Characterize the information-processing approach to cognitive development.
Discuss the four basic assumptions of the information processing approach. Explain the concept of task analysis and how it contributes to the understanding of information processing skills.
Describe the multistore, connectionist, and neo-Piagetian information processing models.
Describe differences between Piaget's theory and information-processing theory.
Define what cognitive processes are. Discuss encoding and representation, strategies, automatization, and generalization. Describe the role of executive control processes and the effects of knowledge on information processing.
Describe the developmental changes in attention, including the ability to sustain and shift attention, selectively attend to relevant stimuli, and links between attention and planning.
Describe the developmental changes in memory, including changes in the basic capacities (memory span, processing efficiency, and speed), strategies (rehearsal, organization, elaboration), and world knowledge.
Describe strategy deficiencies for young children (i.e., mediational deficiency, production deficiency, utilization deficiency).
Describe the developmental changes in problem solving and reasoning including the use of rule-based problem solving, solving problems by analogy, the use of scripts, and deductive reasoning.
Discuss the five basic principles related to numerical reasoning and important features of counting. Use research to discuss the role of culture in the use of mathematics.
Define metacognition and discuss the various components of metacognitive knowledge.
Explain the applications of metacognition to academic settings.
