Information Processing in Middle Childhood PDF

Information Processing in Middle Childhood Memory, Thinking, and Metacognition Rhonda Russell  Information processing involves how children encode, What is store, and retrieve Informatio information. n Major Processin...

Information Processing in Middle Childhood Memory, Thinking, and Metacognition Rhonda Russell  Information processing involves how children encode, What is store, and retrieve Informatio information. n Major Processin improvements in g? attention, memory, and problem-solving occur during middle and late childhood.  Short-term memory: Increases until around age 7, then slows down. Memory Long-term memory: Expands as children age, Developm allowing more permanent ent and complex memories. Working memory: Critical in problem-solving and decision-making.  Alan Baddeley’s Model: Central Executive, Phonological Loop, What is Visuospatial Sketchpad. Workin Children’s working memory improves with g age but is still limited compared to adults. Memor Working memory is y? crucial for success in school, impacting comprehension and problem-solving.  Elaboration: Engaging with information deeply, Strategi creating personal es for connections. Organization: Structuring information Enhanci meaningfully. ng Memory Repetition: Rehearsing information to aid retention.  Verbatim Memory: Remembering precise details. Fuzzy Gist Memory: Focusing on the central meaning Trace or essence. Theory Children gradually shift from verbatim to gist memory, helping improve retention.  Definition: Knowing about one's own thinking and learning processes. What is Components: Planning, evaluating, self- Metacogniti regulation. on? Children become better at monitoring and adjusting their learning strategies as they age.  Children ask fundamental questions Scientif like scientists. ic They form hypotheses, Thinkin test them, and draw conclusions. g in Childre Children are more influenced by n coincidences and often hold onto incorrect beliefs.  Encourage reflection on thinking How to processes. Teach strategies Teach Metacogniti for planning and on evaluating progress. Scaffold learning to help students develop self- regulation.  Self-control: Managing impulsive behavior. Enhanci ng Working memory: Executiv Efficient processing of large amounts of e information. Function Cognitive flexibility: Ability to adapt and change strategies.  Information processing improves significantly in middle and late childhood. Key Memory, thinking, and metacognitive Takeawa skills are crucial for ys academic success. Teachers can foster these skills through strategic instruction.  Objective: The purpose of this activity is to apply information Memory processing concepts, such as memory, encoding, and Walk and metacognition, through a Metacogniti brief outdoor experience. You will be reflecting on on your ability to recall and Reflection process information from your walk and considering Activity how your thinking influenced what you remembered.  Take a 10–15-minute walk outside of the building. As you walk, pay close attention to your surroundings—what you see, hear, and experience. Instructio ns During the walk, take one photo of something that captures your attention. You will use this photo for reflection but try not to focus on it too much at the moment. Just notice why it stands out to you.  Return to the Classroom: Without looking at the photo, write down 5-7 things you remember from your walk. These can be sensory details (e.g., colors, sounds, objects) or Instructio specific events (e.g., something someone was doing or a place ns (cont.) you passed by). Reflect on: What was the easiest thing for you to remember? Why? What was the hardest thing to recall? Why do you think that was?  Now, take a look at the photo you took. Reflect on the following questions:Why did you choose to photograph this specific object or scene? Did looking at the photo help you Metacogniti recall any additional details from your walk? If so, what? on Reflection Consider how metacognition—your awareness of your own thinking— played a role during the walk. Were you aware of consciously focusing on certain details? Did you notice how you were processing information?  In groups of 2-3, share your experiences:What details did you remember from your walk? Small How did looking at the photo change or enhance Group your memory? Sharing What did you notice about how you processed information and chose what to focus on?  We will discuss how this exercise relates to Class information processing concepts, Discussi including sensory memory, working memory, encoding, and on metacognition. Be ready to share your observations and insights with the class!