I. Overview

A. basic assumptions

1. thinking is information processing

2. precise analysis of change mechanisms

3. self modification

4. automatic vs. effortful processes

B. in contrast to Piagetian theory

1. similarities

a. emphasis on basic questions

2. differences a. greater emphasis on the role of processing limitations, strategy use, and one’s knowledge base

b. greater emphasis on the precise analysis of change

c. greater emphasis on the contrast with adult thinking

II. An Overview of the approach
 

A. the multistore model

1. sensory memory

a. defined

b. no apparent capacity changes with age

2. working memory

a. memory span

1. influences

a. chunking

b. strategy use

b. Baddeley’s model

1. verbal and spatial working memory a. Hale et al. (1996): spatial tasks interfered with verbal memory for 8 but not 10 year olds

3. long term memory a. recognition vs. recall

b. information is stored as units rather than as wholes (e.g., TOT)

B. Basic Processes

1. automatization example

a. automatic vs. controlled processing

b. age similarities & differences

1. 5 year olds retain frequency info as well as adults

2. automatization in single-digit addition
 

a. interference effects increase from small number problems (< 5) for second graders, to small and medium (one addend of 6+) for third graders, to all problem types for older children and adults (LeFevre & colleagues, 1991, 1994)

2. encoding example a. age differences in one’s ability to encode important features
  1. Kaiser et al. (1986) and predicting paths of a falling ball
  a. 70% of children failed, but even college students had problems

2. habituation as encoding