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Chapter 8: Information-Processing
Approaches to Cognitive Development
Module 8.1 An Introduction to
Information Processing
Module 8.2 Memory
Module 8.3 Academic Skills
Children and Their Development, 3/e by Robert Kail
8.1 An Introduction to Information
Processing
Basic Features of the Information-Processing
Approach
How Information Processing Changes with
Development
Comparing Information Processing and Piaget’s
Theory
8.1 Basic Features of the
Information-Processing Approach
• People and computers are both symbol
processors
• Distinction between hardware and
software
• Hardware includes sensory, working,
and long-term memory
• Software is task specific
Mental Hardware
8.1: Basic Features of the Information-Processing Approach
8.1 How Information Processing
Changes with Development
• More efficient strategies
• Increased working memory capacity
• More effective inhibitory and executive
processes
• Increased automatic processing
• Increased speed of processing
Increased Working Memory
8.1: How Information Processing Changes with Development
8.1 Comparing Information
Processing and Piaget’s Theory
• Piaget presented a single, comprehensive
theory
• Information processing is a general approach
that encompasses many specific theories
• Piaget emphasized qualitative change
• Information processing emphasizes gradual
change
Abrupt vs. Gradual Change
8.1: Comparing Information Processing and Piaget’s Theory
8.2 Memory
Origins of Memory
Strategies for Remembering
Knowledge and Memory
8.2 Origins of Memory
• Infants remember, forget, and can be
prompted to remember things that they’ve
forgotten
• Improvements in memory are related to
growth in the brain
• Amygdala and hippocampus are related to
the initial storage of memories
• Frontal cortex is related to retrieval of stored
memories
8.2 Strategies for Remembering
• Memory strategies: activities that improve
remembering
• Preschoolers use simple strategies like
touching an object
• Older children and adolescents use
rehearsal, organization, and elaboration
• Metacognition improves with age
Metacognitive Knowledge
8.2: Strategies for Remembering
8.2 Knowledge and Memory
• Knowledge helps to organize memory but can
distort our recall
• Scripts are memory structures that describe
the sequence in which events occur
• People’s memory of their own lives is
autobiographical memory
• Infantile amnesia denotes forgetting of
events from early in life
• Preschoolers’ testimony can be distorted by
adults’ suggestions
Effects of Knowledge on Memory
8.2: Knowledge and Memory
Network of Knowledge
8.2: Knowledge and Memory
Stereotype and Suggestion
Conditions of Sam Stone Study
8.2: Knowledge and Memory
Effects of Stereotypes and
Suggestions on Memory
8.2: Knowledge and Memory
8.3 Academic Skills
Reading
Writing
Knowing and Using Numbers
8.3 Reading
• Prereading skills: knowing letters and letter
sounds (phonological awareness)
• Sounding out and whole word recognition are
used in reading
• Changes in working memory, knowledge,
monitoring, and reading strategies improve
comprehension
8.3 Writing
• Older writers have more to tell
• Older writers know how to organize their
writing (knowledge telling vs knowledge
transforming strategies)
• Older writers are better able to deal with the
mechanical requirements of writing
• Older writers are better able to revise
8.3 Knowing and Using Numbers
• Infants can distinguish small quantities such as
two and three
• Early counting follows 3 basic principles
• Children use many different strategies to add
and subtract
• Math skills lower in US than other countries
• In other countries, children spend more time in
school, have more homework, parents have
higher standards, & parents emphasize effort
Distinguishing Small Quantities
8.3: Knowing and Using Numbers
Average Math Scores by Country
8.3: Knowing and Using Numbers