1.
autobiographical memory: representations of one-time events that are long-lasting because they are imbeded with personal meaning
2.
cardinality: that the last word in a counting sequence indicates the quantity of items in a set
3.
central conceptual structures: once the schemes of a Piagetian stage become sufficiently automatic, enough space in working memory is available to consolidate them into an amproved representational form. As a result, children generate these- networks of concepts and relations that permit them to think about a wide range of situations in more advanced ways.
4.
central executive: special part of working memory to manage complex activities, directs the flow of information. It decides what to attend to, coordinates incoming information with information already in the system, and selects, applies, and monitors strategies.
5.
cognitive self-regulation: the process of continually monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts
6.
connectionist models (or artificial neural network): devised to discover exactly what happens in the brain as children master new skills, researchers in developmental cognitive neuroscience use computer, whish simulate the workings of the most basic information-processing units: neurons and their connections. These models reveal how strengthening of simple connections between units leads to new cognitive capacities, just as strengthening of synapatic connections between neurons promotes development of brain functioning.
7.
Control deficienty: slightly older children someitmes produce strategies, but not consistently. They fail to control, or execute, strategies effectively.
8.
Effective strategy use: by the mid-elementary school years, children use strategies consistently, and performance improves
9.
elaboration: involves creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category
10.
emergent literacy: children's active efforts to construct literacy knowledge through informal experiences
11.
episodic memory: memory for many personally experienced events
12.
fuzzy-trace theory: first encode infomation, we reconstruct it automatically, creating a vague, fuzzy version called a gist
13.
gist: preserves essential meaning without details and is especially useful for reasoning
14.
inhibition: the ability to control internal and external distracting stimuli
15.
long-term memory: our permanent knowledge base
16.
memory span: longest sequence of items a person can recall, a measure of working memory capacity
17.
mental strategies: operate on and transform it, increasing the chances that we will retain information, use it efficiently, and think flexibly, adapting the information to changing circumstances
18.
metacognition: awareness and understanding of various aspects of thought
19.
model of strategy choice: Robert Siegler, one of several current efforts to apply an evolutionary perspective to children's cognition. When given challenging problems, children generate a variety of strategies. With experience, some strategies are selected; they become more frequent and "survive". Others become less frequent and "die off". Like physical characteristics, children's mental strategies display variation and selection, yielding adaptive problem-solving techniques.
20.
neo-Piagetian theory: Robbie Case, accepts Piaget's stages but attributes change within each stage, and movement from one stage to the next, to increases in the efficienty with which childen use their limited working memory capacity. Each stage involves a distinct type of cognitive structure: in infancy, sensory input and physical actions; in early chidood, internal representations of events and actions; in middle childhood, simple transformations of representations; and in adolescence, complex transformations of representations.
21.
ordinality: order relationships between quantities
22.
organization: strategy of grouping related items
23.
phonics approach: believing that children should first be coached on phonics- the basic rules for translating written symbols into sounds. Only after mastering these skills should they get complex reading material
24.
phonological awareness: ability to reflect on and manipulate the sound structure of spoken language
25.
planning: involves thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal
26.
Production deficienty: Preschoolers rarely engage in attentional strategies. In other words, they fail to produce strategies when they could be helpful.
27.
recall: generating a mental representation of an absent stimulus
28.
recognition: noticing that a stimulus is identical or similar to one previously experienced
29.
reconstruction: constructive processing that can involve reconstructing information, or recoding it while it is in the system or being retrieved
30.
rehersal: repeat the infomation to yourself, a memory strategy
31.
scripts: general descriptions of what occurs and when it occurs in a particular situation
32.
semantic memory: our vast, taxonomically organized and hierarchically structured general knowledge system, must grow from eposodic memory
33.
sensory register: where information enters; sights and sounds are represented directly and stored briefly
34.
store model: the information-processing system assumes that we hold, or store, information in three parts of the mental system for processing
35.
theory of mind: a coherent understanding of people as mental beings, which they revise as they encounter new evidence
36.
Utilization deficiency: Young elementary school children execute strategies consistently, but their performance either does not improve or improves less than that of older children.
37.
whole-language approach: argued that readings should be taught in a way that parallels natural language learning. From the beginning, children should be exposed to text in its complete form- stories, poems, letters, posters, and lists- so that they can appreciate the communicatice function of written language
38.
working or short-term memory: actively apply mental strategies as we "work" on a limited amount of information
