Question 1

Describe in detail three sources of the development of memory, according to information-processing theories. How do each of these sources contribute to the development of memory?

Accepted Answer

According to information-processing theories, there are three main sources of the development of memory: encoding, storage, and retrieval.

1. Encoding: This refers to the process of transforming sensory information into a form that can be stored in memory. As children grow and develop, they become better at encoding information due to their increasing cognitive abilities and experiences. For example, as a child learns to read, they become better at encoding written information into their memory. This source contributes to the development of memory by allowing children to better process and store information as they grow and learn.

2. Storage: This refers to the process of maintaining encoded information in memory over time. As children develop, their memory storage capacity and organization improve. For example, as a child learns new vocabulary words, they become better at organizing and storing these words in their long-term memory. This source contributes to the development of memory by allowing children to retain and access information more effectively as they mature.

3. Retrieval: This refers to the process of accessing and using stored information. As children develop, they become better at retrieving information from memory due to improvements in their cognitive abilities and strategies. For example, as a child practices recalling information for tests or quizzes, they become better at retrieving that information from their memory. This source contributes to the development of memory by allowing children to more efficiently access and use the information they have stored.

Overall, these three sources of the development of memory according to information-processing theories work together to improve children's ability to encode, store, and retrieve information as they grow and learn. This ultimately leads to the development of more efficient and effective memory processes.

Question 2

Each day, each of us solves a variety of problems, including finding lost keys, remembering a friend's phone number, figuring out what to get Dad for Father's Day, and so on. Think about a recent problem, small or large, that you have had to solve. Do a task analysis of your problem solving. Be sure to describe your goals, subgoals, and relevant facts, as well as any inferences you had to make or biases you had. Also be sure to describe any errors you made in your processing.

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Question 3

Describe how children's nature is viewed by each of the four theories (Piagetian, information-processing, sociocultural, and dynamic-systems). In addition, for each theory, discuss one central developmental issue (e.g., nature versus nurture, active versus passive, continuous versus discontinuous) and how the theory's view of children's nature is associated with this central issue.

Accepted Answer

Piagetian theory views children's nature as inherently active and curious, with a natural drive to explore and make sense of the world around them. According to Piaget, children actively construct their understanding of the world through their interactions and experiences.

One central developmental issue in Piagetian theory is the idea of continuous versus discontinuous development. Piaget believed that children progress through distinct stages of cognitive development, with each stage representing a qualitatively different way of thinking. This view of development as discontinuous is associated with the theory's perspective on children's nature, as it suggests that children are actively constructing their understanding of the world in a series of distinct stages.

Information-processing theory also views children as active participants in their own development, but focuses more on the ways in which children process and organize information. This theory sees children's nature as involving the development of increasingly sophisticated cognitive processes, such as attention, memory, and problem-solving skills.

One central developmental issue in information-processing theory is the nature versus nurture debate. This theory emphasizes the role of experience and environmental influences in shaping children's cognitive development, while also acknowledging the role of innate cognitive processes. The theory's view of children's nature as involving the development of cognitive processes is associated with this central issue, as it highlights the interaction between innate abilities and environmental influences in shaping children's development.

Sociocultural theory, developed by Lev Vygotsky, views children's nature as inherently social and emphasizes the role of cultural and social influences in shaping development. According to this theory, children's nature is characterized by a drive to participate in social interactions and to learn from more knowledgeable others.

One central developmental issue in sociocultural theory is the idea of active versus passive development. Vygotsky emphasized the active role of children in their own development, as they engage in social interactions and participate in cultural practices. This view of children's nature as inherently social and active is associated with the theory's perspective on development as an active, socially mediated process.

Dynamic-systems theory views children's nature as inherently dynamic and emphasizes the interconnectedness of various aspects of development, such as cognitive, social, and emotional development. According to this theory, children's nature is characterized by the ongoing interaction and integration of various developmental processes.

One central developmental issue in dynamic-systems theory is the idea of continuity versus discontinuity in development. This theory emphasizes the dynamic and interconnected nature of development, suggesting that development is a continuous, ongoing process of change and adaptation. The theory's view of children's nature as inherently dynamic and interconnected is associated with this central issue, as it highlights the continuous, interactive nature of development.

Question 4

Describe the aspect of each theory that you found most interesting or accurate. Would it be possible to unify these aspects into one supertheory? Why or why not?

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Question 5

Cecilia, the mother of 3-year-old Maria, has become increasingly frustrated with her daughter's behaviour toward other members of the family. Among other things, Cecilia complains that Maria is inconsiderate of her baby brother and that if she is playing, she doesn't listen when Cecilia asks her to do something. Use Piaget's theory to explain how Maria's level of cognitive development is a source of Maria's frustrating behaviour.

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Question 6

Jason, who is 5 years old, and his sister Lynne, who is 9 years old, have just received a chess set from their grandparents. Neither Lynne nor Jason has ever played chess, but they are both motivated to learn the game. According to information-processing theories, who is more likely to quickly become skillful at the game? Give three specific differences between younger and older children that will enable Jason or Lynne to learn the game faster.

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Question 7

Define intersubjectivity and social scaffolding. Give two specific examples of the impact each one has on children's learning.

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Question 8

Describe how Piagetian theory explains the A-not-B error and how the dynamic-systems approach explains it. Then select another experiment used by Piaget to demonstrate the limitations of children's cognition at a particular age, and suggest what conclusions might be drawn if one instead looked at the problem from a dynamic-systems perspective.

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Question 9

Imagine that you are trying to teach a young child how to ride a bicycle. Describe how you might best scaffold the task so that the child can learn optimally. How would you use your knowledge to direct your instructional efforts to the appropriate level for the child?

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Question 10

Define and describe the features of guided participation, and explain why it is a core component of the sociocultural perspective. Use an example to illustrate the features.

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Question 11

Describe how infants' ability to form mental representations develops over the first two years of life. Give an example of a mental representation infants are typically able to make at 8 months, at 12 months, at 18 months, and at 24 months.

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Question 12

Describe how intelligence is conceived of within each of the four theories described in this chapter (Piagetian, information-processing, sociocultural, and dynamic-systems). Use examples to support your descriptions.

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Question 13

Does Piaget consider any sources of continuous development? If so, describe them and provide examples. If not, discuss one facet of development that you believe to be continuous, and explain why you believe Piaget was wrong on this issue.

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Question 14

To what extent do you agree with the perspective of the sociocultural approach that says that all learning occurs within an interpersonal context? Do you believe it is possible for learning to occur outside an interpersonal context? Why or why not?

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Question 15

Each of the four theories discussed in this chapter (Piagetian, information-processing, sociocultural, and dynamic-systems) has implications for teaching methods. Describe how a teacher might approach the task of teaching a child the concept of conservation from each of the four perspectives.

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Question 16

Describe the main components of memory discussed in the text. Describe how these components related to your studying for this exam.

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Question 17

Describe the typical behaviour of a 6-year-old child on a test of the conservation concept. Discuss two benefits and two limitations of Piaget's theory for explaining this result.

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Question 18

How do Piaget's concept of centration and the information-processing concept of selective attention illustrate the notion of the active child?

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Question 19

Describe the development of a conservation concept. Describe Piaget's explanation of why younger children are unable to demonstrate this understanding and what changes to enable older children to do so.

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Question 20

Steven is the proud uncle of newborn baby Rachel. His first gift for her is a colourful rattle. Think about how baby Rachel is likely to respond to or interact with the rattle at each of the following ages: 2 weeks, 3 months, 6 months, 10 months, 15 months, and 21 months. For each age, give an example of Rachel's likely behaviour with the rattle as well as a brief description of how Piagetian theory would explain this behaviour.

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Exam 4: Section 1: Theories of Cognitive Development