information-processing approach
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.
encoding
The mechanism by which information gets into memory.
automaticity
The ability to process information with little or no effort.
strategy construction
Creation of new procedures for processing information.
metacognition
Cognition about cognition, or "knowing about knowing.
attention
Concentrating and focusing mental resources.
selective attention
Focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant.
divided attention
Concentrating on more than one activity at the same time.
sustained attention
The ability to maintain attention to a selected stimulus for a prolonged period of time. Sustained attention is also called focused attention and vigilance.
executive attention
Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.
joint attention
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.
memory
Retention of information over time.
short-term memory
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 in short-term memory longer.
long-term memory
A relatively permanent and unlimited type of memory.
working memory
A mental "workbench" where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language.
schema theory
States that when people reconstruct information, they fit it into information that already exists in their minds.
schemas
Mental frameworks that organize concepts and information.
fuzz-trace theory
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 extrac
implicit memory
Memory without conscious recollection; memory of skills and routine procedures that are performed automatically.
explicit memory
Conscious memory of facts and experiences.
thinking
Manipulating and transforming information in memory, usually to form concepts, reason, think critically, and solve problems.
critical thinking
Thinking reflectively and productively, and evaluating the evidence.
mindfulness
Being alert, mentally present, and cognitively flexible while going through life's everyday activities and tasks.
metamemory
Knowledge about memory.
theory of mind
Awareness of one's own mental processes and the mental processes of others.
dual-process model
States that decision-making is influenced by two systems, one analytical and one experiential, that compete with each other. In this model, it is the experiential system�monitoring and managing actual experiences�that benefits adolescent decision making.