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63 Cards in this Set
- Front
- Back
information-processing theory
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Cognitive theory of learning that descirbes the processing, storage & retrieval of knowledge in the mind
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sensory register
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component of the memory system in which information is received & held for very short periods of time.
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perception
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a person's interpretation of stimulation
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attention
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active focus on certain stimuli
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short-term or working memory
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the component of memory in which limited amounts of information can be stored for a few seconds
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rehersal
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mental repetition of information which can improve its retention.
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long term memory
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the components of memory in which large amounts of information can be stored for long periods of time
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episodic memory
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a part of long term memory that stores images of our personal experiences
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semantic memory
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a part of long term memory that stores facts & general knowledge
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procedural memory
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a part of long term memory that stores information about how to do things
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flashbulb memory
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important events that are fixed mainly in visual & auditory memory
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schemata
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mental networks of related concepts that influence understanding of new information; the singular is schema
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levels of processing theory
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explantion of memory that links recall of a stimulus with the amount of mental processing it receives.
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dual code theory of memory
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theory suggesting that information coded both visually & verbally is remembered better than information coded in only one of those two ways
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parallel distributed processing model
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a model based on the idea that information is processed simultaneously in the sensory register, working memory & long term memory
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connectionist models
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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
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interference
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inhibition of recall of certain information by the presence of other information in memory
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retroactive inhibition
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decreased ability to recall previously learned information caused by learning of new information
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proactive inhibition
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decreased ability to learn new information caused by interference from existing knowledge
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proactive facilitation
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increased ability to learn new information due to the presence of previously acquired information
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retroactive facilitation
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increased comprehension of previously learned information due to the acquisition of new information
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primacy effect
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the tendency for items at the beginning of a list to be recalled more easily than other items
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recency effect
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the tendency for items at the end of a list to be recalled more easily than other items
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automaticity
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a level of rapidity & ease such that tasks can be performed or skills utilized with little mental effort.
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massed practice
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technique in which facts or skills to be learned are repeated often over a concentrated period of time
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distributed practice
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technique in which items to be learned are repeated at intervals over a period of time
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enactment
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a leaning process in which individuals physically carry out tasks
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verbal learning
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learning of words (or facts expressed in words)
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paired-associate learning
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learning of items in linked pairs so that when one member of a pair is presented, the other can be recalled
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serial learning
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memorization of a series of items in a particular order
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free-recall learning
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learning of a list of items in any order
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imagery
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mental visualization of images to improve memory
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mnemonics
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devices or strategies for aiding the memory
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keyword method
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a strategy for improving memory by using images to link pairs of items
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loci method
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a strategy for remembering lists by picturing items in familiar locations
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pegword method
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a strategy for memorization in which images are used to link lists of facts to a familiar set of words or numbers
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initial-letter strategies
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strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase
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rote learning
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memorization of facts or associations that might be essentially arbitrary
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meaningful learning
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mental processing of new information that relates to previously learned knowledge
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inert knowledge
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learned information that could be applied to a wide range of situations but whose use is limited to restricted often artificial applications
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schema theory
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theory stating that information is stored in long term memory in schemata (networks of connected facts & concepts) which provide a structure for making sense of new information
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metacognition
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knowledge about one's own learning or about how to learn ("thinking about thinking")
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metacognitive skills
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methods for learning, study or solving problems
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self-questioning strategies
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learning strategies that call on students to ask themselves who, what, where & how questions as they read material
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note taking
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a study strategy that requires decisions about what to write
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summarizing
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writing brief statements that represent the main idea of the information being read
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outlining
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representing the main points of material in hierarchical format
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mapping
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diagramming main ideas & the connections between them
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PQ4R
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a study strategy that has students preview, question, read reflect, recite & review material
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advance organizers
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activities & techniques that orient students to the material before reading or class presentation
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analogies
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images, concepts or narratives that compare new information to information students already understand
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elaboration
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the process of connecting new material to information or ideas already in the learner's mind
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What are the three major compnents of memory?
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sensory register, short term or working memory & long term memory.
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How do the sensory registers work?
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they are very short term memories linked to the senses - information received by the senses not attended to quickly = quickly forgotten. Once information is received it's processed by the mind in accord with experiences & mental states. This is called perception
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What is short-term (working memory)?
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a storage system holding 5-9 bits of information at any one time. Info enters working memory from both the sensory register & the long term memory. Rehearsal is the process of repeating information in order to hold it in working memory.
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How does long term memory work?
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long term memory is where a large amount of information is stored for an indefinate time. Cognitive theories of learning are all about helping students get information being learned in existing information transfered to long term memory. 3 parts of long term memory: episodic, semantic memory & procedural memory
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What causes people to remember or forget?
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interference causes fogetting:information gets lost when it's mixed up with or pushed aside by other information. Primacy & recency means you remember what was presented first & last, automaticity is when the information is practiced var beyond what's needed to establish it in long term memory(it becomes automatic) so that it requires little or no mental effort. Practice strengthens associations of newly learned information. Distributed practice (practicing parts of a task over time) is usually more effective than massed practice. Enactment also helps students remember.
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How can memory strategies be taught?
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by presenting lessons in an organized way - teaching students menemonics.
paired associate learning, serial learning free recall learning. |
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Describe the uses of the three types of verbal learning.
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Paired associate learning: learning to respond with one member of a pair when given the other member. Imagery techniques, (keyword method) helps.
Serial learning: recalling a list of items in a specified order - Free recall=in any order. Helps with these methods include loci method, pegword, rhyming & initial letter strategies. |
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What makes information meaningful?
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information that makes sense & is significant to students is more meaningful than inert knowledge & information learned by rote. Schema theory=individuals' meaningful knowledge is constructed of networks & hierarchies of schemata.
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How do metacognitive skills help students learn?
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Helps students learn by thinking about, controlling & effectively using their own thinking processes.
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What study strategies help students learn?
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note taking, selective directed underlining, summarizing, writing to learn, out line & mapping can effectively promote learning. The PQ4R method is an example of a stategy that focuses on the meaningful organization of information.
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How do cognitive teaching strategies help students learn?
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Advance organizers help students process new information by activating back ground knowledge. Analogies, information elaboration, organizational schemes, questioning techniques & conceptual models are other examples of teaching strateies that are based on cognitive learning theories.
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