 |  Child Psychology: A Contemporary Viewpoint, First Canadian Edition E. Mavis Hetherington,
University of Virginia
Ross D. Parke,
University of California
Mark Schmuckler,
University of Toronto at Scarborough
Cognitive Development: the Information Processing Approach
Learning Objectives
| Characterize the information-processing approach to cognitive development. |
| | | | Describe the developmental changes in the processes of encoding, representation, strategy construction, automatization, and generalization. Include the influence of changes in executive control strategies and world knowledge on children's cognition. |
| | | | Describe Case's neo-Piagetian theory of cognitive development. |
| | | | Describe differences between Piaget's theory and information-processing theory. |
| | | | Discuss the two theories that explain the way in which experience affects attention. |
| | | | Describe the development of the process of attention, including control, adaptability, and planfulness. |
| | | | Define problem solving and discuss developmental trends in solving problems by the use of analogies, scripts, and deductive reasoning. |
| | | | Discuss the five basic principles related to numerical reasoning and important features of counting. Use recent research to discuss the role of culture in the use of mathematics. |
| | | | Describe executive function, and what it might say about the concept of perseveration. |
| | | | Define metacognition and discuss the various components of metacognitive knowledge. Be familiar with applications of metacognition to academic settings. |
| | | | Illustrate research in the area of theory of mind, and discuss it's potential relation to Piaget's notion of egocentrism. |
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2002 McGraw-Hill Higher Education