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An approach that focuses on the ways children process information about their world – how they manipulate information, monitor it, and create strategies to deal with it.
Information-processing approach
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The mechanism by which information gets into memory
Encoding
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The ability to process information with little or no effort
Automaticity
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Creation of new procedures for processing information
Strategy construction
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Cognition about cognition, or "knowing about knowing"
Metacognition
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Concentrating and focusing mental resources
Attention
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Focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant
Selective attention
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Concentrating on more than one activity at the same time
Divided attention
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The ability to maintain attention to a selected stimulus for a prolonged period of time.
Sustained attention
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Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks and dealing with novel or difficult circumstances.
Executive attention
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Individuals focusing on the same object or event; requires the ability to track another's behavior, one person directing another's attention, and reciprocal interaction.
Joint attention
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Retention of information over time
Memory
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Limited-capacity memory system in which information is usually retained for up to 30 seconds, assuming there is no rehearsal of the information. Using rehearsal, individuals can keep the information longer.
Short-term memory
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A relatively permanent and unlimited memory
Long-term memory
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A mental "workbench" where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.
Working memory
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States that when people reconstruct information, they fit it into information that already exists in their minds.
Schema theory
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Mental frameworks that organize concepts and information
Schemas
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States that memory is best understood by considering two types of memory representations: (1) verbatim memory trace; and (2) fuzzy trace, or gist. According to this theory, older children's better memory is attributed to the fuzzy traces created by extracting the gist of information
Fuzzy trace theory
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Memory without conscious recollection; memory of skills and routine procedures that are performed automatically
Implicit memory
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Conscious memory and facts and experiences
Explicity memory
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Manipulating and transforming information in memory, usually to form concepts, reason, think critically, and solve problems.
Thinking
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Thinking reflectively and productively, and evaluating the evidence.
Crtitical thinking
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Being alert, mentally present, and cognitively flexible while going through life's everyday activites and tasks.
Mindfulness
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Knowledge about memory
Metamemory
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Awareness of one's own mental processes and the mental processes of others.
Theory of mind
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