Cognitive Development: Attention, Memory And Problem Solving

Aging is a natural process of life however, studies show that there are some age-related decline in cognitive development. As a person grows older some brain cell dies, shrink, or weaken and cause some decline in brain functions. Some cognitive processes include attention, working memory, long-term memory, perception, and executive control. The material will explain the effect of aging on cognitive development by providing scholarly research proof.

Working memory refers to one’s ability to complete immediate tasks through the use of short-term memory and precision to make actively conscious choices. This is especially important in one’s organizational ability, reasoning, and decision-making. Unfortunately, working memory is yet another function of your brain that only gets weaker as you age into your midlife years. If you’ve ever placed a soup can in the wrong cabinet drawer, or put on non-matching socks or shoes, then you know exactly what it feels like.

Cognitive development is the thought process from childhood through adolescence to adulthood including remembering, problem solving, and decision-making. Saroos cognitive development wasn't the best as a child. when he was lost and taken to the police he didn't know his moms name so it made it even more difficult to find his mother. As he got older his cognitive development improved he remembered little places he lived by like the train station he was at which with a little help from the computer he found where he lived later finding his mother. I'm not the best at remembering things or decision making but i’ve learned from my mistakes and i’ve

Another cognitive process that develops in this stage is working memory capacity. Between the ages of 6 and 12, the time it takes to process information decreases quickly (Berk, 2014, p. 302). The speed of thinking has a direct effect on working memory, and this is where a difference in the individual intelligence of children truly begins to reveal itself (Berk, 2014, p. 302). Another cognitive development is the development of executive function, where it “undergoes its most energetic period of development” (Berk, 2014, p. 302). Even more noticeable of a development in cognition is the development of attention. While infants and toddlers and even young children can be distracted easily, a child in middle childhood has a more focused attention (Berk, 2014, p. 303). Children learn to only pay attention to information that is relevant to their current focus (Berk, 2014, p. 303). Another advance in cognition is the development of metacognition, where children are more aware of their mental activities (Berk, 2014, p. 306). Despite this awareness of their own mental state, children are still not fully able to achieve cognitive self-regulation, or the “process of continuously

A decline in cognitive functioning occurs during the middle and late adult years. The ensuing decades indicates that there is a general pattern of change in cognitive function across the late adult years, with consistent declines in perceptual motor skills, concept formation, complex memory tasks, ability to deal with novel tasks that are complex, and tasks that require quick decisions.

Loosli, Rahm, Unterrainer, Weiller, and Kaller (2013) conducted a study investigating life span development of item-specific proactive interference in individual’s working memory. Postle, Brush, and Nick (2004) found that proactive interference is previous important information in working memory (as cited in Loosli et al., 2013). Baddeley (1997) found that working memory is the power to maintain information for a short period of time and manipulate the information (as cited in Loosli et al., 2013). There are two types of proactive interference; the first one being item-nonspecific proactive interference. This type is when someone remembers information while performing another task that is no longer relevant to the current task they are performing.

Many studies have been broad, studying the vocabulary, reasoning, memory, and speed of the person, but zoning in on one thing specific may lead to further understanding. Studying the effects of cognitive aging in relation to memory possibly will open so many more areas of study. Studying specific age groups could also be helpful when attempting to understand cognitive aging as a whole. Learning about how speed, memory, vocabulary, and reasoning all work within a child, 10-15 years old, might be helpful when comparing that data to that information of an adult. between 50-60 years

Aging becomes a process for everyone, young and old. As people age over time many factors play into how well each individuals mind will maintain and respond. The ability to be able to store and retrieve memories will vary based on the individual. Forgetting a close friend’s name, details of a favorite movie or TV show may become challenging at times. These moment that surface from time to time in life may be referred to as “senior moments” but in all actuality could be signs of a change in one’s mental state while aging. “But memory is more than brief (short-term) and lasting (long-term) information storage and retrieval. We process bits of data while we keep them in mind—adding a column of figures, thinking of what we’ll say next as we take in the other side of a conversation—with a more fluid faculty called working memory” (Sherman,

As we grow older we are challenged not only by our physical limitations, but also by our cognitive ones. Many older adults are handicapped by mental constraints while the majority are also experiencing a decline in cognitive capacity. It is estimated that 24 million people are suffering from dementia (Ballard et al., 2011). Because this number is so large growing older is often associated with memory loss along with other mental deficits. This is not always the case though and it is not just older adults’ cognitive function declining with age. To help me understand cognitive aging more fully I spoke with Jane, this is a pseudonym.

(Abernathy, 2010). Working memory includes several components, for example, short-term storage, rehearsal, and executive processes operating on the contents of storage (Smith, 2000).

In Buschkuehl et al. (2010), they provided a brief overview of studies that researched whether or not cognitive tasks (interventions) are effective training regimes that improve intelligence. The studies reviewed were divided into studies that used intervention approaches focused on the training of working memory (WM) and executive functions and studies which researched other approaches of intervention. Although there has been growing evidence that revealed an improvement of intelligence after some sort of intervention, there are still many unknown variables that may account for this improvement. Thus, the processes that underlie these interventions for improvement of intelligence need to be further researched in order to gain a better understanding

In previous research, it was found that there are significant deficits when comparing the composite working memory of both low socioeconomic status and high socioeconomic status children. These deficits impact the daily lives and futures of children from a low-income background. Working memory is a necessary cognitive ability needed in everyday life. It is needed to process information in short term memory and to maintain and manipulate information in the memory system actively. Even when the researchers controlled specific variables such as gender, ethnicity, and age, the deficit was still evident. The study conducted by Michele Tine at Dartmouth College was the first to compare the verbal working memory deficits and visuospatial working memory

There are many different things that shape the cognitive development of children. To begin with cognitive development is when a child develops how to process, solve problems, and start making decisions. Once they have learned this they take everything they have learned into their adolescence. An example, of what can shape the cognitive development of a child can be an educational game. Educational games can be very useful in shaping a child’s development because they are having fun while learning at the same time and what kid doesn’t like to play games, the fact that it is even educational makes it even better for them. Not only are they having fun but there are many different games that help in different categories of development in

Cognitive development is the development of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests. An example of this is the Stanford Binet Intelligence Quotient test. IQ scoring is based on the concept of mental age, according to which the scores of a child of average intelligence match his or her age. IQ tests are widely used in the United States, but they have been criticized for defining intelligence too narrowly. In contrast to the emphasis placed on a child¡¦s natural abilities by

Cognitive development consists of language, memory, and attention. Cognitive functioning is a collection of abilities, attentions the focusing of mental resources on select information, short-term memory the retention of information over 30 seconds with no