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Information processing theory is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information processing perspective account for mental development in terms of maturational changes in basic components of a child's mind .
During this process there is simultaneous monitoring of the process, and whether it is producing the desired accomplishment. All these steps fall under the meta component processing, and the performance component is the art. The knowledge-acquisition portion is the learning or improving drawing skills. [citation needed]
The strength theory is based on the traditional model of associative learning and concerns automatic link formations via event contingencies. [11] For example, in classical conditioning, the theory suggests that repeated enhancement in association between CS and US (i.e., presentation of CS-US pairs) strengthens the unconsciously perceived link.
Neo-Piagetian theories of cognitive development emphasized the role of information processing mechanisms in cognitive development, such as attention control and working memory. They suggested that progression along Piagetian stages or other levels of cognitive development is a function of strengthening of control mechanisms and is within the ...
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. [1] [2] [3] Other approaches, such as neuroscience and social cognition, focus more on how the brain's organization and structure influence ...
All dual-process theories are essentially the same. There is a tendency to assume all theories that propose two modes or styles of thinking are related and so they end up all lumped under the umbrella term of "dual-process theories". There are just two systems underlying System 1 and System 2 processing.
The spacing effect demonstrates that learning is more effective when study sessions are spaced out. This effect shows that more information is encoded into long-term memory by spaced study sessions, also known as spaced repetition or spaced presentation, than by massed presentation ("cramming").
Phonemic processing includes remembering the word by the way it sounds (e.g. the word tall rhymes with fall). Lastly, we have semantic processing in which we encode the meaning of the word with another word that is similar or has similar meaning. Once the word is perceived, the brain allows for a deeper processing.