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ed. psych 6
| Question | Answer |
|---|---|
| What is the purpose of the sensory register? | a component in the memory system where information is received and held for very short periods of time, holds memory from senses |
| Attention is the process of ____________ | focusing on stimuli to the exlusion of others |
| Most forgetting occurs because information in the sensory register was not _________ | transferred to the long-term memory |
| episodic memory | part of the long term memory that stores images of our personal experiences |
| procedural memory | part of long term memory that stores information about how to do things, drive, type, ride bicycle |
| semantic memory | part of long term memory that stores facts and general knowledge, lessons, concepts, principles, rules |
| free-recall learning | tasks involve memorizing a list, but not in a special order, recalling 50 states, organ systems |
| paired-associate learning | involves learning to respond with one member of a pair when given the other member of the pair, multiplication tables, Civil War battles |
| Serial learning | involves learning a list of terms in a particular order, musical staff, pledge of allegiance |
| advance organizer | activites and techniques that orient students to the material before reading or class participation, helps students retain information |
| analogy | images, concepts, or narratives that compare new information to information students already understand, analogies work best when they are different from the process being explained |
| conceptual model | diagrams that show how elements of processes relate to another, mechanics, computer programming, better creativity |
| elaboration | process of connecting new material to information or ideas already in the learner's mind, linking words together helps students remember words and phrases |
| questioning | learn from written texts, lectures, and other sources of information in the insertion of questions requiring students to stop from time to time to assess their own understanding of what the text or teacher is saying |
| information processing | cognitive theory of learningthat describes the processing, storage, and retrieval of knowledge in the mind |
| Which component of memory best fits the description "in one ear and out the other"? | short-term memory |
| The process of maintaining a thought in working memory is called ________ | rehearsal |
| Schemata consist of what? | a network of related concepts that influence understanding of new information |
| How can teachers help their students to develop automaticity? | practice by having them repeat concepts over and over again to transfer memory to the long-term memory |
| A student uses the term ROY G BIV to remember the colors of the spectrum: red, orange, yellow, green, blue, indigo, and violet. What type of memory strategy is this? | mneumonics |
| The four R's in the acronym PQ4R stands for ______ | read, reflect, recite, review |
| perception | person's interpretation of stimuli, involves mental interpretation and is influenced by our mental state, past experiences, knowledge, motivations, and many other factors |
| short-term memory | component of memory in which limited amounts of information can be stored for a few seconds |
| working memory | emphasizes that most important aspect of short-term memory is not duration, but active, mind operates on information organizes it for storage or discarding and connects it to other information (7-9 bits of information) |
| rehearsal | mental repetition of information, which can improve its retention |
| long-term memory | components of memory in which large amounts of information can be stored for long periods of time; not fill up our memory before we die; may lose ability to find information within our memory |
| flashbulb memory | important events that are fixed mainly in visual and auditory memory (World Trade Center attack most people can remember the day or what they had for breakfast) |
| levels of processing theory | explanation of memory that links recall of a stimulus with the amount of mental processing it receives |
| dual code theory | theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways |
| parallel distributed processing model | model based on the idea that information is processed simultaneously in the sensory register, working memory, and long-term memory |
| connectionist models | theories proposing that knowledge is stored in the brain in a network of connections not in systems of rules or in individual bits of information |
| interference | inhibition of recall of vertain information by the prescence of other information in memory |
| retroactive inhibition | decreased ability to recall previously learned information, caused by learning of new information |
| proactive inhibition | decreased ability to learn new information, caused by interference from existing knowledge (driver on right vs. left side of the road) |
| proactive facilitation | increased ability to learn new information due to the prescence of previously acquired information (learning Spanish may help English speaking students learn Italian later) |
| retroactive facilitation | increased comprehension of previously learned information due to the acquisition of new information (Latin helps English learn native language better) |
| primacy effect | tendency for items at the beginning of a list to be recalled more easily than other items |
| recency effect | tendency for items at the end of a list to be recalled more easily than other items |
| automaticity | level of rapidity and ease such tasks that can be performed or skills utilized with little mental effort "hands and feet of genius" |
| massed practice | technique in which facts or skills to be learned are repeated often over a concentrated period of time |
| distributed practice | technique in which items to be learned are repeated at intervals over a period of time |
| enactment | learning process in which individuals physically carry out tasks |
| verbal learning | learning of words (or facts expressed in words) |
| imagery | mental visualization of images to improve memory |
| mnemonics | devices or strategies for aiding the memory |
| keyword method | a strategy for improving memory by using images to link pairs of items |
| loci method | strategy for remembering lists by picturing items in familiar locations (remembering lists with mental image of rooms in a house) |
| pegword method | a strategy for memorization in which images are used to link lists of facts to a familiar set of words or numbers, memorize mental images related to list |
| initial letter strategies | strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase |
| rote learning | memorization of facts or associations that might be essentially arbitrary |
| meaningful learning | mental processing of new information that relates to previously learned knowledge |
| inert knowledge | learned information that could be applied to a wide range of situations but whose use is limited to restricted, often artificial applications |
| schema theory | theory stating that information is stored in long-term memory in schemata which provide a structure for making sense of new information |
| metacognition | knowledge about one's own learning or about how to learn |
| metacognitive skills | methods for learning, studying, or solving problems |
| self-questioning strategies | learning strategies that call on students to ask themselves who, what, where, and how questions as they read material |
| note-taking | a study strategy that requires decisions about what to write |
| summarizing | writing brief statements that represent the main idea of the information being read |
| outlining | representing the main points of material in hierarchical format |
| mapping | diagramming main ideas and the connections between them |
| PQ4R | study strategy that has students preview, question, read, reflect, recite, and review material |
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