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Domain 1 classroom Vocabulary > Comp. IV > Flashcards

Comp. IV Flashcards

1
Q

cognitive view of learning

A

a generally agreen upon philosophical orientation

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2
Q

cognitive science

A

the study of thinking language and increasingly the brain

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3
Q

mirror systems

A

the areas of the brain that fire both during perception of an action and when performing the action

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4
Q

domain specific knowledge

A

pertains to a particular task or subject

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5
Q

general knowledge

A

applies to many different situations

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6
Q

`information processing

A

takes in information performs operations on it to change its form and content stores the information retrieves it when needed and generates responses to it

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7
Q

sensory memory

A

stimuli from the environment constantly bombard our bodies mechanisms for seeing, hearing, tasting, smelling, and feeling. the initial processing that trasnforms these incoming stimuli into information so we can make sense of them

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8
Q

perception

A

the process of detecting a stimulus and assigning meaning to it

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9
Q

bottom up processing

A

features are extracted or analyzed to five a rough sketch. stimulus must be analyzed into features or components and assembled into a meaningful pattern “from the bottom up”

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10
Q

gestalt

A

pattern or configuration: refers to peopls tendence to organize sensory information into patterns or relationships

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11
Q

top down

A

features and patterns detected are combined in light of the context of the situation and our existing knowledge

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12
Q

attention

A

selective:selected stimuli and ignoring others we limit the possibilities of what we will perceive and process

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13
Q

automaticity

A

probably a matter of degree; more or less automatic in our performances depending on how much practice we have had, the situation and whether we are intionally focusing our attention and directing our own cognitive processing

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14
Q

working memory

A

is the workbench of the memory system, the interface where new information is held temporarily and combined with knowledge from long term memory to solve problems or comprehend a lecture.

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15
Q

short term memory

A

usually means just storage, the immediate memory for new information that can be held about 15 to 20 seconds

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16
Q

central executive

A

supervises attention, makes plans, and deciedes what information to retrieve and how to allocate resources

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17
Q

phonological loop

A

a speech and sound related system for holding and regearsing (refreshing) words and sounds in short term memory. It briefly holds verbal information and keeps it active by keeping it in the loop

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18
Q

visuospatial sketchpad

A

is the place in your mind where you manipulated the image (after your central executive retrieved the meaning of t 180 degrees, and clockwise of course)

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19
Q

episodic buffer

A

the process that brings together and integrates information from the phonological loop, visuospatial sketchpad, and long term memory under the supervision of the central executive, to create complex memories, such as storing the appearance, voice, words, and actions of an actor in a film to create a complete character

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20
Q

cognitive load

A

refers to the amount of mental resources, mostly working memory, required to perform a particular talk

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21
Q

intrinsic cognitive load

A

the amount of cognitive processing required to figure out the material. that amount depends on how many elements you have to take into account how complicated the interaction among the elements are and your level of expertise in problem area

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22
Q

extraneous cognitive load

A

cognitive capacity you use to deal with problems not related to the learning task, like trying to get your roommate to quit interrupting you or struggling with a disorganized lecture or a poorly written textbook

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23
Q

germane cognitive load

A

the good cognitive load, because it is directly related to high quality learning: comes from deep processing of relevant information, organizing and integrating the material with what ou already know and forming new understandings

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24
Q

maintenance rehearsal

A

involves repeating the information in your phonological loop or refreshing information in your visuospatial sketchpad

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25
elaborative rehearsal
involves connecting the information you are trying to remember with something you already know,
26
chunking
grouping individual bits of information
27
interference
processing new information interferes or gets confused with old information
28
decay
if you dont continue to pay attention to information, the activation level decays and finally drops so low that the information cannot be reactivated, it disappears altogether
29
long term memory
holds the information that is well learned, such as the names of all the people you know
30
declarative knowledge
is knowledge that can be declared, through words and symbol systems of all kinds
31
procedural knowledge
is knowing how to do something such as divide fractions or design a website, it is knowledge in action
32
self regulatory knowledge
knowing how to manage your learning, knowing how and when to use your declarative and procedural knowledge
33
explicit memory
is knowledge from long term memory that can be recalled and consciously considered
34
implicit memory
is knowledge that we are not conscious of recalling, but that influences behavior or thought without our awareness
35
semantic memory
very important in schools, is memory for meaning, including words, facts, throries, and concepts
36
propositional networks
it is the meaning, not the exact words or word order, that is stored in the network
37
images
representations based on the structure or appearance of the information
38
dual coding theory
suggests that information is stored in long term memory as either visual images or verbal units, or both
39
concept
is a category used to group similar events, ideas, objects, or people
40
defining attributes
created concepts based on rules or distintive features
41
prototype
is the best representative of its category
42
exemplars
actual memories of specific birds, parties, furniture, and so on that we use to compare with an item in question to see if that item belongs in the same category as our exemplar
43
theory based
ideas about the world that we create to make sense of things
44
schemas
abstract knowledge structures that organize vast amounts of information
45
story grammar
helps students to understand and rememver stories
46
episodic memory
memory for information tied to a particular place and time, especially information about the events or episodes of your own life
47
flashbulb memories
memories for dramatic or emotional moments in your life
48
procedural memory
skills, habits, and how to perform tasks; imemory for procedural knowledge
49
scripts
action sequences or plans for actions stored in memory
50
productions
specify what to do under certain conditions
51
priming
activating information that already is in long term memory through some out of awareness process
52
elaboration
adding meaning to new information by connecting with already existing knowledge
53
organization
second element of processing that improves learning
54
context
a fourth element of processing that influences learning;aspects of physical and emotional context, places, rooms, moods, who is with us, are learned along with other information
55
spreading activation
when a particular proposition or image is active, other closely associated knowledge can be primed or triggered as well
56
retrieval
occurs partly through the spreading of activation from one bit of knowledge to related ideas in the network
57
reconstruction
a cognitive tool or problem solving process that makes use of logic, cues, and other knowledge to construct a reasonable answer by filling in any missing parts
58
Mnemonics
are systematic procedures for improving memory
59
loci method
derives its name from the plural of the latin word locus, meaning place,
60
acronym
a form of abbreviation
61
chain mnemonics
methods that connect the first item to be memorized with the second , third, and so on
62
keyword method
the mnemonic system that has been most extensively researched in teaching
63
rote memorizing
memorization of something word for word like poetry
64
serial position effect
memorizing a list of tems that are all similar to one another, and remembering the begining and end only
65
part learning
breaking the list into smaller segments, can help prevent serial position effect because breaking a list into several shorter listsl means there will be fewer middle items to forget
66
distributed practice
studying intermittently throughout a period of time
67
massed practice
leads to cognitive overload, fatigue, and lagging motivation, to study for a long period of time
68
automated basic skills
skills that are applied without conscious thought
69
domain specific strategies
consciously applied skills that organize thoughts and actions to reach a goal
70
elaborative rehearsal
involves connecting the information you are trying to remember with something you already know with knowledge from long term memory
71
levels of processing theory
related to the notion of elaboration described as an alternative to short/long term memory modes

Domain 1 classroom Vocabulary (4 decks)

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