Cognitive Development Throughout the Lifespan - …

1 1 Cognitive Development Throughout the LifespanChapter 13 Cognitive DevelopmentWe will look at three aspects of Cognitive Development in our of languageMemory DevelopmentEarly research underestimated infants' memory abilities Psychologists used a number of different measure to ascertain memory capacities in infants and younger (looking time, Own-Race Effect) mother (visual, voice) reinforcement with a and de Schonen (2004) showed photos of White and Asian women's faces shown to White one photo (White or Asian woman) repeatedly until looking time pair of photos (familiar-unfamiliar) White women or Asian time for unfamiliar White woman longer than familiar White woman. However no difference for familiar-unfamiliar Asian Race Effect (ORE) recognition: 3-days old recognize their mother from a stranger (Bushnell & Sai, 1987; Rovee-Collier et al, 2001; Slater & Butterworth, 1997).

2 Mother s video: Infants younger than 3-days old sucked to produce a video of their mother than strangers (Walton et al., 1992).Recognizing s Voice: Prenatal babies preferred mother reciting the poem than a stranger. Heart-rate changed more when hearing mother s voice (Kisilevsky et al 2003). babies prefer characteristics of mother s spoken language when reading a passage read many times to passage never read to them (DeCasper & Spence, 1986).Recognizing Mother3 Conjugate ReinforcementBabies hooked-up to a mobile with a ribbon, move their leg and shake it. In instrumental conditioning terms foot movement is the response, and mobile movement is the and colleagues tested 2-6 month old babies in this setup for immediate and , spontaneous kicking is first ribbon is connected to the mobile and number of kicks are assessed during the acquisition of kicks produced following delay is used to measure immediate or long-term and colleagues also used 6-18 month old children with a toy train on a circular tracks to measure memory.

3 The train was hooked-up to lever that the infants could press, to make the train run or (Months)Minimum Rentention (Weeks)Mobile TaskTrain TaskContextLearning reactivated most strongly when retested in the same rather than a different context (Butler & Rovee-Collier, 1989).Other Memory AspectsRovee-Collier also tested other aspects of infant memory and found that infant s memory behaved much like adult memory for; of 's Working span (Kail, 1992)oChildren were given lists like: dad, mom, doll, ball, baby, .. children recalled 2 words, 9-year old recalled all 6 working memory to school performanceChildren's Long-Term Memory02550751001252-Year Old4-Year OldAgePercent Correct RecallRecognitionRecallExcellent recognition but poor recall for objects (Myers and Perlmutter, 1978).Children's Long-Term memory and early childhood amnesiaand Infant of well-organized sense of who they encoding and MemoryRefers to events taking place in one s life.

4 People are unable to recall events before 2-3 years of age, called childhood Old3-Year OldAge at Sibling BirthDetails RememberedFewerMoreChildhood AmnesiaWe know that infants and children have good memories. Children around 2-years have good verbal cortex is not fully developed (Newcomb et al. 2000). well organized sense of self (Conway & Pleydell-Pierce, 2000; Howe, 2000, 2003).Deferred ImitationInfants a few months old can imitate adult expressions and other events. Schema and scripts are retained in 11-month old infants for tasks that involve 2-step pushed a button through a slot of a box and said shake, shake, shake compared to putting a hat on the bunny and feeding a 's Long-Term 's source monitoring (Foley, Ratner and colleagues, 19??). vs. imagining how it would feel vs. vs. watching another person perform a 's Memory not very effective, but can keep information in working memory.

5 Four-and 5-year-olds do not spontaneously use rehearsal but can benefit from rehearsal if strategies (categorizing and grouping) Moelyand colleagues (????) children study pictures from four categories; younger children rarely rearrange into categories than : even 6-year-olds can be trained to use visual imagery 's Eyewitness Ceci(1995) "Sam Stone" study. Control, stereotype, suggestion, and stereotype-plus-suggestion groups. children interviewed about Sam Stone 10 weeks after group highly accurate. children can provide valid eyewitness testimony if they do not receive misleading information, either before or after the target 's Eyewitness TestimonyLeichtman and Ceci "Sam Stone" study 's Eyewitness , stereotyping, and misleading suggestions all influence children's eyewitness factors reluctance to say "I don't know . statements under s Intelligence and Eyewitness and Gudjonsson(2007) children with mental retardation vs.

6 Typically developing and younger questions9 Memory in Elderly individual developmental et al., (1989) recall for spoken syntax/normal rate vs. random order/fast age difference for complicated, non-real-life in Elderly well on semantic memory tasks and easy, automatic differences on more complex memory(simulated shopping task). Complete fewer tasks and made more errors. Perform more accurately when they have an environmental cue. Can even perform better than younger in Elderly People4. Implicit memory(Light and colleagues, 1995). Reading familiar letter sequence. Older and younger adults performed recognition memory. Long-term recognition memory declines slowly or not at recall memory. Performance decreases slowly and age differences are more substantial Dunloskyand Hertzog (1998) pairs of unrelated words, names, historical details, stories large individual differences verbal ability, education.

7 Hasher and colleagues time of for Age Differences in Memory relate to changes in brain structures:1. Difficulty paying attention2. Ineffective use of memory strategies3. The contextual-cues hypothesis4. Cognitive slowingMetamemory in of mind(Flavell, 199?). People's ideas on how their minds work and on their beliefs about other people's 's understanding of how memory works. Small vs. large memory sets. Related vs. random words. Effectiveness of memory 's awareness that effort Is children do not appreciate the need for effort. Keep studying information they already know. Not accurate in judging what has been committed to in 's awareness that effort Is children do not realize that they need to make an effort to use a memory strategy. Naive ideas about the effort required for in ChildrenChildren's Judgments about their memory children unrealistically optimistic.

8 Roebersand colleagues (2004) tested memory for magic show and looked at confidence ratings. Level of Confidence for Questions Answered Correctly and Questions Answered Incorrectly. (1 = Very Unsure; 5=Very Sure)Summary: Metamemory in 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 do not spontaneously use helpful memory to older children, their memory performance is & Memory evidence that metamemory is related to strategy evidence that strategy use is related to memory correlation between metamemory and memory there a causal link?MetamemoryStrategy useMemory performance 12 Metamemory in about and older adults share similar 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.

9 Overconfident on some performance on a test of memory for specific details about a recent in 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 belief in one's own potential to perform well on memory : Language in Infantsrate of acquisition vocabulary size creative language Perception in Infancyphonemes speech-sound categories across speakers Eimasand coauthors (????)habituation studies, sucking response dishabituationindicates perceiving difference between sounds. Werkerand Tees (????)distinguishing sounds in other languages. Kuhl(????)relearning lost distinctions. Language rhythms. Bilingual homes and language : Language Comprehension in important words like, name, mommy, daddy etc., Discriminating between grammatical words and meaning words.

10 Understanding the correspondence between sound and sight. Emotional 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 : Language semantic concepts(Mandlerand colleagues, ????). Concepts about objects distinguishing between visually similar (animate-inanimate objects); "animal" vs. "vehicle" categories. Concepts become more : Language Production in , babbling, intentional ' Language to Infants(child-directed speech Motherese, fathers). Adults typically use a different language style when speaking to infants and young children than when speaking to older people. Differences across language words and concepts. Word production. Comprehension of words. Interrelationship of memory and : Language (fast mapping).