Ed Psych Quiz 5

Front 1

Long-term change in mental representations or associations due to experience.

Back 1

Learning

Front 2

Various ways of thinking about information and events.

Back 2

Cognition

Front 3

Changing the format of information being stored in memory in order to remember it more easily.

Back 3

Encoding

Front 4

Component of memory that holds incoming information in an unanalyzed form for a very brief time (perhaps one to two seconds).

Back 4

Sensory Register

Front 5

Component of memory that holds and actively thinks about and processes a limited amount of information.

Back 5

Working Memory

Front 6

Cognitive process in which information is repeated over and over as a possible way of learning and remembering it.

Back 6

Rehearsal

Front 7

Component of memory that holds knowledge and skills for a relatively long time.

Back 7

Long-term Memory

Front 8

Knowledge related to "what is"-that is, to the nature of how things are, were, or will be.

Back 8

Declarative Knowledge

Front 9

Knowledge concerning how to do something (e.g., a skill).

Back 9

Procedural Knowledge

Front 10

Mental grouping of objects or events that have something in common.

Back 10

Concept

Front 11

General understanding of what an object or event is typically like.

Back 11

Schema

Front 12

Schema that involves a predictable sequence of events related to a common activity.

Back 12

Script

Front 13

Integrated set of concepts and principles developed to explain a particular phenomenon.

Back 13

Theory

Front 14

Learning information in a relatively uniterpreted form, without making sense of it or attaching much meaning to it.

Back 14

Rote Learning

Front 15

Cognitive process in which learners relate new information to things they already know.

Back 15

Meaningful Learning

Front 16

Cognitive process in which learners embellish on new information based on what they already know.

Back 16

Elaboration

Front 17

Cognitive process in which learners find connections (e.g., by forming categories, identifying hierarchies, determining cause-and-effect relationships) among various pieces of information they need to learn.

Back 17

Organization

Front 18

Ability to respond quickly and efficiently while mentally processing or physically performing a task.

Back 18

Automaticity

Front 19

Tendency to seek information that confirms rather than discredits current beliefs.

Back 19

Confirmation Bias

Front 20

Stimulus that provides guidance about where to "look" for a piece of information in long-term memory.

Back 20

Retrieval Cue

Front 21

Construction of a logical but incorrect "memory" by using information retrieved from long-term memory in combination with general knowledge and beliefs about the world.

Back 21

Reconstruction Error

Front 22

Inability to locate information that currently exists in long-term memory.

Back 22

Retrieval Failure

Front 23

Weakening over time of information store in long-term memory, especially if the information is used infrequently.

Back 23

Decay

Front 24

Process of reminding learners of things they have already learned relative to a new topic.

Back 24

Prior Knowledge Activation

Front 25

Knowledge about a topic acquired in an integrated and meaningful fashion.

Back 25

Conceptual Understanding

Front 26

Length of time a teacher pauses, after either asking a question or hearing a student's comment, before saying something.

Back 26

Wait Time

Front 27

Revision of one's understanding of a topic in response to new information.

Back 27

Conceptual Change

Front 28

Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas.

Back 28

Learning Disability

Front 29

Disorder marked by inattention, inability to inhibit inappropriate thoughts and behaviors, or both.

Back 29

ADHD