Information Processing in Children
The Seventh of an Annual Series of Symposia in the Area of Cognition under the Sponsorship of Carnegie-Mellon University
Published on 28. June 2014
220 pages
978-1-4832-6880-4 (ISBN)
Description
Information Processing in Children is a collection of papers from the Seventh Annual Series of Symposia in the Area of Cognition. This collection discusses developmental data that are important to a complete theory of human information process and describes information-processing technologies used in developmental function studies. One paper reviews the developments in information processing in children that includes descriptions of the sensory system, intermodal connections, short- and long-term memory. Several papers also discuss developments in the basic mechanisms, such as those relating to perceptual phenomena, equivalence systems, and memory strategies. Several papers then deal with psychological considerations in building a model to cognitive development and learning. An example pertains to information processing tendencies in empirical studies and theoretical implications for cognitive learning abilities. One paper then discusses computer simulation, while another reviews papers written by Cellerier, as well as by Klahr and Wallace, which tackle the role of simulation in developmental research. This compendium can prove helpful for child psychologists, counselors, pediatricians, and child educators and teachers.
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Sylvia Farnham-Diggory
Information Processing in Children
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01/1972
Academic Press
€18.57
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Content
List of ContributorsPrefaceAcknowledgmentsPart I Overview Chapter 1. On the Development of the Processor The Sensory System Short-Term Memory Long-Term Memory Intermodal Connections Attention Strategies and Programs The Nature of Explanation Explanation by Synthesis ConclusionPart II Basic mechanisms Chapter 2. Perceptual Development: A Progress Report Stimulus Determinants of Type I Phenomena Classification of Illusion Phenomena Cognition and Type II Phenomena Chapter 3. The Development of Equivalence Systems Reply to Simon Chapter 4. Strategies for Remembering Selective Attention and Memory Mediation and Memory Conclusions and Implications Reply to SimonPart III Building a Model-Psychological Considerations Chapter 5. Rules and Repertoires, Rituals and Tricks of the Trade: Social and Informational Aspects to Cognitive and Representational Development Representational Tasks-Finding Equivalents Favored Properties and Signs Grounds for Such Labels as "Right" or "Excess" Representational Tasks: Lawfulness in the Equivalents Children Produce The General Course of Cognitive Development Chapter 6A. Information Processing Tendencies in Recent Experiments in Cognitive Learning-Empirical Studies Chapter 6B. Information Processing Tendencies in Recent Experiments in Cognitive Learning-Theoretical Implications Chapter 7. A Note on Process-Structure Distinctions in Developmental Psychology The Material-Activity Distinction Program-Data Distinction The Interpreter-Language Distinction The Grammar-Recognizer Distinction Competence-Performance Distinction Process and Structure in Development ConclusionPart IV Computer Simulation Chapter 8. Class Inclusion Processes Theoretical Views Empirical Studies Causes of Failure An Information Processing Approach Representation Fundamental Processes Task Specific Routines Production Systems for Developmental Stages A Production System for "More" Quantification Operators Counting Interpretation of CI Procedures Effects of Training Procedures TransitionPart V Final Comment Chapter 9. The Child's Conception of the Experimenter To Simulate or Not to Simulate? Counting and Ordering Language and Social Convention Chapter 10. Reply to Hayes: On the Value of Theoretical PrecisionReferencesAuthor IndexSubject Index
