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Information Processing Assignment

The document discusses various cognitive development theories, particularly focusing on the information processing approach, attention, memory, thinking, and metacognition. It compares the views of Piaget and Vygotsky on cognitive growth, highlights the importance of attention in learning, and explains how memory functions and is influenced by culture. Additionally, it addresses developmental changes in thinking and metacognition, particularly in relation to children with autism.

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Hayley Bartley
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2 views

Information Processing Assignment

The document discusses various cognitive development theories, particularly focusing on the information processing approach, attention, memory, thinking, and metacognition. It compares the views of Piaget and Vygotsky on cognitive growth, highlights the importance of attention in learning, and explains how memory functions and is influenced by culture. Additionally, it addresses developmental changes in thinking and metacognition, particularly in relation to children with autism.

Uploaded by

Hayley Bartley
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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● Information Processing

● Explain the information processing approach.


This approach explores how children process information from their senses and store it in their
memory. It covers from the moment a stimulus is perceived to short and long term memory, and
memory recall. It says that there are steps to processing information: Encoding, automaticity, and
strategy construction.
● Compare the information possessing approach of Piaget and Vygotsky.
Both this approach and Piaget believe children are active in the growing of their cognition, and
they also both believe that certain concepts are unable to be understood until a certain point of
development. One difference is that the information processing approach is more continuous
while Piaget is more stages. Vygotsky’s theory is similar because it is more continuous than
stages, but it differs as it has a more social and cultural aspect to it.

● Attention
● Define attention and outline its developmental changes.
Attention is the focusing of mental resources. There are different types of attention that are
applied in different circumstances such as selective, sustained, divided and executive . There are
also specific points in life where attention is able to be utilized when required rather than having
no control over it.
● Imagine you are an elementary school teacher. Devise some strategies to help
children pay attention. Provide a rational.
I would like to eliminate as many auditory distractions as possible. I would have the children
learn with hands on activities so that they have not only the audio of me speaking to them but
they can use thor sense of touch as well to learn. This will help them get the physical stimulation
they need to learn as well as help them understand on their own.

● Memory
● Describe what memory is and how it changes.
Memory is essentially our filing cabinet where we keep information. We can access it at any
time and pull out what we need to use it. When people encode a memory there are two versions:
an exact copy of what happened and a “fuzzy” idea of what happened that contains the general
idea of the memory. Memories that are not accessed for a long time can change or be lost.
● Explain how guided participation or ZPD support the influence of culture on
memory.
ZPD supports the influence of culture on memory as the people you are surrounded by, are part
of the culture you live in and their beliefs/ customs are subconsciously being transmitted to you.
For example, in Western society, we have a specific way of acting towards strangers (i.e putting
your best face forward), this will impact the memories you have at times when as a child you are
introduced to a stranger, you may remember your Mothers tone of voice shifts up slightly.
Subconsciously, you will remember/ pick up these traits.

● Thinking
● Characterize thinking and its developmental changes.
Thinking is the manipulation of information that you remember/are part of your schema. In
infancy, you are most focused on perceptually categorizing things, then you start conceptually
organizing things, then in childhood, you begin to critically think. This means you evaluate
information and begin to ask your own questions. After this you can being problem solving.
● Describe some effective ways that teachers can help students learn to develop a
rich repertoire of strategies for problem solving.
Having analogies of things the children may already have a schema for may help them
understand a concept faster and on a deeper level than just providing the information. For
example, a teacher may know a child likes the show Dora, and use Dora’s good and friendly
behaviors towards Boots and Swipers bad behaviors of stealing as an analogy to show the
difference between sharing and stealing.

● Metacognition
● Define metacognition and summarize its developmental changes.
Metacognition is essentially, “Knowing about knowing” or the understanding of the process of
understanding. This type of cognition focuses on when and where to use strategies for learning.
Such as Chunking, for memorization.
● Describe how theory of mind differs in children with autism
The theory of mind differs in children with autism as children with autism often struggle with
unspoken rules or social cues. They cannot as easily percieve things like sarcasm or when people
say one thing but mean the opposite. Children with autism typically take things at face value
meaning that certain aspects of metacognition, such as emotion differentiation, can be delayed or
struggled with.

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