Discusses the central executive, sensory register, working memory, and long-term memory
Reviews the relationship among the central executive, sensory register, working memory, and long-term memory
Details how sensation and perception, attention, working memory, and long-term memory develop as a child develops
Identify the components of the information processing theory described in the text.
Define the components and their functions.
Summarize the interrelationship among the components and explain what is needed
to move information through the model.
Explain how a child processes information and how the process changes or develops
as the child grows older.
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The information processing theory described in the text consists of several components: the central executive, sensory register, working memory, and long-term memory.
1. Central Executive: The central executive is the control center of the information processing system. It manages and coordinates all other cognitive processes and directs attention to particular tasks. Its function is to allocate cognitive resources, make decisions, and monitor and regulate cognitive activities.
2. Sensory Register: The sensory register is the component responsible for initially capturing sensory information from the environment. It acts as a temporary storage system for sensory input, such as visual or auditory stimuli. The sensory register has a large capacity but a short duration, meaning that information is rapidly decayed unless it receives attention.
3. Working Memory: Working memory is the component that holds and manipulates information retrieved from the sensory register or long-term memory. It is an active cognitive system with limited capacity and duration. Working memory consists of two subcomponents: the phonological loop (which processes auditory information) and the visuospatial sketchpad (which processes visual and spatial information). The central executive controls and coordinates these subcomponents.
4. Long-Term Memory: Long-term memory is the final stage of the information processing system. It holds an unlimited amount of information for an extended period. Long-term memory consists of explicit memory (which can be consciously accessed, such as facts and events) and implicit memory (which is unconscious and includes skills and habits). Information must be transferred from working memory to long-term memory for it to be stored and retrieved later.
The interrelationship among these components is crucial for information to flow through the model. Sensation and perception processes in the sensory register feed information to the central executive, which directs attention to relevant stimuli and activates working memory. Working memory processes and manipulates the information, and the central executive decides whether to transfer it to long-term memory for storage and future retrieval.
As a child develops, the processes of sensation and perception become more refined, allowing for more efficient input from the sensory register. Attentional abilities also develop, enabling the child to focus on relevant information and inhibit distractions. Working memory capacity and processing speed increase, allowing for more complex thinking and problem-solving. Long-term memory develops through repeated exposure to information, and as the child ages, they are better able to encode and retrieve information from long-term memory.
In summary, the information processing model involves the central executive, sensory register, working memory, and long-term memory. The interrelationship among these components is crucial, with attention and executive control directing the flow of information. As a child grows older, their sensory processes, attention, working memory capacity, and long-term memory capabilities develop and become more efficient.