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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

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2
Q

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

A

Cognitive Science

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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

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4
Q

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

A

Domain-Specific Knowledge

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5
Q

General Knowledge

A

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

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6
Q

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

A

Declarative Knowledge

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7
Q

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

A

Procedural Knowledge

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8
Q

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

A

Self-regulatory knowledge

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9
Q

Information Processing

A

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

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10
Q

System that holds sensory information very briefly

A

Sensory Memory

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11
Q

Interpretation of sensory information

A

Perception

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12
Q

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

A

Bottom-Up Processing

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13
Q

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

A

Gestalt

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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

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15
Q

Focus on a stimulus

A

Attention

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16
Q

The ability to perform throughly learned tasks without much mental effort

A

Automaticity

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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

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18
Q

Component of memory system that holds information for about 20 seconds

A

Short-term memory

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19
Q

Central Executive

A

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

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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

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21
Q

Visuospatial Sketchpad

A

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

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22
Q

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

A

Episodic Buffer

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23
Q

The volume of resources necessary to complete a task

A

Cognitive Load

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24
Q

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

A

Intrinsic Cognitive Load

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25
Extraneous Cognitive Load
Resources required to process stimuli irrelevant to the task
26
Keeping information in working memory by repeating it to yourself
Maintenance Rehearsal
27
Keeping information in working memory by associating it with something else you already know
Elaborative Rehearsal
28
Levels of Processing Theory
Theory that recall of information is based on how deeply it is processed
29
Grouping individual bits of data into meaningful larger units
Chunking
30
The process that occurs when remembering certain information is hampered by the presence of other information
Interference
31
The weakening and fading of memories with the passage of time
Decay
32
Long-Term Memory
Permanent store of knowledge
33
Long-term memories that involve deliberate or conscious recall
Explicit Memory
34
Knowledge that we are not conscious of recalling but that influences our behavior or thought without our awareness
Implicit Memory
35
Semantic Memory
Memory for meaning
36
Set of interconnected concepts and relationships in which long-term knowledge is held
Propositional Network
37
Representations based on the physical attributes-the appearance of information
Images
38
Suggests that information is stored in long-term memory as either visual images or verbal units, or both
Dual Coding Theory
39
A category used to group similar events, ideas, objects, or people
Concept
40
Qualities that connect members of a group to a specific concept
Defining attribute
41
Prototype
A best example or best representative of a category
42
Exemplar
An actual memory of a specific object
43
An explanation for concept formation that suggests our classifications are based on ideas about the world that we create to make sense of things
Theory-Based
44
In cognitive theory basic structures for organizing information; concepts
Schemas
45
Story Grammar
Typical structure or organization for a category of stories
46
Long-term memory for information tied to a particular time and place, especially memory of the events in a person's life
Episodic Memory
47
Clear, vivid memories of emotionally important events in your life
Flashbulb Memories
48
Long-term memory for how to do things
Procedural Memory
49
Schema, or expected plan, for the sequence of steps in a common event such as buying groceries or ordering a pizza
Script
50
The contents of procedural memory; rules about what actions to take, given certain conditions
Productions
51
Activating a concept in memory or the spread of activation from one concept to another
Priming
52
Retrieval of pieces of information based on their relatedness to one another
Spreading Activiation
53
Process of searching for and finding information in long-term memory
Retrieval
54
Recreating information by using memories, expectations, logic, and existing knowledge
Reconstruction
55
Elaboration
Adding and extending meaning by connecting new information to existing knowledge
56
Ongoing process of arranging information and experience into mental systems or categories
Organization
57
Internal and external circumstances and situations that interact with the individual's thoughts, feelings, and actions to shape development and learning
Context
58
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
Desirable Difficulty
59
Practicing by retrieving information from memory instead of rereading or restudying
Retrieval Practice/Testing Effect
60
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
Interleaved Practice
61
Mnemonics
Techniques for remembering; the art of memory
62
Technique of associating items with specific places
Loci Method
63
Technique of remembering by using the first letter of each word in a phrase to form a new, memorable word
Acronym
64
Memory strategies that associate one element in a series with the next element
Chain Mnemonics
65
System of associating new words or concepts with similar-sounding cue words and images
Keyword Method
66
Remembering information by repetition without necessarily understanding the meaning of the information
Rote Memorization
67
The tendency to remember the beginning and the end, but not the middle of list
Serial-Position Effect
68
Part Learning
Breaking a list of items into shorter lists
69
Distributed Learning/Practice
Practice in brief periods with rest intervals
70
Practice for a single extended period
Massed Practice
71
Automated Basic Skills
Skills that are applied without conscious thought
72
Comparing your performance to a high standard, monitoring how well you are doing, seeking and using feedback, and focusing on areas that need improvement
Deliberate Practice

Educational Psychology (26 decks)

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