Lectures

• object permanence is the understanding that objects exist even when they are not visible to the child
• Object permanence according to Piaget's Sensorimotor Phases: Phase 1-2 has no evidence of search. Phase 3 has some search if the object is partially covered or if they covered it themself. Phase 4: Object permanence is there(manifests around 8 months) but fail the A not B task. Phase 5: Passes the A not B task but fails the invisible displacement task. Phase 6: Object permanence is fully developed
• Object permanence can also be observed by preferential looking; Renee Baillargeon's study showed that kids demonstrated it much earlier at 3 and a half months old
• Information processing model is computation as an analogy for cognition; attempts to explain mechanisms of change in testable manner
• Sensory Input goes into Sensory Memory(extension of the stimulus itself) which fades away very quickly unless something is done with it
• If sensory memory has attention paid to it, it moves towards short term and working memory; unrehearsed info is lost in 10 to 15 seconds.
• Long term memory is theoretically unlimited. Info goes through short term memory to get here but the reverse relation is also true. Long term memory also contains info needed to comprehend new info and techniques for processing new info.
• Central executive is the operating system and encompasses all the parts of cognition and processing
• Sensory memory holds large amounts of info for a very brief period of time
• Short term memory can hold upto 5-9 items of information for a short period of time
• Within information processing, working memory capacity improves which is better "hardware" and then strategies improves with age which is better "software"
• Memory is present at birth but is considered weak; this is proven by habituation/dishabituation
• one memory strategy is Rehearsal and the empirical tests are DeLoach's hidden toy task and Flavell's card memory task
• Production deficiency refers to when a child can't spontaneously implement any strategies they've learned
• Organization is a memory strategy in which concepts are blocked together to improve retention. This seems to improve as a kid develops and ages; seen to be used after kid is 7 to 8 years old
• Elaboration is a memory strategy that involves spelling mnemonics and acronyms. This is seen after the age of 12.
• Why can't lil jits use strategies: Mediation deficiency(They physically cannot/biologically prepared), production deficiency(Trained to use it but can't think to use it) and utilization deficiency(strategy is being used but in a manner that's not efficient)
• memory strategies improve with age because of neurodevelopment and experience
• Metacognition is the ability to monitor and regulate one's own thinking and learning
• Within metacognition, there is executive function, which focuses on things that helps you manage your cognitive processes. 3 aspects of executive function are self-monitoring(when ur reading and don't know a word, you go back), planning/strategizing and self-regulation.
• Luria's task: a mimicking task where jits are mirroring the hand gestures of an evaluator and then when they switch it up, the jit is observed for their response
• Within metacognition, there is the developmental course of self-regulation ability. Piaget's A not N task and Luria's task test this
• Expertise has a huge role in memory and learning
• Most people can't recall things earlier than 3 years old. This is thought to be bcuz early memories are coded in pure action/sensation while later memories are coded in language. Also you can't access the early "sensation" memories in the context of language.