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EDPT 502
Chapter 7
| Question | Answer |
|---|---|
| Cognitive View of Learning | A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge |
| Sensory Memory | system that holds sensory information very briefly |
| Domain-specific knowledge | information that us useful in a particular situation or that applies mainly to one specific topic |
| General knowledge | information that is useful in many different kinds of tasks; information that applies to many situations |
| information processing | The human mind's activity of taking in, storing, and using information |
| Perception | interpretation of sensory information |
| Bottom-up Processing | Perceiving based on noticing separate defining features and assembling them into a recognizable pattern |
| Gestalt | german for pattern or whole. Gestalt theorist hold that people organize their perceptions into coherent wholes |
| Prototype | a best example or best representative of a category |
| Attention | Focus on a stimulus |
| Automaticity | the ability to perform thoroughly learned tasks without much effort |
| Working memory | The information that you are focusing on at a given moment |
| Short term memory | component of memory system that holds information for about 20 seconds |
| central executive | part of working memory that is responsible for monitoring and directing attention and other mental resources |
| Phonological Loop | part of working memory. A memory rehearsal system for verbal and sound information of about 1.5 to 2 seconds |
| Visuospatial Sketchpad | part of working memory. A holding system for visual and spatial information |
| Cognitive Load | the volume of resources necessary to complete a task |
| Intrinsic cognitive load | the resources required by the task itself, regardless of other stimuli |
| Extraneous Cognitive Load | The resources required to process stimuli irrelevant to the task |
| Germane Cognitive Load | Deep processing of information related to the task, including the application of prior knowledge to a new task or problem |
| Maintenance rehearsal | Keeping information in working memory by repeating it to yourself |
| Elaborative Rehearsal | keeping information in working memory by associating it with something else you already know |
| Chunking | grouping individual bits of data into meaningful larger units |
| Decay | The weakening and fading of memories with the passage of time |
| Long-Term memory | Permanent store of knowledge |
| Declarative Knowledge | Verbal information; facts; "knowing that" something is the case |
| Procedural Knowledge | Knowledge that is demonstrated when we perform a task; "knowing how" |
| Self Regulatory Knowledge | knowing how to manage your learning, or knowing how and when to use your declarative and procedural knowledge |
| Explicit memory | Long term memories that involve deliberate or conscious recall |
| Implicit memory | Knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness |
| Semantic memory | Memory for meaning |
| Propositional network | set of interconnected concepts and relationships in which long term knowledge is held |
| Images | representations based on the physical attributes-the appearance-of information |
| Concept | a category used to group similar events, ideas, objects, or people |
| Defining attribute | qualities that connect members of a group to a specific concept |
| Prototype | a best example or best representative of a category |
| Exemplar | an actual memory of a specific object |
| Schemas | basic structures for organizing information; concept |
| Story grammar | typical structure or organization for a category of stories |
| Episodic memory | Long term memory for information tied to particular time and place, especially memory of the events in a person's life |
| Flashbulb memories | clear, vivid memories of emotionally important events in your life |
| Procedural memory | Long term memory for how to do things |
| Script | schema or expected plan for the sequence of steps in a common event such as buying groceries or ordering pizza |
| Productions | the contents of procedural memory; rules about what actions to take, given certain conditions |
| Priming | activating a concept in memory or the spread of activation from one concept to another |
| Elaboration | adding and extending meaning by connecting new information to existing knowledge |
| Organization | ordered and logical network of relations |
| Context | the physical or emotional backdrop associated with an event |
| Levels of Processing Theory | Theory that recall of information is based on how deeply it is processed |
| Spreading Activation | Retrieval of pieces of information based on their relatedness to one another. Remembering one bit of information activates (stimulates) recall of associated information |
| Retrieval | Process of searching for and finding information in long term memory |
| Reconstruction | Recreating information by using memories by using memories, expectations, logic, and existing knowledge |
| Interference | The process that occurs when remembering certain information is hampered by the presence of other information |
| Mnemonics | Techniques for remembering; the art of memory |
| Loci Method | technique of associating items with specific places |
| Acronym | Technique for remembering by using the first letter of each word in a phrase to form a new, memorable word |
| Chain mnemonic | memory strategies that associate one element in a series with the next element |
| Keyword Method | System of associating new words or concepts with similar-sounding cue words and images |
| Domain-specific strategies | consciously applied skills to reach goals in a particular subject or problem |
| Developmental Differences in Learning/Memory | Memory span, memory processing efficiency, and spee of processing |
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terryle
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