Childrens Source Monitoring And The Role Of Attentional Focus At Encoding
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| Author | : Stacie L. Kovacs |
| Publisher | : |
| Total Pages | : 79 |
| Release | : 2006 |
| Genre | : Attention in children |
| ISBN | : 9781109857597 |
This research was an examination of how children's encoding focus at the time of an event affects later source monitoring decisions. Four- and 6-year-old children watched a video of two speakers making various statements. The children were directed to either focus on how they felt about what was being said (Emotional-self focus), how the speakers felt about what they were saying (Emotional-other focus), perceptual features about themselves (Perceptual-self focus), perceptual features about the speakers (Perceptual-other focus), or given no particular encoding directions (No-focus control). The results suggested that emotional processing during an event is more influential on source monitoring decisions than perceptual processing. Furthermore, the results indicate the mechanisms by which emotional processing affects later source judgments varies as a function of the direction of the focus (i.e., inward or outward). We also examined how changes in binding processes correspond to developments in source monitoring. Six-year-olds' binding performance and source monitoring scores were positively related.
| Author | : Kim P. Roberts |
| Publisher | : Psychology Press |
| Total Pages | : 368 |
| Release | : 2000-06-01 |
| Genre | : Psychology |
| ISBN | : 1135667462 |
There are many aspects of life which require us to distinguish between memories of different events, such as deciding whether you locked the door or only intended to lock the door. Source monitoring, or identifying the source of a particular memory (was the event experienced? related by someone else? or simply imagined?) is a cognitive skill that develops across the life span. In this book, the first to integrate research on children's source monitoring, readers will find an accessible overview of source-monitoring theory and findings from the research programs of leading investigators in this area. The programs of research cut across different methodologies (e.g., nomothetic, individual differences, clinical) and are applied to a wide range of issues in children's lives. Particular emphasis is placed on the effects of source monitoring on eyewitness memory and identification, learning and knowledge, and the development of a theory of mind.
| Author | : Kim P. Roberts |
| Publisher | : Psychology Press |
| Total Pages | : 370 |
| Release | : 2000-06 |
| Genre | : Education |
| ISBN | : 1135667470 |
Papers on how children evaluate sources of information in order to build up a knowledge base.
| Author | : Patricia J. Bauer |
| Publisher | : John Wiley & Sons |
| Total Pages | : 1745 |
| Release | : 2013-09-16 |
| Genre | : Psychology |
| ISBN | : 1118590201 |
This all-embracing Handbook on the Development of Children’s Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field. Edited by two of the world’s leading experts on the development of memory Discusses the importance of a developmental perspective on the study of memory The first ever handbook to bring together the world’s leading academics in one reference guide Each section has an introduction written by one of the Editors, who have also written an overall introduction that places the work in historical and contemporary contexts in cognitive and developmental psychology 2 Volumes
| Author | : |
| Publisher | : |
| Total Pages | : 980 |
| Release | : 2008 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : Kim P. Roberts |
| Publisher | : Psychology Press |
| Total Pages | : 359 |
| Release | : 2000 |
| Genre | : Psychology |
| ISBN | : 9780805833263 |
In this book, the first to integrate research on children's source monitoring, readers will find an accessible overview of source-monitoring theory and findings from the research programs of leading investigators in this area. The programs of research cut across different methodologies (e.g., nomothetic, individual differences, clinical) and are applied to a wide range of issues in children's lives.
| Author | : Nelson Cowan |
| Publisher | : Psychology Press |
| Total Pages | : 238 |
| Release | : 2016-04-14 |
| Genre | : Psychology |
| ISBN | : 1317232380 |
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.
| Author | : Heidi Kloos |
| Publisher | : BoD – Books on Demand |
| Total Pages | : 164 |
| Release | : 2012-11-14 |
| Genre | : Psychology |
| ISBN | : 9535108557 |
As a whole, the essays in this book address theoretical and empirical issues related to children's learning and cognition. The first essay, titled Learning in Cognitive Niches, treats the process of sense making on a theoretical level, discussing the complexity of factors that give rise to children's learning. It is followed by an essay, titled Using the Dynamics of a Person-Context System to Describe Children's Understanding of Air Pressure, that applies ideas from complexity science and dynamics-systems theory to children's learning about science. The next four essays summarize and synthesize already published findings, in an effort to go beyond individual viewpoints and present a more nuanced picture of children's sense making. In particular, two of these summaries, Preschoolers Learning Science: Myth or Reality? and The Emergence of Scientific Reasoning, focus on children's ability to make sense of their physical environment. The essay Cognition and the Child Witness: Understanding the Impact of Cognitive Development in Forensic Contexts seeks to shed light on children's sense making relevant to forensic issues. And the essay Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context ventures in the area of autism, a disorder that demonstrates atypical processes of combining pieces of information. The final two essays provide original data to add to the discussion of what factors affect cognitive functioning. In particular, the essay Cognitive Fitness in Young Adult Video Game Players seeks to re-assess the often-assumed relation between video gaming and various aspects of thinking, memory, intelligence, and visual-spatial abilities. And the essay Impact of Moving Away from Home on Undergraduate Metacognitive Development explicitly connects life circumstances to the ability to monitor and control one's thinking. Together, the collection of essays are a further step towards understanding the process of sense making as children and young adults interact with their environment.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Marjorie Taylor |
| Publisher | : Oxford University Press |
| Total Pages | : 608 |
| Release | : 2013-04-02 |
| Genre | : Psychology |
| ISBN | : 0199909199 |
Children are widely celebrated for their imaginations, but developmental research on this topic has often been fragmented or narrowly focused on fantasy. However, there is growing appreciation for the role that imagination plays in cognitive and emotional development, as well as its link with children's understanding of the real world. With their imaginations, children mentally transcend time, place, and/or circumstance to think about what might have been, plan and anticipate the future, create fictional relationships and worlds, and consider alternatives to the actual experiences of their lives. The Oxford Handbook of the Development of Imagination provides a comprehensive overview of this broad new perspective by bringing together leading researchers whose findings are moving the study of imagination from the margins of mainstream psychology to a central role in current efforts to understand human thought. The topics covered include fantasy-reality distinctions, pretend play, magical thinking, narrative, anthropomorphism, counterfactual reasoning, mental time travel, creativity, paracosms, imaginary companions, imagination in non-human animals, the evolution of imagination, autism, dissociation, and the capacity to derive real life resilience from imaginative experiences. Many of the chapters include discussions of the educational, clinical, and legal implications of the research findings and special attention is given to suggestions for future research.
