PSYC 201 Chapter Notes - Chapter 8-9: Synaptic Pruning, Metacognition, Executive Functions

• School: Towson University
• Department: Psychology
• Course: PSYC 201
• Professor: Barbara Wilson

Document Summary

Learning goals: describe the information- processing approach, characterize attention and summarize how it changes during development, discuss memory in terms of encoding, storage, and retrieval, e(cid:454)plai(cid:374) the (cid:272)o(cid:374)(cid:272)ept of (cid:373)eta(cid:272)og(cid:374)itio(cid:374) a(cid:374)d ide(cid:374)tif(cid:455) so(cid:373)e (cid:449)a(cid:455)s to i(cid:373)pro(cid:448)e (cid:272)hildre(cid:374)"s metacognition. A call to teach is a call to teach students how to think. Encourage critical thinking and show students how to ask their own questions. Ask students to comment on their own learning and observe their own thinking. Memory and cognitive processes are central to this approach. Developmental changes- increases in capacity and speed of information processing. Automaticity: ability to process information with little effort (driving) Strategy construction: discovering new processing procedures (figuring out a new way) Self- mortification: represented by metacognition, (cid:862)k(cid:374)o(cid:449)i(cid:374)g a(cid:271)out k(cid:374)o(cid:449)i(cid:374)g(cid:863) Attention is the focusing of mental processes. Increase in cognitive control of attention; less impulsivity. Is the rete(cid:374)tio(cid:374) of i(cid:374)for(cid:373)atio(cid:374) o(cid:448)er ti(cid:373)e. Retrieval- taking information out of storage, reconstruct vs reproduce.