Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Educational Psychology > Chapter 8 Cognitive Views of Learning > Flashcards

Chapter 8 Cognitive Views of Learning Flashcards

1
Q

A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge

A

Cognitive View of Learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

The interdisciplinary study of thinking, language, intelligence, knowledge creation, and the brain

A

Cognitive Science

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Mirror Systems

A

Areas of the brain that fire both during perception of an action by someone else and when performing the action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Information that is useful in a particular situation or that applies mainly to one specific topic

A

Domain-Specific Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

General Knowledge

A

Information that is useful in many different kinds of tasks; information that applies to many situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Verbal information; facts; “knowing that” something is the case

A

Declarative Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Knowledge that is demonstrated when we perform a task; “knowing how”

A

Procedural Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Knowing how to manage your learning, or knowing how and when to use your declarative and procedural knowledge

A

Self-regulatory knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Information Processing

A

The human mind’s activity of taking, storing, and using information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

System that holds sensory information very briefly

A

Sensory Memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Interpretation of sensory information

A

Perception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Perceiving based on noticing separate defining features and assembling them into a recognizable pattern

A

Bottom-Up Processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

German for pattern or whole. Theory that people organize their perceptions into coherent wholes

A

Gestalt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Making sense of information by using context and what we already know about the situation; sometimes called conceptually-driven perception

A

Top-Down

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Focus on a stimulus

A

Attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

The ability to perform throughly learned tasks without much mental effort

A

Automaticity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The brain system that provides temporary holding and processing of information to accomplish complex cognitive tasks such as language comprehension, learning, and reasoning; the information that you are focusing on at a given moment

A

Working Memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Component of memory system that holds information for about 20 seconds

A

Short-term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Central Executive

A

The part of working memory that is responsible for monitoring and directing attention and other mental resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Part of working memory. A speech-and sound-related system for holding and rehearsing words and sounds in short-term memory for about 1.5 to 2 seconds

A

Phonological Loop

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Visuospatial Sketchpad

A

Part of working memory. A holding system for visual and spatial information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

The process that brings together and integrates information from the phonological loop

A

Episodic Buffer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

The volume of resources necessary to complete a task

A

Cognitive Load

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

The resources required by the task itself, regardless of other stimuli

A

Intrinsic Cognitive Load

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Extraneous Cognitive Load

A

Resources required to process stimuli irrelevant to the task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Keeping information in working memory by repeating it to yourself

A

Maintenance Rehearsal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Keeping information in working memory by associating it with something else you already know

A

Elaborative Rehearsal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Levels of Processing Theory

A

Theory that recall of information is based on how deeply it is processed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Grouping individual bits of data into meaningful larger units

A

Chunking

30
Q

The process that occurs when remembering certain information is hampered by the presence of other information

A

Interference

31
Q

The weakening and fading of memories with the passage of time

A

Decay

32
Q

Long-Term Memory

A

Permanent store of knowledge

33
Q

Long-term memories that involve deliberate or conscious recall

A

Explicit Memory

34
Q

Knowledge that we are not conscious of recalling but that influences our behavior or thought without our awareness

A

Implicit Memory

35
Q

Semantic Memory

A

Memory for meaning

36
Q

Set of interconnected concepts and relationships in which long-term knowledge is held

A

Propositional Network

37
Q

Representations based on the physical attributes-the appearance of information

A

Images

38
Q

Suggests that information is stored in long-term memory as either visual images or verbal units, or both

A

Dual Coding Theory

39
Q

A category used to group similar events, ideas, objects, or people

A

Concept

40
Q

Qualities that connect members of a group to a specific concept

A

Defining attribute

41
Q

Prototype

A

A best example or best representative of a category

42
Q

Exemplar

A

An actual memory of a specific object

43
Q

An explanation for concept formation that suggests our classifications are based on ideas about the world that we create to make sense of things

A

Theory-Based

44
Q

In cognitive theory basic structures for organizing information; concepts

A

Schemas

45
Q

Story Grammar

A

Typical structure or organization for a category of stories

46
Q

Long-term memory for information tied to a particular time and place, especially memory of the events in a person’s life

A

Episodic Memory

47
Q

Clear, vivid memories of emotionally important events in your life

A

Flashbulb Memories

48
Q

Long-term memory for how to do things

A

Procedural Memory

49
Q

Schema, or expected plan, for the sequence of steps in a common event such as buying groceries or ordering a pizza

A

Script

50
Q

The contents of procedural memory; rules about what actions to take, given certain conditions

A

Productions

51
Q

Activating a concept in memory or the spread of activation from one concept to another

A

Priming

52
Q

Retrieval of pieces of information based on their relatedness to one another

A

Spreading Activiation

53
Q

Process of searching for and finding information in long-term memory

A

Retrieval

54
Q

Recreating information by using memories, expectations, logic, and existing knowledge

A

Reconstruction

55
Q

Elaboration

A

Adding and extending meaning by connecting new information to existing knowledge

56
Q

Ongoing process of arranging information and experience into mental systems or categories

A

Organization

57
Q

Internal and external circumstances and situations that interact with the individual’s thoughts, feelings, and actions to shape development and learning

A

Context

58
Q

The more effort that is required to remember something, the better you will learn and the stronger the memory will be-as long as the efforts are successful

A

Desirable Difficulty

59
Q

Practicing by retrieving information from memory instead of rereading or restudying

A

Retrieval Practice/Testing Effect

60
Q

Mixing up practice by, for example, tossing from 2 and 4 feet before being tested at 3 feet, solving different types of problems, or practicing different vocabulary words

A

Interleaved Practice

61
Q

Mnemonics

A

Techniques for remembering; the art of memory

62
Q

Technique of associating items with specific places

A

Loci Method

63
Q

Technique of remembering by using the first letter of each word in a phrase to form a new, memorable word

A

Acronym

64
Q

Memory strategies that associate one element in a series with the next element

A

Chain Mnemonics

65
Q

System of associating new words or concepts with similar-sounding cue words and images

A

Keyword Method

66
Q

Remembering information by repetition without necessarily understanding the meaning of the information

A

Rote Memorization

67
Q

The tendency to remember the beginning and the end, but not the middle of list

A

Serial-Position Effect

68
Q

Part Learning

A

Breaking a list of items into shorter lists

69
Q

Distributed Learning/Practice

A

Practice in brief periods with rest intervals

70
Q

Practice for a single extended period

A

Massed Practice

71
Q

Automated Basic Skills

A

Skills that are applied without conscious thought

72
Q

Comparing your performance to a high standard, monitoring how well you are doing, seeking and using feedback, and focusing on areas that need improvement

A

Deliberate Practice

Educational Psychology (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions