the phenernenot ‘infu naesis—the inability to emer experiences fom te re eno ox ero if Shrnund Feud uggeved dat eu semoreae et hoogh eresion Forbidden thoughts ino the unconscies Contemporary theo, however, oi ‘evel contig factor (Fle, 2000, Newcombe el, 2000). Amoag these ae BOK 8.1 ear cases th United Sites every er (ee & Brock 99 Ti fgets nat ode heh ager nb oh Steen sda court The ese in wich chin test pana age eis, bt the at eae lg one inal tl, zou fo abot 13,000 cea ach Yo ‘seul abuse In mostanoes of alge suse, Te tut? Should such estinany be amssbe cu ‘estan ike thes ean be eral grant a re ‘Suse ae Nola nghy Cau thy may corte for send pros tinea they an ihe he chil 35 & Partin and pot mary a tance. Furthermore, wha fo seh are chs gut abet veg & ‘tend: Guesionne by 9 par oan Sty fe mya he chs pac tis respons, penal evestonrs lv hay ses how ett a adacats win the cout stot hw a tet m9 pra outer. Al hee carer fs nane maa or sbseetent fam the def men fy tht prelate usualy ste thal thy ca easly ‘oj in an cay acepale wy Sera te cet experimen sens that oa sore fleas fhe rete stuns nest ext 3 Sn aye whi haan expesentr th cts stich aers bodes mt, Lela, & Co, 19971, Ot fs hin foun on mame or matraly occuring atic Tipsiences—fe empl, ga oe desta, 198), Iecoung an injtan (Goran ea, 109), of widows tray eatsterzeon ieee, 1999). Sti thers ane Inverts ene eg tem cl of ey uate, a Mair narcanes Fs, Sales, Goldberg, Bick, & Pak, 00 Aug sch pica ty eal ara Int he pes af questioning at suspected vicina a tise us uncer. Ach may bo uestoned sv res ass Selo wes tv amo he sey! ay ce fd eheane emi, Children’s Eyewitness Testimony Smseityof pars of che bain involved in memory (Nelson 1995), dllference in for tuarieosen nly and ltr memory stems (for example, nonverbal vers verbal the Beko sent of wl in infancy andthe absence ofa sytern within which fo ba tine [287] om susestle he eh Clan mayb tod to “hop 2 ‘enn (Biome ot 1, 1990), or pliner aa th ‘oer asin may Soe qesioning be & Gannon, "593 Such tues uggs sever cncusns ato chien 2s nen (und 2000, Baars & Gocaman, 195; Ceo ‘rc, 1999, 198; ian, Gu, & Goosen, 2602) rs tir chien peal rept mere a expres an Younger chien (Ot e 1, 2008. The meres ot Bears tera ou ted msn esr 98 Sfreal eecine sry be expel ut yourg cheer Trinny erie oes, thr ae cy oflen stati one, ‘ies yung ehlen ae nore sgete ‘tap re rly te nrc ye Ing cuss trom an at atorty fee 7 coping the repr of your chin wh hve uncepone repeated ad aang Quon, 2 en ‘tos nimostpnon of spect anise Tented mney ewe | Endure ot ey ree Age ior, wel er | ymca in gua at el when specie aie tone ae ss Cerny they emir by he ne {fan word, Fathers the rary bie hat cl. | en do show ae main eters afemsson rater an a censor ttt, 2 mare they to 1 repa e nding suse at oy ley pntaeas menos! se bye shuld be ten ey sey. ch any remain abot way what he esearch Fatty leaner tre tat mae ty Reeser, the pe of eons remot i crentyte fxs of 8 jr emrch elo. Aor eles tang eed in ths Tesh ste fen fo 2 honest unin ere | Sareea bro gos matmzg te acy stony Pl, 1998; Osten ea, 2006 Pose & ira, 2002. ang prove esnary a aha baum ah aay | taumae saben thre nparat ove pects Qatar Toa mettre onen[CBB] opr esti Pei se tone opie BOX8.2 Conversations with a Child Therapist Lderstaeing ene’ baie about een na ote | camed my 8 in psychology rom Hanover Ctege i ‘not wertalong wih undoanding bioren fens nda aa mney wert nfo puste a rats Gete ‘Zenneatyimparent nthe wrk bid thao Hes tbe In clntal pha) at Sothern ins Uniesty 36> ‘uy fae hid tego, Chey! yon Ha Sh 4 eas wedi, ito vas emia dees, desired ‘was torn n Cee, andrew spn ios, Inara ad Sees wie wor at gon fra Ph.D. The master’s woud entcky gaditing om heh she! Lengo. Rely alow me to Bet Savarese aprene, and ease tis ‘She he een mare sice 1998 aon UColur and hey pagan becuse ha ay empha on pata. The, hme ov chi Moy Hat Malm, age. Has occupa fare yar of wa emparinc, | ett bck soo 2d an cineal pela nda betta prt Mere pursued ty PD. a Texas Tech Unies. et resach on (race iechiien od aden. Np scoot Ine ap exalt yon tance a na enthuse abut 2 ‘oor sn rected lering abd erp tater Isl remember tig pape’ ot ts erty sh maton gla preteen and por ne the ches and ho ea cca nudge ese Then faa the aleve lp holy courses erg ihe reed 2 the wre sof psnaiy delet sn ntevertion fr Inova Unity Hest eee Cetera mya ‘er wit chen. | woken 2 Popa seg proving on engnis, | be nt mn | cig yan maa wh ew a thant ny ila PhO seemedco lng» jurey Nev lems at pred reverts th chien indy, 3 “aes acd pjeoeey mar ate boning of my | el rh prs June yea hada oer mek nan cece wad ‘Aarti st eb as a tat ppl ‘sul haga ding ry snr year, nich the sa | gst wg af resort teat contt fr enotarly ‘od my dure wort wi cnizen anna wihgescnte | Situtadehlfn and aenlezenteOueg my tee eos A test Your Mastery. ‘ae ee re, ied eres dep ne bead fees Developmental Changes in Memory ier hilden remember eter then younger children "Tis fc was unoubtedl appar ent eo parents, teaches, and test maker ong before there was research to very i Tyee for etme nlude eal memory aon of thei commponets On aera, Se de the cid the hee the perlormance on uch memory rast Deveopel i= provements in nny ths have praca importance because they infec wht Ene and teachers exec of cide and haw dey teat children. A 10-year-old can Be Cnnruted with string of eral ntracins tat would overt the memory ofa ye ‘lw cx we explain the fie tha ler hile remember eter than Younger 0? Lesning hee 8.2: Expl te imation proeting made of memory and ee ‘opmanta changin th kind of memory 4. Wht the memory soe model in the information proesing approach? 2 What kinds of meron ze pee in infaey, and how ae they deren? |X Howe do earch sed region and eal memory nif and young stile? 4, Hove dee memory hange a cide develop? sounitive Tools “Thc cognitive tol other than recagiton memory and ecil memory that ona to deelepmcnalinproremet in menor ding hildhood ae greater we of e008 stg greater nowldge about memory and more pera ogitive strats ‘ewer den wth svete emotional pebiens, bat my wot at the wesent caer pepe mt wl To thigh ay teat» che may greet. nr in» pnt oie reine Saha obuiling wi wo ter aytoepsts Ys each ve ‘rau fe and sar ra space and tt Is eleren, teen pore, ad inca aot rey. Aspro ry wok with cen ace wh aches, pysin,prtaton ews, cil pete series casero. ‘iets he ch’ He sie my afi, 0th heroy an be ‘roster, pone infomation tes eee hls mange thar cna ar tas apt ety ‘en a ela clenctace Smetins, ach palam s Srinath iri with te pte and sotresamie Sava uci o gel eer undesanding of hal the Ny oles chic trap ten o what cle “ay" tong wd ly and a1 Tt, cow tardy th ‘iat eis org tou lo when ty St a at heat eng ho oes On respons our fer ‘taal, so yo rw wat Rappene Asche se erp ay, te ein ay of ee sd hy el es pes. Tey often poet He ed 1 et as iy on he event by reaig power ehrctos at amp ‘eraderty. ore ham owls htop her psy seh cogs as [2BT ingen tonal. hisen wk ough menates, pre Ing ars th he apt cng 9 el a us ‘hea ei hari ca eon what» eid ble ae ts intros. Ply tap can be sulenentas by mere st tured cagntve thant hapy charge epi elefs at be contig to sty deren acting betaia, tara cote | sents gto om et 0 nlp hor ‘hit thug iat ean atleretestion eo hor ‘evar her's spp tie fest and mines tent a evetperia sage Soha ait her eects ‘lone esringy ite impart remarry 3 et wk ‘stain, you ee wing wth pres, ins fee fer acer ads io ae porn that ld Erne ea aRTgscoe aed weciiu tort iprre ee ‘harap. Toy ate more eben th tern king an Sahel: and they espe mere uy to hergy than able memorable sipereces those whee 3 eh isn atonal falr ads eer behav, chal petrmace, ad soos Te are nage ated raul trough thera and sp por om the adn i, hey reas th et ot Ie, doe, aura, or mpsment em spent, broek ocr Inmagic that you are cononed with the following rk. ALK of word auch att n Table. iapronted toy at the ac af one every eons A M-mce dela fle [Ewsthe last word and you mst the ell many of he words poe, How ight you peoced?| ‘Adu faced with suc tae Henly to do x ait of thing to blp threes emer They may sty the words over and over a th it x prevented an ring the ‘lay pti They may seek make te Ie more memorable by grouping the word int ‘stegirernoing, for example tat ever ofthe mame fod eer tee ‘ne animal Or they ay ettemp! to cete aetaton aang the wore by iagiing ‘scenario in which ever ofthe words are inked—fr example a ental age of cow ‘eng banana while ing Bile[BBE] copa» womstn Pressing an Cn pees Stent roe ne Memon sues = Setar tare does ZALES a The Role of Strategies “The aleve fr rectembering the items ia Tale #2 are examples of momo ate 0. A mnemonic rate ay techni tht pape ue top them emer some= ‘hing The esamples js gen coreipond to thee welded state in eee 08| ‘memory recor ofthe tems to be recalled (the sayingrove-ané-over techni) ‘rgonzaion of he tens int concep eateries (grouping int oo, anal 50 ti and abortion ofthe items by inkage i some mae general age ory (he ctr ofthe cw on the ese with the an). Developmental Changes in Stony Use An increae in the ac of tats is souce of inproernents in memory that come with age Doves of ies have demonstrated at ‘sles children are more kl than younger chen to generate and employ a anes of mnemonic neat (Bjoklnd, 1990; Murpy, MeKone,& Sle, 203; Seeder Bprkund, 198). This Bnding hold for eeearal (Flavell, Beach, &€ Chinsly, 1968); ‘onpnizaton (Hasehor, 1992); and elaboration Kee & Gurtertag 1994), eas ol Forother mnemonic sateis that develop sos daldhaodfor example, the aby 0 ‘ier ones tention and efor in optimal ways ach as by arena ental her an ‘eel infrmason (Mile, 199} ob coneneting on dic ter hanes tes (Duisne & Keb, 1959), Chile who we ties show beter el than children who do not Someine rowers len dot bene om thr intial amp employ trae, pechas ‘eee aati the ne strategy place tb rat demand on tee imitedinfrnaton Dprocersing resources (Wody-Daening & Mile, 2001) In his case, therein {tliat deficiency (Bjorlnd Se Coyle, 1995; Miler 8 See, 194), Also, youn ‘dren dono generstesategies before about ge 5 o no dub been they do 08 Seale that thes eoris re nitd, The Sut to genre stage pontaneoul ‘re though the hd capable of xanga bereting fen a stg feed ‘a production defiieney Fave 1970), [Rr cheen gr olde strategies become more comple swells more fequest. Ree heal ia elately sip strategy and one ofthe ft to cmege, opal ¢ abou! ME {007 Onaninstin peas somes Iter, and elaboration tern ition, eb states in compli Younger children rehearsal efforts fr example, nd be iit sang each item appear, Older chiden ate mor kel pet ager hus ofthe seach ine (an;taw-te w-te ben” ands on) (Ort, ‘Nau, Lier 1975). In gene oer hlzen can generate ote compesstateie than younger children, are beter able to natch apart stsegy to pat task nd ate more alld a necting their eateyie—al of whch one o thei spe oer poem yea vey young chile capable of generating a mnemonic tg: none ch Seyeareld pape ame in which they had ohap wack ofa ty doth ha bee is en under one of sreral cup. During te delay besween hing an ret sanyo She children a with their jes ged fo the cit up and ges pated fly oi (Wetman, Rite, Flavell 1975). These ae spl tei, to be uy tey ort teste td they areal to ten young chen, Farrer tiny work Chien wo predaced sich satis showed bere ral han childen who dln, Other stad suing sina hidevand-sckproelue have demonstrated that chlden a oang at co 24 months can produce nd bene om imple memory rates (Wean 1988, Vari in Statgy Use Recent memory esearch highlight she sepising wars ie stay ae. Rather than employs sgl refered sate many chides ty cand combine swe diferent approaches, sometimes geneatig san) a ee ot four stages even within a ingle wal (Cope, 2001 Coyle & Brand, 197) A par le ei fo example might not oly chen the tne be remembered bu io ae the apoio which hey bor and poape oe them int groups wel Sach ‘nbs adept in hat provides experience tom Which cen can exenually de ine the optinal sategy fora puta ask (Siegler 8 Sets, in pre). Accomding 1 th eiplaation, cide ear to elect he moet effective mnemonic aegis oat ‘he many ponies tha they nial explore Reseach on sates alo lsat an inpertant heme ofthe information proces lng approach (Seger, 1999) Information procening apace ae aay inte. Only a beated amount of formation can in shor erm memory, fo expe, chin Feemationgpialy can be el oly bri fnew infocation canbe eextn, bowers, i etme can be extended cose I the ch can hin i te of extegoris td rote its of nvidal tema then much more can be retin. Much of Sel pment conse ofthe cretion of techniques o overcome information processing tie ions and thereby inreate the power ofthe cog tm (Siegler Seeing n pres). Mnemonic tategies tre» prime ample of ech nies, The Role of Knowledge: Experts and Novices Copii procesing—from the inerpretasin of pech sounds the recognition of fusil phrases tthe etievlof phone aumber the sluoa toa puce—ivever owed cqied dough previous experince. Covet neue (or he ve) ‘ers to ogunie tual knowllge abate content domnin=tha i what ou ka ‘ox some top sach as physi, human Peo, cooking or crs. Cleay koledge {Que ype del Ads Know nore han ci nd hile Know me nnn ‘Kasei integral to information processing, Conse, forex the nance foovidge onthe encoding and rorge of new information, What we kw about + topics the information we have peo stored abou ha topic. This komledge in fun determines how well we len and remernber new infomation about that fpic (Bioand 987 Chi, Glas, 8 Par, 1988; Ornstein eta, 2008). Thus the ineracton been knowledge and inforationproceting i biden “To the extent that domain spece knowledge influences nfrmaton proce, oo leva in expertae—fcral krowedge aoe content domain. Reserherintreed ‘nthe cl of kxowiedgein developmental change therfore, on corspare experts end vcs, Chase 8 Sioa, 1973 McPherson & Thoma, 1989; Schneider Gre, Goa cpr, 1983). One such sty etd rence inthe memory of expend copii [85] guise eae tn or ‘sprig sere cama,