Question 1

Compare and contrast the information-processing approach to the connectionist approach to cognitive development.

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Question 2

Suppose you are an elementary-school teacher.What developmental trends and individual differences in attention might be useful for you to know when you are making curricular decisions and developing individual learning plans?

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Question 3

How do connectionist theorists view the brain, as compared to the information-processing processing perspective?

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Question 4

Discuss how culture influences the memory strategies we learn and employ.Does the evidence support Vygotsky's sociocultural theory?

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Question 5

Identify each of the three memory stores in Atkinson and Shiffrin's model of the human information-processing system, and note the capacity and duration of each store.

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Question 6

What are metamemory and metacognition, and what developmental trends are evident with these mental skills?

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Question 7

Outline how the use of rehearsal, organization, and elaboration changes across childhood and adolescence.

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Question 8

Memory processes are an integral component of the information-processing viewpoint of cognitive development.One type of memory, recall memory, has been found to improve dramatically with age.Four explanations have been offered.Name and evaluate each of these explanations.

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Question 9

Explain what is meant by metacognition.

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Question 10

Discuss how the four central developmental themes of the textbook relate to the issue of information-processing and connectionist perspectives on cognitive development.

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Question 11

Identify the area of the brain that is responsible for the regulation of attention.

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Question 12

Distinguish between free recall and cued recall.

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Question 13

Describe what is meant by event memory and strategic memory, and provide an example of each type of memory.

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Question 14

List three ways in which fuzzy traces differ from verbatim traces.

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Question 15

Describe Siegler's adaptive strategy choice model of the changes in mental strategies used by children as they develop.

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Question 16

Identify the main procedures that can help to preserve the accuracy of children's eyewitness testimony.

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Question 17

Explain what is meant by infantile amnesia, and discuss two contemporary cognitive explanations for this phenomenon.

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Question 18

Describe scripted memories, and discuss how scripts may interfere with memories of novel events.

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Question 19

Explain what information-processing theorists mean when they refer to the mind's hardware and software.

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Question 20

Explain the concept of memory span, and describe the typical memory span found in preschool children and in elementary-school children.

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Quiz 9: Cognitive Development: Information-Processing Perspectives and Connectionism