Information processing theory6/2/2023 Siegler notes that change can be both continuous and discontinuous, as described by a branch of mathematics called catastrophe theory. Early Adolescence Late Adolescence ability to focus on tasks is extended to lengthy periods of time instead of an hour, knowledge has increased to become "extensive and somewhat integrated"ĩ Siegler (1998) proposes that as children grow older, they develop progressively better rules and strategies for solving problems and for thinking logically. Preference for moderately complex stimuli, ability to classify objects attention span of a child is short, easily distracted, limited knowledge because of lack of experience with variable stimulation more capable of focusing on important information, and they are not distracted as easily as before, increasingly symbolic nature of thought and knowledge,Ībility to focus on one task for an hour or so is developed, basic skills such as writing and math are basically automatic, knowledge base is expanded in relation to school subjects and interests. 462).Ħ He suggested that children's ability to reason improved with age, and that an older child is able to draw upon a greater variety of mental processes than a younger child.ħ Infant Early Childhood Middle Childhood This theory attempts to account for changes in a child's cognitive ability via interactions between the developing brain and the child's increasing knowledge of the world.ĥ It aims to: help social learning theorists and others understand how humans learn and solve problems to understand cognitive development in terms of how people of different ages process information (i.e., decode, encode, transfer, combine, store, retrieve it), particularly when solving challenging mental problems (Sternberg 2002, p. He also specializes in the cognitive development of problem solving and reasoning in children. Siegler Teresa Heinz Professor of Cognitive Psychologyī.A. in psychology from the University of Illinois in 1970 Ph.D. in psychology from SUNY Stony Brook in 1974ģ Focus of his works: Are on children's thinking, particularly their mathematical and scientific thinking.
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