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Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...

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Related Experiment Video

Updated: May 30, 2026

An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children

An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children

Published on: October 4, 2018

Pacing strategy in schoolchildren differs with age and cognitive development.

Dominic Micklewright¹, Caroline Angus, Jane Suddaby

¹Department of Biological Sciences, University of Essex, Colchester, Essex, United Kingdom. dpmick@essex.ac.uk

Medicine and Science in Sports and Exercise

|July 29, 2011

Summary

Children

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Published on: February 25, 2016

Area of Science:

Child Development
Exercise Physiology
Cognitive Science

Background:

Understanding how children's pacing strategies evolve is crucial for physical education and sports.
Cognitive development and age are known factors influencing motor control and performance.
Previous research has not fully elucidated the interplay between age, gender, and cognitive stage in children's running pacing.

Purpose of the Study:

To investigate age, gender, and cognitive development differences in schoolchildren's running pacing strategies.
To determine how Piagetian stages of cognitive development relate to exercise demand anticipation.
To analyze pacing variations across different age groups and genders.

Main Methods:

106 schoolchildren across four age groups (5-14 years) participated.
Piagetian conservation tasks assessed cognitive development stages.
Best-effort running tasks (4 min duration) on a 150m track were video-recorded for pace analysis.

Main Results:

Significant differences in pacing strategies were observed based on age, gender, and cognitive development (P < 0.0001).
Pacing differences persisted even after controlling for cognitive development and age.
Gender also played a significant role in pacing, independent of age and cognitive ability.

Conclusions:

Younger children with lower cognitive development displayed poor anticipation of exercise demand (negative pacing).
Older children with advanced cognitive development used a U-shaped pacing strategy, optimizing effort.
Anticipatory pacing in children is linked to both chronological age and cognitive maturation.