The Information Processing Approach

1. The Information Processing Approach • The information processing approach • The mind as computer • History of information processing • Behaviorist foundations • Kendler & Kendler (1962): Reversal and non-reversal learning • Mediational theory • Cognitive psychology and psycholinguistics • Models of information processing • Atkinson & Shiffrin’s store model • Hardware of the system • Software of the system • The flow of information in the system • The levels of processing model • Attention • Inhibition • Planning • Selectivity and adaptability • Memory • Recognition and recall • Memory strategies • Memory for everyday experiences • Episodic memory • Memory for familiar events – scripts • Memory for one-time events – autobiographical memory • Theories of mind • Awareness of mental life • Beliefs and desires • The false-belief task • The school-age child’s theory of mind • Knowledge of cognitive capacities • Knowledge of strategies • Evaluation of information processing • Strengths of the approach • Breaking down cognitive performance in operating processes • How do children process information • Weaknesses of the approach • Integration of cognitive components • Account of how development occurs • The computer metaphor • The emphasis on verbal, symbolic intelligence

2. The Mind As A Computer • Step 1: • Encoding • Take in and store information • Step 2: • Recoding • Operate on information, revise its symbolic structure • Step 3: • Decoding • Decipher meaning, compare new information with previously stored information • Step 4: • Output • Produce a response, usually a behavioral performance like solving a task or problem

3. Behaviorist FoundationsKendler & Kendler (1962)Reversal and Non-Reversal Learning • First Discrimination Big equals Yes Little equals No + - • Second Discrimination Reversal Little equals Yes Big equals No + - + Non-Reversal Red equals Yes Green equals No -

4. Atkinson & Shiffrin’s Store Model(Atkinson & Shiffrin, 1968) Richard Atkinson Richard Shiffrin

5. The Levels of Processing Approach(Craik& Lockhart, 1972) Fergus Craik The retention of information is a function of the depth to which the incoming stimuli has been analysed by the system. Example: A written word Levels: ·     Superficial: Perceptual characteristics (e.g., capital vs. small case) ·     Middle: Phonemic characteristics; How does the word sound? ·     Deep: Semantic features or meaning

6. Attention • Inhibition • The ability to inhibit impulses and keep goals in mind • Contributions of scaffolding • The Tools of the Mind curriculum • Planning • Thinking through sequences of action • Cultural tools that support planning • Planning in older children • Selectivity and adaptability • Increases in the ability to selectively attend • The Dimensional Change Card Sort task • How do children acquire better attentional strategies?

7. The Dimensional Change Card Sort Task(Zelazo et al., 1995; Zelazo, 2006) Philip David Zelazo

8. Attention • Inhibition • The ability to inhibit impulses and keep goals in mind • Contributions of scaffolding • The Tools of the Mind curriculum • Planning • Thinking through sequences of action • Cultural tools that support planning • Planning in older children • Selectivity and adaptability • Increases in the ability to selectively attend • The Dimensional Change Card Sort task • How do children acquire better attentional strategies? • Production Deficiency • Control Deficiency • Utilization Deficiency • Effective Strategy Use

9. Memory • Recognition and Recall • Recognition • Noticing that a stimulus is the same as one you’ve previously experienced • Recognition memory in infancy • Brown and Campione (1972) • Recall • Cues are provided as to the original stimulus, and you have to reproduce that stimulus • The use of mental strategies • Rehearsal, organization, categorization • DeLoache & Todd (1988) • Changes in mental strategies with age • Use of rehearsal and organization • Use of elaboration • Memory for everyday information (episodic memory) • Memory for familiar events – scripts • Memory for one-time events – autobiographical memory

10. Theory of Mind (metacognition) • Awareness of mental life • Joint attention Social referencing • Beliefs and Desires • False-belief task

11. Theory of Mind (metacognition) • School-age child’s theory of mind • Knowledge of cognitive capacities • Understanding of cognitive processes and their impact on performance • Understanding of sources of knowledge • 2nd order false belief task • DeLoache & Todd (1988) • Changes in mental strategies with age • Use of rehearsal and organization • Use of elaboration • Knowledge of strategies

12. Evaluation of the Information Processing Approach • Advantages • Success in providing detailed specification of how younger vs. older children perceive, attend, memorize, and so on • How do children process information in educational important domains • Problems • The fragmentation of cognitive processing • Explicit account of developmental change • Limitations of the computer metaphor • The emphasis on verbal, symbolic reasoning