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Related Concept Videos

Information Processing Approach01:30

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...
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Storage01:23

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A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...
System of Memory01:23

System of Memory

Memory is categorized into three major systems: sensory memory, short-term memory (STM), and long-term memory (LTM). These systems differ in their capacity and the duration for which they can hold information. Sensory memory captures raw sensory input from the environment, holding it for just a few seconds or less. For example, on hearing a brief, loud sound, like a car horn honking, the sound seems to linger in the mind for a moment even after it stops. This is an instance of sensory memory...
Revisionist Views of Adolescent and Adult Cognition01:24

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

The two-component model of memory development, and its potential implications for educational settings.

Myriam C Sander1, Markus Werkle-Bergner, Peter Gerjets

  • 1Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany.

Developmental Cognitive Neuroscience
|June 12, 2012
PubMed
Summary
This summary is machine-generated.

Memory performance relies on associative and strategic components, with the latter developing into young adulthood. Educational strategies can enhance children's memory by fostering these components.

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06:35

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Age-related differences in memory functioning are significant across the lifespan.
  • A two-component model proposes memory performance depends on associative and strategic elements.
  • The associative component matures early, while the strategic component develops into young adulthood.

Purpose of the Study:

  • To review episodic and working memory studies informed by a two-component model.
  • To discuss the implications of this model for educational settings.
  • To explore instructional design strategies that foster memory development.

Main Methods:

  • Review of laboratory studies on episodic and working memory.
  • Analysis of memory performance in relation to age and instructional support.
  • Synthesis of findings to inform educational practices.

Main Results:

  • Episodic memory studies reveal latent associative potential in children, significantly improved by mnemonic training.
  • Working memory studies indicate an immature strategic component in children, enhanced by supportive conditions.
  • The two-component model effectively explains age differences in memory functioning.

Conclusions:

  • Children possess undeveloped strategic memory components that can be fostered through targeted instruction.
  • Educational settings can optimize learning by supporting the interplay between associative and strategic memory.
  • Instructional design should consider the developmental trajectory of memory components for effective interventions.