Cognition 7e, Margaret MatlinChapter 13 Cognition Cognitive Development Throughout the Lifespan...
-
Upload
adonis-woolman -
Category
Documents
-
view
221 -
download
0
Transcript of Cognition 7e, Margaret MatlinChapter 13 Cognition Cognitive Development Throughout the Lifespan...
Cognition 7e, Margaret Matlin Chapter 13
CognitionCognition
Cognitive Development Cognitive Development Throughout the LifespanThroughout the Lifespan
Chapter 13Chapter 13
Cognition 7e, Margaret Matlin Chapter 13
IntroductionIntroduction
lifespan approach to development
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in InfantsMemory in Infantsearly research underestimated infants'
memory abilities
Attention PatternsMethodology - looking timeown-race bias
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in InfantsMemory in InfantsAttention Patterns
Sangrigoli and de Schonen• photos of White and Asian women's faces shown to White
babies• present one photo (either White or Asian woman)
repeatedly until looking time decreases• present pair of photos—familiar/unfamiliar White women
or familiar/unfamiliar Asian women
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in InfantsMemory in InfantsAttention Patterns
Sangrigoli and de Schonen• looking time for unfamiliar White woman longer than
familiar White woman• no difference for familiar/unfamiliar Asian women• Further questions?
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in InfantsMemory in InfantsRecognizing Mother
visual recognition – post-natalmother's voice - prenatal
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in InfantsMemory in InfantsConjugate Reinforcement
Carolyn Rovee-Collier and colleaguesnonverbal measures of memoryconjugate reinforcement technique—mobile, ribbon, kicking
• baseline, spontaneous kicking• acquisition phase• number of kicks produced following delay
Cognition 7e, Margaret Matlin Chapter 13
Conjugate Reinforcement Conjugate Reinforcement TechniqueTechnique
Cognition 7e, Margaret Matlin Chapter 13
Memory in InfantsMemory in Infants
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in InfantsMemory in InfantsConjugate Reinforcement
Carolyn Rovee-Collier and colleagues (continued)
older infants—press lever to run trainsteady linear improvement during first 18 months
of life
context effectsinterferencespacing effectlevels of processing
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Working Memory
memory span 2y - 2, 9y - 6three working memory componentsrelationship to school performance
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Long-Term Memory
Good by 20 months2 year-olds can recall events a few months old
excellent recognition but poor recallRecall improves after about 9y
Myers and Perlmutter (1978)object recognition and recall
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Long-Term Memory
1. Autobiographical memory and early childhoodchildhood amnesiainfant memorydeferred imitationlack of well-organized sense of who they aredifficulty encoding and retrievingreminders
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Long-Term Memory
2. Children's source monitoringsource monitoringFoley, Ratner and colleagues• performing vs. imagining how it would feel vs.
visualizing• performing vs. watching another person perform a
task
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Memory Strategies
memory strategiesutilization deficiency1. Rehearsal
not very effective, but can keep information in working memory
4- and 5-year-olds do not spontaneously use rehearsalcan benefit from rehearsal if prompted
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Memory Strategies
2. Organizational strategiescategorizing and groupingMoely and colleagues—children study pictures from four
categories; younger children rarely rearrange into categories
3. Imageryeven 6-year-olds can be trained to use visual imagery
effectively
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Eyewitness Testimony
Leichtman and Ceci—"Sam Stone" study• control, stereotype, suggestion, and stereotype-plus-
suggestion groups• children interviewed about Sam Stone 10 weeks after visit• control group highly accurate• children can provide valid eyewitness testimony if they do
not receive misleading information, either before or after the target event
Cognition 7e, Margaret Matlin Chapter 13
Children's Eyewitness Children's Eyewitness TestimonyTestimony
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Memory in ChildrenMemory in ChildrenChildren's Eyewitness Testimony
age, stereotyping, and misleading suggestions all influence children's eyewitness testimony
social factorsreluctance to say "I don't know"change statements under cross-examination
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
Individual Differences: Children’s Individual Differences: Children’s Intelligence and Eyewitness TestimonyIntelligence and Eyewitness Testimony
Henry and Gudjonsson (2007)children with mental retardation vs. typically
developing childrenolder and younger childrenmisleading questions
Cognition 7e, Margaret Matlin Chapter 13
Individual Differences: Children’s Individual Differences: Children’s Intelligence and Eyewitness Intelligence and Eyewitness
TestimonyTestimony
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
In Depth: Memory in Elderly PeopleIn Depth: Memory in Elderly Peoplestereotypeslarge individual differencescomplex developmental trends
Working Memory in Elderly Peoplenature of the taskStine and coauthors (1989)—recall for spoken
English• normal syntax/normal rate vs. random order/fast rate• significant age difference for complicated, non-real-life task
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
In Depth: Memory in Elderly PeopleIn Depth: Memory in Elderly PeopleLong-Term Memory in Elderly People
perform well on semantic memory tasks and easy, automatic tasks
age differences on more complex tasks
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
In Depth: Memory in Elderly PeopleIn Depth: Memory in Elderly PeopleLong-Term Memory in Elderly People
1. Prospective memorysimulated shopping task
complete fewer tasks and make more errors
perform more accurately when they have an environmental cue
can even perform better than younger adults
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
In Depth: Memory in Elderly PeopleIn Depth: Memory in Elderly PeopleLong-Term Memory in Elderly People
2. Implicit memoryLight and colleagues (1995)
reading familiar letter sequence
older and younger adults performed similarly
3. Explicit recognition memorylong-term recognition memory declines slowly or not at all
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
In Depth: Memory in Elderly PeopleIn Depth: Memory in Elderly PeopleLong-Term Memory in Elderly People
4. Explicit recall memoryperformance decreases slowly and age differences are
more substantial
Dunlosky and Hertzog (1998)—pairs of unrelated words
names, historical details, stories
large individual differences—verbal ability, education
Hasher and colleagues—time of day
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan The Lifespan Development of MemoryDevelopment of Memory
In Depth: Memory in Elderly PeopleIn Depth: Memory in Elderly PeopleExplanations for Age Differences in Memory
changes in brain structures
1. Difficulty paying attention
2. Ineffective use of memory strategies
3. The contextual-cues hypothesis
4. Cognitive slowing
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
metacognitionmetamemorymetacomprehension
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenFlavelltheory of mind—people's ideas on how their
minds work and on their beliefs about other people's thoughts
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenChildren's Understanding of How Memory Works
small vs. large memory setsrelated vs. random wordseffectiveness of memory strategies
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenChildren's Awareness That Effort Is Necessary
young children do not appreciate the need for effortkeep studying information they already knownot accurate in judging what has been committed to
memorydon't realize that they need to make an effort to use a
memory strategynaive ideas about the effort required for memorization
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenChildren's Judgments About Their Memory Performance
younger children unrealistically optimisticRoebers and colleagues
memory for magic showconfidence ratings
overconfidence
Cognition 7e, Margaret Matlin Chapter 13
Metamemory in ChildrenMetamemory in Children
Figure 13.5 Average Level of Confidence for Questions Answered Correctly and Questions Answered Incorrectly. (1 = Very Unsure; 5=Very Sure)
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenChildren's Metamemory: The Relationship Between Metamemory and Memory Performance—Summary
1. Their metamemory is faulty; they do not realize that they need to make an effort to memorize, and they also do not realize how little they can remember.
2. They do not spontaneously use helpful memory strategies.
3. Relative to older children, their memory performance is poor.
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenChildren's Metamemory: The Relationship Between Metamemory and Memory Performance—Summary
Is there a causal link?Metamemory
Strategy use
Memory performance
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in ChildrenMetamemory in ChildrenChildren's Metamemory: The Relationship Between Metamemory and Memory Performance—Summary
• some evidence that metamemory is related to strategy use
• extensive evidence that strategy use is related to memory performance
• moderate correlation between metamemory and memory performance
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in Elderly PeopleMetamemory in Elderly People1. Beliefs about memory
younger and older adults share similar beliefs2. Memory monitoring
equally skilled on some tasks—predicting items they will recall, selecting most difficult items for further study, judging accuracy on general-knowledge questions, deciding whether an item is old or new
overconfident on some tasks—overall performance on a test of memory for specific details about a recent event
Cognition 7e, Margaret Matlin Chapter 13
The Lifespan Development The Lifespan Development of Metamemoryof Metamemory
Metamemory in Elderly PeopleMetamemory in Elderly People3. Awareness of memory problems
problems with everyday memory
some elderly people don't try to develop helpful memory strategies because they think that memory decline is inevitable
memory self-efficacy—the belief in one's own potential to perform well on memory tasks
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in Infantsrate of acquisitionvocabulary sizecreative language use
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsSpeech Perception in Infancy
phonemesspeech-sound categories across speakersEimas and coauthors
habituation studies, sucking responsedishabituation indicates perceiving difference
between sounds
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsSpeech Perception in Infancy
Werker and Tees—distinguishing sounds in other languages
Kuhl—relearning lost distinctionslanguage rhythmsbilingual homes and language discrimination
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsLanguage Comprehension in Infancy
1. Recognizing important wordsname, mommy, daddy
2. Discriminating between grammatical words and meaning words
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsLanguage Comprehension in Infancy
3. Understanding the correspondence between sound and sightemotional tone of spoken language
Walker-Andrews
recordings of either a happy voice or an angry voice
side-by-side films of happy speaker and angry speaker
infants watched the face that matched the emotion of the voice
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsLanguage Comprehension in Infancy
4. Appreciating semantic conceptsMandler and colleagues—concepts about objects
distinguishing between visually similar objects
animate/inanimate objects
"animal" vs. "vehicle" categories
concepts become more refined
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsLanguage Production in Infancy
cooingbabblingintentional communication
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in InfantsLanguage in InfantsAdults' Language to Infants
child-directed speechmotheresefathersadults typically use a different language style when
speaking to infants and young children than when speaking to older people
differences across language communitiesmothers who are depressed
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenWords
early words and conceptsword productioncomprehension of wordsinterrelationship of memory and language
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenWords
fast mapping—using context to make a reasonable guess about a word's meaning
Heibeck and Markman (1987)series of paired objectsfamiliar and unfamiliar terms
overextensionunderextension
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenMorphology
morphemesmorphology
pay greater attention to phrases with appropriate morphologycreate their own regular forms
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenMorphology
overregularization—the tendency to add the most customary morphemes to create new forms of irregular words
parallel distributed processing explanation—language system keeps tally of morpheme patterns; patterns of excitation within neural networks account for overregularizationrule-and-memory theory (Marcus)—children learn
a general rule for past-tense verbs and also store in memory the past tenses for many irregular verbs
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenSyntax
combining words into sentencestwo-word utterancesmorphology and syntaxactive processusing syntax cues
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenPragmatics
learning the social rules of languagewhat to say, to whom, language styles, coordinating
conversations
Cognition 7e, Margaret Matlin Chapter 13
The Development of The Development of LanguageLanguage
Language in ChildrenLanguage in ChildrenPragmatics
adapting language to the listenerShatz and Gelman (1973)
4-year-olds speaking to 2-year-olds, 4-year-olds and adults
2-year olds speaking to infants
taking turns in conversationgestures of interest; listener responses