Memory and attention

• Limit to how much information we can process at once
• machinery for bringing information in
• machinery for processing information
• processed information is used for something

weak analogy = computers as a metaphor for thought

strong analogy = computers as a simulation of thought

• as children age their brains mature, advances in:
• input
• processing
• output

leads to increasing abilities to process and respond to perceptual information

visual paired comparison task

habituation task

operant conditioning: baseline --> learning --> memory test --> temporal delay --> memory test 2

elicited imitation: preverbal infants can demonstrate they remember an event by imitating it 

Time: how long is needed to encode what is seen

• 12m = 10s
• 6m = 20s

stimulus complexity: 

• 2-3m = simple visual forms, 4s
• 4m = more complex, 17s
• 5-6m = most complex, 20-25s

How long do infants rmember what they have learned in phase 2?

memory retention increases more or less linearly with age over the first year and a half of life

1-6m = won't retrieve memory of association if presented with new mobile

9-12m = will retrieve memory of association with a different train

• rehearsal
• organisation
• elaboration

meta-memory:

• understanding of how memory is encoded, retained, retrieved 
• the ability to select strategies that optimise performance

tasks:

• recall of word lists
• digit span
• pattern recall
• listening span

dyslexia: phonological loop

dyscalculia: visual-spatial sketchpad

ADHD: central executive

Procedural / implicit: infants anticipate where the object will go 

declarative / explicit: imitation of sequences of actions. 9m = no clear imitiation, 10m = imitation

semantic memory: source monitoring

episodic memory: may be due to an improvement in retention

autobiographical memory: improving narrative

alerting = cue indicates presence of target in environment and provides some information about the target. Improves considerably across early school years

joint attention:

• <6m = dyadic,exchange looks and facial expressions
• 6m = follow gaze cues
• 8-9m = triadic, follow pointing cues

executive function = control and co-ordinate cognitive processes during the performance of complex cognitive operations:

• inhibition
• updating working memory
• shifting / flexibility 

• computerised training
• aerobic exercise, sports, martial arts
• mindfulness practices
• school curricula

• 2-4% of primary school children
• 70-80% heritability
• genes linked to dopaminergic and serotonergic pathways
• maternal substance misuse, prematurity, nutritional deficiencies, exposure to environmental toxicants

assessed by questionnaires and clinical interviews

treatment:

• psychosocial intervention
• psychostimulants
• noradrenergic reuptake inhibitors

there is lots of variance in prevalence and treatments across countries