Chapter 8 Flashcards
(44 cards)
Capacity= very large Duration= 1-3 seconds Contents= raw sensory data (encoded in same form as perceived)
a. Sensory Register
b. Recognition
c. Attention
Sensory Register
Noting key features of a stimulus and relating them to already stored information
a. Sensory Register
b. Recognition
c. Attention
b. Recognition
- selective focusing on a portion of the information currently stored in the sensory register
- what we attend to is influenced by knowledge schemes in long-term memory
a. Sensory Register
b. Recognition
c. Attention
c. Attention
Capacity- 5 to 9 chunks of info (average of 7)
Duration- 20 to 30 seconds
Contents-what you are currently thinking about (short-term) and various cognitive processes (working)
Relationship to Achievement- differences in working memory related to differences in learning basic academic skills
a. Short Term Memory (working memory)
b. Rehearsal
c. Organization
d. Meaningfulness
e. Visual Encoding
a. Short Term Memory (working memory)
Maintenance Rehearsal: (rote rehearsal, repetition) information is repeated over and over again with no effect on long-term memory storage
Elaborative Rehearsal: (elaborative encoding) new info is related to knowledge already stored in long-term memory
I.E. all children, especially younger ones, can benefit from being taught rehearsal techniques
a. Short Term Memory (working memory)
b. Rehearsal
c. Organization
d. Meaningfulness
e. Visual Encoding
b. Rehearsal
Putting interrelated pieces of info into chunks
I.E. teachers can aid students by presenting material in logical chunks and by showing students how to organize information on their own
a. Short Term Memory (working memory)
b. Rehearsal
c. Organization
d. Meaningfulness
e. Visual Encoding
c. Organization
When new material can be related to info in long-term memory
I.E teachers should mediate learning by relating new info to students cultural knowledge and by helping students to learn techniques of self-mediation
a. Short Term Memory (working memory)
b. Rehearsal
c. Organization
d. Meaningfulness
e. Visual Encoding
d. Meaningfulness
Generating images in your mind of objects, ideas, and actions
I.E teachers should help students develop learning skills that incorporate visual imagery and other memory-aiding techniques
dual code theory: explains memory effect
a. Short Term Memory (working memory)
b. Rehearsal
c. Organization
d. Meaningfulness
e. Visual Encoding
e. Visual Encoding
Capacity- virtually unlimited
Duration-permanent, long-term
Contents- schemata
How info is organized in long-term memory: as schemata, which are interested networks of associated ideas into new knowledge is assimilated
Long-term memory
New material that was not adequately learned
a. Inadequate consolidation
b. Non-meaningful learning
c. Few opportunities for retrieval (use it or lose it)
d. Interference from other material
e. Lack of retrieval cues
a. Inadequate consolidation
Material that cannot be related to existing schemes
a. Inadequate consolidation
b. Non-meaningful learning
c. Few opportunities for retrieval (use it or lose it)
d. Interference from other material
e. Lack of retrieval cues
b. Non-meaningful learning
Material that is subject to few tests
a. Inadequate consolidation
b. Non-meaningful learning
c. Few opportunities for retrieval (use it or lose it)
d. Interference from other material
e. Lack of retrieval cues
c. Few opportunities for retrieval (use it or lose it)
New material that is very similar to old material
a. Inadequate consolidation
b. Non-meaningful learning
c. Few opportunities for retrieval (use it or lose it)
d. Interference from other material
e. Lack of retrieval cues
d. Interference from other material
Info that was part of the original material is not available later (encoding specificity principle)
a. Inadequate consolidation
b. Non-meaningful learning
c. Few opportunities for retrieval (use it or lose it)
d. Interference from other material
e. Lack of retrieval cues
e. Lack of retrieval cues
what we know about how we think (i.e., attention, recognition, encoding, storage, and retrieval)
Metacognitive knowledge
how those operations are used to achieve a learning goal
Metacognitive Skills
What we know about how person variables, task variables, and strategy variables affect learning
a. Declarative
b. Conditional
c. Procedural
a. Declarative
What we know about when and why we use certain cognitive processes in certain circumstances
a. Declarative
b. Conditional
c. Procedural
b. Conditional
What we know about how to use various cognitive processes
a. Declarative
b. Conditional
c. Procedural
c. Procedural
How does the information-processing view explain learning?
a. Learning is a function of what people do with the information they encounter. b. The more intelligent one is, the more one learns. c. People store information in particular parts of the brain. d. Learning occurs when people receive appropriate rewards.
a. Learning is a function of what people do with the information they encounter.
Why is the information-processing view of learning considered constructivist?
a. Learning occurs in a straight line, step-by-step process. b. New information builds on what is already known. c. Learners construct accurate representations of what they see and hear. d. It emphasizes presenting material in small steps to build understanding of larger concepts.
b. New information builds on what is already known.
What steps reflect the information-processing view of learning?
Choose 4
a. Attend to and recognize a stimulus.
b. Reject any stimulus that is not already encoded.
c. Transform the stimulus into a mental representation.
d. Compare the stimulus with information already in memory.
e. Assign meaning to the stimulus and act on it in some fashion.
a. Attend to and recognize a stimulus.
c. Transform the stimulus into a mental representation.
d. Compare the stimulus with information already in memory.
e. Assign meaning to the stimulus and act on it in some fashion.
The multi-store model of information processing hypothesizes that memory stores:
Choose 4
a. vary in processes required to move information in and out.
b. vary in how long they hold information.
c. correspond to exact brain locations.
d. vary in how much information they hold.
e. include a sensory register, short-term store, and long-term store.
a. vary in processes required to move information in and out.
b. vary in how long they hold information.
d. vary in how much information they hold.
e. include a sensory register, short-term store, and long-term store.
Why do the authors caution readers about “brain-based” methods of teaching and learning?
a. The brain is not efficient at processing information. b. Research on how neurological functions relate to classroom learning is lacking. c. As one becomes proficient, brain activity decreases. d. Different tasks activate different parts of the brain.
b. Research on how neurological functions relate to classroom learning is lacking.