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Foundations of lear2
| Question | Answer |
|---|---|
| - brain dominance | identifies a function of the left and right hemisphere |
| -theory of multiple intelligences | indiv have atleast 8 intelligences |
| -intrapersonal intelligence | using skills with personal growth, self understanding, self motivation, intuition and spirituality |
| -naturalist intelligence- show sensitivity to world | |
| -interpersonal intelligence- using communication, leadership and teamwork | |
| -metacognition | how, what and which strategies help you learn each task |
| -encoding | attatching codes to stimuli to store sensory info in ltm |
| -magic 7 + 2 theory | immediate memory span is seven (+ or - 2) |
| -schemas | sets of memories that store large concepts that ideas, facts, and details can be attatched |
| -selectivity | identifying and separating main ideas and important details from a larger body of information |
| -association | cues to link together items in memory |
| -visualization | movies in mind |
| -elaboration | thinking about or working with encoding info in new ways |
| -rote memory | learn info in exact form it was presented |
| -concentration | block out distractions to stay focused |
| -recitation | explaining clearly outlaid in own words in complete sentences without referring to materials |
| -intention | creating goal to perform |
| -big and little pictures | identifying diff |
| levels of info | |
| -feedback | verifying if you have or have not learned info |
| -organization | creating meaningful, logical structure of arrangement of ideas/info |
| -time on task | giving sufficient time and spacing to lern rehearse and retrieve info in memory |
| -ongoing review | practicing previously learned info |
| -immediate goal | plan to achieve results within a few hours to a day |
| -short term goals | plan to achieve results from a week to three months |
| -intermediary goal | plan to achieve a goal within one or two years |
| -long term goal | plan to achieve results within several years |
| -abc method | goal setting strategy to prioritize goals according to rank of importance |
| -intrinsic motivation | driving force that comes within you to take action |
| -extrinsic motivation | driving force to take action that comes from outside you |
| -self efficiency | belief in your abilities to accomplish a task at a specific level |
| -internal distractor | physical or mental disruptors inside you |
| -external distractor | disruptors in physical environment |
| -expectancy theory of motivation | persons intensity or desire to achieve a goal and a belief in the likelihood of achieving that goal |
| -closed questions | require specific answers |
| -open ended questions | variety of possible answers |
| -essay questions | retrieve info from memory and organize it into several paragraphs with main ideas that are related to a thesis statement |
| -problem solving questions | recall that requires you to apply a series of steps |
| -five day study plan | plan of action that helps you organize materials and time to review for a major test |
| -recency effect | items you remember easiest are most easily practiced |
| -test anxiety | stress that hinders your ability to perform on a test |
| -locus of control | degree a person feels they have the power to control circumstances in his or her life |
| -systematic desensitization | anxiety reducing strategy that uses activities that reduce strong negative emotional reactions to upcoming situations |
| -acrostic | sentence made by using the first letter of key words |
| - loci method | mnemonic that associates items or topics with rooms in a familiar building |
| -appendix | supplementary materials in back of book that were not included in chapters |
| -glossary | minidictionary in back of book with definitions of terminology |
| -index | alphabetical listing of significant topics that appear in the book |
| -main idea | authors most important point |
| -surveying | previewing or skimming info for overview |
| -thorough reading | reading slowly and systematically to comprehend and process printed info |
| -active reading | using effective strategies to engage working memory to achieve specific reading goals |
| -sq4r- six step process for reading and comprehending text books | |
| (question | turning title heading and subheading into questions -read |
| -recite- recite | important points in paragraph and in notes without looking at material |
| -review steps | immediate and ongoing review) |
| -read record recite cycle | reading info, taking notes, and explaining outlaid before moving on |
| -triple Q reading system | system that formulates questions before during and after reading |
| -cause/effect pattern | shows relationship of items by showing what causes specific events |
| -cornell notetaking system | five step note taking process to take notes from books or lectures |
| -five r's of cornell | record reduce recite reflect review |
| -record | taking notes in right column |
| reduce step | condensing notes into left recall |
| -recall column | left column that shows key words, headings, and study questions |
| -recite | using info in recall to explain outloud w/out using notes |
| -reflect | thinking seriously, comprehending, and using rehearsal to work with info in new ways |
| -review | immediate and ongoing |
| -ongoing review | practicing info days and weeks after initial learning |
| -two column notetaking system | topics, vocal, study questions in left column and details or explanations in right |
| -outline notetaking system | informal outline structure for notes |
| -listening | taking in auditory stimuli, holding it in working memory and attaching meaning to words and understanding what you hear |
| -active listening | concentrating intently on the message wanting to understand the info as it is presented |
| -critical listening | concentrating on message with goals of understanding, interpreting, analyzing, and critiquing the content |
| -empathic listening | concentrating on words to understand the persons feelings emotions or thoughts related to a specific topic of situation |
| -rate of speaking | av |
| number of words a speaker says per minute 100-125 | |
| -paraphrasing | using your own words to rephrase or shorten a speakers verbal info |
| -visual mappings | diagrams with topic in center with main ideas branching off and details branching off them |
| -hierarchies | diagram with topic on the top line with main ids branching down and details branching from main ideas |
| -declarative knowledge | factual info |
| -prototype | model of a specific math problem |
| -analysis | complex and higher order thinking in the fourth level of blooms taxonomy |
| -synthesis | level in blooms taxamony that covers complex thinking skills and involves making a whole picture |
| -scientific method of inquiry | process based on observation, experimentation, theories and natural laws |
Created by:
amberhenson
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