Chapter 8 The Information Processing Approach

When children become familiar with a task, it means that they have already learned and practiced it multiple times. This familiarity allows them to perform the task more efficiently and automatically, reducing the cognitive capacity required. In other words, they don't need to think as much or exert as much mental effort because the task has become more automatic and ingrained. Therefore, the statement that the less cognitive capacity is required when children get familiar with the task is true.

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At age 3, children tend to believe that their thoughts and beliefs are an accurate reflection of reality. They do not yet fully understand that mental states can be separate from the actual world and can be influenced by personal perspectives and biases. This suggests that they have not yet developed a fully mature understanding of the distinction between subjective thoughts and objective reality. Therefore, the statement "At age 3, children assume that mental states are the cope of reality rather than the representation of reality" is true.

The statement is true because there are indeed 4 types of memory encoding. Visual encoding involves encoding information based on its visual characteristics, such as images or colors. Acoustic encoding involves encoding information based on its sound or auditory characteristics. Semantic encoding involves encoding information based on its meaning and association with other knowledge. Elaborative encoding involves encoding information by actively relating it to existing knowledge and making it personally meaningful.

The theory of forgetting is interference and decay theory. This theory suggests that forgetting occurs due to interference from other memories or due to the decay of memory traces over time. Interference theory proposes that forgetting happens when new information interferes with the retrieval of previously learned information. Decay theory suggests that forgetting occurs when memory traces fade or weaken over time if they are not used or reinforced.

The correct answer is "The good information process-processing model." This model includes the four parts mentioned in the question: strategies, content knowledge, motivation, and metacognition. It suggests that effective learning involves using appropriate strategies, having relevant content knowledge, being motivated to learn, and being aware of and regulating one's own thinking and learning processes.

The correct answer is 4 because there are four main types of attention: selective attention, sustained attention, divided attention, and alternating attention. Selective attention refers to the ability to focus on a specific stimulus while ignoring others. Sustained attention is the ability to maintain focus on a task over a prolonged period of time. Divided attention is the ability to multitask and pay attention to multiple stimuli simultaneously. Alternating attention is the ability to switch between tasks or stimuli efficiently.

The two main dimensions of one model of adaptive expertise are innovation and efficiency. Adaptive expertise refers to the ability to apply knowledge and skills to new and changing situations. Innovation involves being creative and finding new ways to solve problems or improve processes. Efficiency, on the other hand, focuses on optimizing performance and achieving goals with minimal waste of time and resources. These two dimensions work together to enable individuals to adapt and excel in various contexts.

To achieve expertise, one needs deliberate practice, motivation, and talent. However, time is not a criterion for achieving expertise. While time is certainly a factor in gaining experience and improving skills, it is not the determining factor for expertise. Expertise is primarily developed through deliberate practice, which involves focused and intentional efforts to improve specific skills or knowledge. Motivation and talent also play important roles in the process. Therefore, time alone does not guarantee expertise.