Forum 5: Memory and Language Development

Forum 5: Memory and Language Development

Forum 5: Memory and Language Development

Think back over your childhood. What informal, (outside of school), literacy and math experiences did you have while growing up? Based on what you’ve learned, how do you think those experiences contributed to your academic progress after you started school? Which concepts and/or strategies, from the lesson, did you use in school? Which strategy you could use now? How?

Initial post

Analyzed the question(s), fact(s), issue(s), etc. and provided well-reasoned and substantive answers.

20

Supported ideas and responses using appropriate examples and references from texts, professional and/or academic websites, and other references.  (All references must be from professional and/or academic sources. Websites such as Wikipedia, about.com, and others such as these are NOT acceptable.)

Post meets the 250 word minimum requirement and is free from spelling/grammar errors

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Cognitive Development (Information Processing Perspective) and Language Development

The topics for this week are information processing and language development. We will explore the information processing approach to cognitive development. Additionally, We will examine the theories of language development, along with pre-linguistic, phonological, semantic, grammatical, and pragmatic development. We will study the development of metalinguistic awareness and bilingualism.

Topics to be covered include:

• Model for Information-Processing
• Attributes of Attention and Memory Development and Their Effect on Cognition
• Information Processing and Academic Learning
• Case Studies Related to Information Processing
• Stages of Language Development

General Model for Information Processing Perspective

Information-processing research seeks to understand how children develop the attention, memory, and self-management skills to succeed with complex tasks. Those who study this approach compare the human mind to a computer, or an intricate, symbol-manipulating system through which information flows.

THE STORE MODEL

Research that occurred in the late 1960s and early 1970s led to the adoption of a term known as the store model. This model assumes that we store information in three parts of a mental system for processing: the sensory register, the short-term memory store, and the long-term memory store. As information moves from one part to the next, individuals use strategies to retain and effectively utilize the information.

Imagine stepping into a room at a museum, looking around for a minute, and then closing your eyes. Your sensory register has just been activated. It took in a wide variety of new information; however, the majority of this information will be lost in just a moment. If you did not use a mental tactic to focus on a particular feature of the room, it is likely that what you saw will not move to the subsequent part of the mental system, the short term memory store.

Working Memory and Long-Term Memory

• WORKING MEMORY
• LONG-TERM MEMORY

The short term memory store temporarily retains information so that we can do something with it. It has a basic capacity, which allows us to hold onto a small amount of information at a time. For example, most adults can remember a list of about seven numerical digits. However, just attempting to simply recall the digits will not allow you to maintain the information. You have to put in some effort to keep it, which is why contemporary researchers also refer to this part as your working memory (the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items). The more information we manage in working memory and the more effectively we utilize strategies to process it, the more likely we will commit it to our long-term memory.