Lesson 2

• Is a machine that can be instructed to carry out sequences of arithmetic or logical operations automatically via computer programming

  Computer
• Is the command center for the human nervous system. It receives signals from the body's sensory organs and outputs information to the muscles

  Human Brain
• A Computer uses switches that are either on or off ("Binary")
• Neurons in the brain are either on or off by either firing an action potential or not firing an action potential
• • It is much easier and faster for the brain to learn new things
  • The computer can do many complex tasks at the same time that are difficult for the brain
  • However, the brain also does some autonomic nervous system. For example, the brain controls breathing, heart rate and blood pressure at the same time it performs a mental task.

  Both are able to Multitasking
• • There is a big difference in the background of human brain & computer.
  • Having no thinking ability as well as always be monitored by the human brain.

  Computers are Pre-defined
• • On/off switch
  • Made up of electrical parts
  • Non-biological
  • Easier to fic when broken
  • Runs on electricity

  Circuits
• • Never turns off Cells
  • Biological
  • Uses chemicals to transmit information
  • Difficult to "fix" when injured or damaged
  • Runs off of nutrients

  Nervous System
• • Views the mind as a complex, symbol manipulating system much like a computer
  • Helps to understand what children of different ages do when they face with tasks/problems
  • Within this model humans are compared to computer

  Information Processing
• Information Processing involves:

  • Attention
  • Memory
  • Thinking
• • First advanced by Klahr and Wallace(1976) and Siegler (1998)
  • It analyses how children manipulate information, monitor it and create strategies for handling it. (Halford & Andrews, 2011)
  • It emphasizes the detailed analysis of the processes involved in individual task given to a child and his/her ability to meet the processing demands

  Information Processing theory
• Determines the amount of data it can process and the speed of processing

  Computer hardware
• Determines the human capacity and speed of information processing

  Neurological development
• From the time an Information is presented to the senses as (Input) until it emerges as behavioural response (Output), information is actively coded, transformed and organized
• Limited by the capacity and speed and ability to process information

  Children's IP
• Depend upon the ability to overcome processing limitations by: Acquiring, expanding, executing and strategies


  Cognitive Development
• Influences memory and problem solving

  Speed and Capacity
• Contributes to growth in cognitive resources (Goldstein, 2011; Reed, 2010)


  Biology and Experience
• Increases in speed underlie age related changes in cognitive skills (Edmonds et.al, 2008)
• So processing speed may underlie individual differences in IQ scores (Thomas & Karmiloff-Smith, 2003)
• Speed is linked to central Nervous System functioning and to IQ (Correlation of 0.45)
• "Memory is the retention of information over time"

  Santrock, 2013
• According to Atkinson & Shiffrin (1968), 3 stages of mental processing:


  1. Sensory Memory
  2. Short term Memory
  3. Long term Memory
• • Associated with sensual perception
  • Act as portal for all information that is to be part of the memory
  • Last for about 1/2 sec to 3 sec.

  Sensory Memory
• • Working memory
  • Conscious/active memory that is actively processed when a new information is being taken in
  • Last for 15-30 sec
  • May be lost if not rehearsed

  Short term memory
• • Houses all previous perceptions, knowledge and information learned by an individual
  • Permanent store of information- resides in a dormant state- until fetched it back into consciousness
  • Information stored for extended period of time and limits of its capacity is not known

  Long term memory
• Chunking and rehearsal helps to keep information as long term.
• • Is the focusing of mental resources
  • Improves cognitive processing for many task

  Attention
• Children allocate attention mainly in 4 ways:

  1. Selective attention
  2. Divided attention
  3. Sustained attention
  4. Executive attention
• Focusing on a specific aspect that is relevant while ignoring other irrelevant things

  Selective attention
• Concentrating on more than one activity at the same time

  Divided attention
• Ability to maintain attention to a selected stimulus for a prolonged period of time

  Sustained attention
• Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on task and dealing with novel or difficult circumstances

  Executive attention
• Steps toward "thinking"

  Attention and Memory
• Steps in Information processing

  1. Encoding
  2. Storage
  3. Retrieval
• • Input of the information into the memory system
  • Sensory information is organized with other similar information and connect it with existing concepts
  • This occurs through automaticity

  Encoding
• Types of Encoding

  • Semantic encoding
  • Visual encoding
  • Acoustic encoding
• Encoding of sensory input that has particular meaning

  Semantic encoding
• Encoding visual sensory information

  Visual encoding
• Encoding of auditory impulses

  Acoustic encoding