Lec 1: Study Strategies Lec 2: History & Meth Readings: Putnam, Bjork, Sternberg
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| What is a common misconception about study strategies? | show 🗑
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| what is long-term learning? | show 🗑
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| show | when you learn something and immediately recall the info in a practice context
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| training methods that are most effective for long-term learning term tend to | show 🗑
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| Simon & Bjork experiment | show 🗑
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| how many criteria is there for evaluating learning strategies? | show 🗑
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| show | does the technique work in a variety of environments? different students? different types of material? effective regardless of how the information is tested?
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| what 2 study strategies have low utility? | show 🗑
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| show | generating questions/explanations & interleaving practice
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| show | distributed practice & testing
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| Fowler & Barker | show 🗑
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| Peterson | show 🗑
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| show | causes focus on isolated facts & ignore bigger connections
students struggle to distinguish central ideas from peripheral info
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| Rothkopf | show 🗑
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| show | doesn't improve comprehension/performance on inference-based questions
rereading more than twice doesn't help
gives false impression of mastery without long term storage
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| show | forces you to recall info from memory
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| recognition | show 🗑
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| what is the study strategy generating explanations | show 🗑
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| Presley ET AL | show 🗑
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| show | study one topic until you have mastered it and then move on to the next topic
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| what is interleaved practice? | show 🗑
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| Roher & Taylor | show 🗑
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| distributed practice | show 🗑
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| show | distributed practice
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| show | learning English translation of Spanish words through distributed practice
longer time between study sessions scored better on final test
no time between sessions had good short term performance but poor long term retention
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| show | one of the single most effective ways to learn
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| Butler | show 🗑
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| show | their studying is spaced apart in time
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| successful strategies encourage students to | show 🗑
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| show | enhances what people remember when they read a text
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| show | directly enhances your memory for what you just read & gives you a clear picture of the concepts on which you might need to spend more time
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| spacing effect | show 🗑
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| spaced practice | show 🗑
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| show | long-term retention
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| show | retrieving info from memory which makes it easier to do so in the future
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| show | organizing/consolidating memories from the day which can lead to better problem-solving ability & creativity
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| sleep helps the brain remove | show 🗑
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| successful learning requires | show 🗑
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| learning | show 🗑
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| show | no change in performance
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| show | without significant learning
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| storage strength | show 🗑
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| show | factors such as situational cues & recency of study or exposure
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| desirable difficulties | show 🗑
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| learning tends to be | show 🗑
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| when testing after training takes place under novel conditions | show 🗑
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| massing practice supports | show 🗑
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| spacing practice supports | show 🗑
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| show | superior long-term retention & transfer of skills
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| inductive learning is | show 🗑
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| having to resolve the inference among the different things under study forces learners to | show 🗑
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| show | long-term benefit of generating an answer, solution, or procedure
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| retrieval is a powerful | show 🗑
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| learning requires an active process of interpretation | show 🗑
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| retrieval acts to modify your memory by making the info you practice retrieving | show 🗑
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| the way we attempt to understand concepts, interpret contemporary ideas & determine what seems reasonable about these concept is shaped by | show 🗑
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| show | the process of evolving ideas through theses, antitheses & synthesis
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| show | having a critical tradition that allows current beliefs to be challenged by alternative, contrasting, & sometimes radically divergent views
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| even when we reject outdated ideas they | show 🗑
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| show | a wide variety of intellectual perspectives on the human mind & how it should be studied
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| show | understand the structure of the mind by analyzing the mind into its constituent components or contents
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| structuralism is generally considered to be | show 🗑
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| German psychologist Wilhelm Wundt believed psychology & the study of cognition | show 🗑
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| show | introspection which is a form of self-observation
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| Edward Titcher believed | show 🗑
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| show | the basic elements of perception
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| images are | show 🗑
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| show | the constituents of emotions such as love & hate
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| the thinking of most scientists & other good thinkers | show 🗑
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| show | structuralism
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| the key difference between structuralist & functionalists was the | show 🗑
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| show | more actively engaged in their sensations/actions
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| James Rowland suggested 3 fundamental percepts of functionalism | show 🗑
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| show | the answers they found of the methods they used for finding those answers
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| pragmatism is an outgrowth of | show 🗑
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| pragmatism is the belief that | show 🗑
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| show | functionalism toward pragmatism
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| William James chief functional contribution is | show 🗑
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| John Dewey is credited with | show 🗑
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| show | basic research & applied research
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| associtionism is an | show 🗑
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| show | how events/ideas can become associated with one another in the mind, to result in a form of learning
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| show | mental association
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| Hermann Ebbinghaus was the first experimenter | show 🗑
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| show | study & quantify the relationship between rehearsal & recollection of material
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| show | fruitless b.c. many of our thought processes are unconscious or not available to our conscious minds
valuable for generating hypotheses but useless in evaluating them
invaluable source of confirmatory data
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| show | proposed that two observed events (stimulus/response) become associated when they continually occur at about the same time
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| Edward Lee Thorndike held that the role of "satisfaction" is | show 🗑
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| show | a stimulus will tend to produce a certain response over time if an organism is rewarded for that response
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| behaviorism focuses entirely on | show 🗑
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| show | with only observable behavior & that any conjectures about internal thoughts & ways of thinking are nothing more than speculation
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| John Watson is the father of | show 🗑
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| show | in his emphasis on what people do & what causes their actions
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| historically much behavioristic work has been conducted with | show 🗑
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| show | endure behavioral control & to establish stimulus-response relationships
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| Clark Hull tried to connect | show 🗑
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| show | the laws of behavior can be quantified
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| show | radical behaviorism & believed that virtually all of human behavior can be explained by behavior emitted in response to environmental contigencies
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| show | the setting in which a person is raised determines who he/she should do
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| Gestalt psychology | show 🗑
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| Gestalt psychology is traced to | show 🗑
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| show | the belief that much of human behavior can be understood if we understand first how people think
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| show | the whole is different from the sum of its parts & attempts to determine precisely which mental mechanism & elementary elements of thought make that conclusion true
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| Ulric Neisser defined cognitive psychology as | show 🗑
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| Rodger Sperry tried to determine | show 🗑
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