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Understanding Memory and Information Processing: From Infancy to Adulthood

This chapter explores the intricate systems of memory and the cognitive processes involved in information processing. It outlines the evolution from sensory registers to long-term memory, highlighting both implicit and explicit memory types. The chapter also discusses problem-solving strategies across different life stages, emphasizing the cognitive revolution's impact on understanding human memory. It examines the development of memory strategies, the influence of knowledge base on learning, the effects of aging on memory recall, and the importance of metacognition and environmental context in cognitive functions.

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Understanding Memory and Information Processing: From Infancy to Adulthood

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  1. Chapter 8Memory and Information Processing

  2. Memory & Information Processing • Information Processing Approach • Reflects the “Cognitive Revolution” • Used computer as model • Hardware is the computer itself • In humans it is the brain • Software: programs- e.g., word processing • In humans: how information is registered, interpreted, stored, retrieved and analyzed

  3. Memory Systems • Sensory register: fleeting • With attention, encoding occurs • Storage • Short-term memory - limited to 6 items • Working memory - active STM • Long-term memory – relatively permanent • Retrieval • Recognition; Recall; Cued Recall

  4. Figure 8.1

  5. Implicit and Explicit Memory • Implicit memory • Unintentional, automatic • Information from everyday experiences • Does not change over lifespan • Explicit memory • Deliberate, effortful • Increases from infancy to adulthood

  6. Problem Solving • Using the information processing system to reach a goal (solve a problem) • Executive control processes • Selection from storage • Planning, monitoring, interpreting, etc. • Parallel processing • Rather than sequential tasks

  7. Problem Solving 2 • Possible difficulties for young children • Not paying attention to relevant aspects • Unable to hold info in working memory • Lack strategies for: • Transfer from STM to LTM • Retrieval from LTM • Not enough knowledge to understand

  8. The Infant • Imitation • Of facial expressions by 6 weeks • Deferred imitation by 6 months • Habituation – present at birth • Operant conditioning • Ribbon & mobile task • Cued recall: kick when ribbon attached

  9. Four Hypotheses • Dramatic improvements in learning, memory and problem solving • 4 major hypotheses as to why 1) Changes in basic capacities? • Not storage or senses • Changes in speed allow parallel processing • Automaticity frees working memory space

  10. Four Hypotheses (continued) • 2) Do memory strategies change? • Rehearsal by age 7 • Organization by age 10 • Elaboration later • Retrieval strategies • External cues needed when younger

  11. Four Hypotheses (continued) • 3) Changes in knowledge about memory? • Metamemory: knowledge of memory • Present in young children • Awareness of memory processes is beneficial even to young children • Gets better with age • Experience is important

  12. Four Hypotheses (continued) • 4) Changes in world knowledge? • Yes. Knowledge base clearly affects learning and memory • Domain familiarity and expertise • E.g., Chi (1978) study of Chess

  13. Autobiographical Memories • Infantile Amnesia before age 2 - 3 • Lack of language • Fuzzy trace theory • Scripts: Typical sequence of actions • Affect memory • Eyewitness Memory • Improves with age; younger suggestible • Accuracy better with open questions

  14. Changes in Problem Solving • Improves with age in childhood • New cognitive structures (Piaget) • Rule Assessment (Siegler) • More efficient strategies • Natural selection • Most adaptive strategy survives

  15. Adolescence • New strategies emerge (elaboration) • Better use of strategies • Basic capacities increase (e.g., speed) • Knowledge base increases • Metacognition improves

  16. Adulthood – Developing Expertise • Domain specific knowledge base increases • Strategy use • More organized • More elaborative techniques • Also domain specific • Automaticity of more information • Autobiographical: memories from age 15-25 is higher than from other points in life

  17. Memory and Aging • Older adults learn more slowly • Remember less learned information • Declines by age 70 • Timed tasks, unfamiliar tasks • Recall vs. recognition • Explicit memory tasks more trouble • Cognitively demanding tasks

  18. Explaining Declines • Negative beliefs affect memory skills • Strategy use not spontaneous • Attention becomes more effortful (motivation) • Processing speed decreases • Sensory, health, and lifestyle changes • Cohort differences (age and IQ) • *Declines NOT universal

  19. Fig 8.9

  20. Problem Solving • Unfamiliar tasks more difficult • Meaninglessness a problem • Contextual view • Evaluate nature of the task • Is speed required • Unfamiliar, unexercised skills • Consider individual differences • Everyday functioning maintained

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