educ 2203 final Flashcards
(88 cards)
1
Q
involved with language
A
left hemisphere
2
Q
involved in in spatial and non-verbal information
A
right hemisphere
3
Q
how much does the human brain weigh
A
3 pounds
4
Q
long cell
A
neuron
5
Q
ends of the long cell
A
dendrites
6
Q
spaces between these branches
A
synapses
7
Q
personality, emotions, higher thinking skills
A
frontal lobe
8
Q
senses, attention, language
A
parietal lobe
9
Q
vision, recognizing shapes and colors
A
occipital lobe
10
Q
motor control, coordination, spatial navigation
A
cerebellum
11
Q
hearing, other senses, language, reading
A
temporal lobe
12
Q
breathing heart, coughing, sneezing
A
brain stem
13
Q
part of the brain that controls the most basic functions common to all animals
A
brain stem
14
Q
layer above the brain stem
A
limbic system
15
Q
information from the senses goes here
A
thalamus
16
Q
controls the release of hormones
A
hypothalamus
17
Q
controls the transfer of information to ltm
A
hippocampus
18
Q
regulates basic emotions
A
amygdala
19
Q
80% of the brains weight, part of the brain that is most unique to humans
A
cerebral cortex
20
Q
coordinates movement and also plays an important role in thinking
A
cerebellum
21
Q
connects the two hemispheres of the brain
A
corpus callosum
22
Q
brain improves efficiency of processing
A
automaticity
23
Q
constantly organizing for useful access more efficiently
A
brain processing
24
Q
what percent of brain capacity do people use
A
10 %
25
right brain, left brain
neuromyths
26
retroactive inhibition, proactive inhibition
interference
27
proactive facilitation, retroactive facilitation
facilitation
28
occurs when previously learned information is lost because it is mixed up with new and somewhat similar information
retroactive inhibition
29
a form of interference which occurs when a new information is hard to learn because of previously learned information
proactive inhibition
30
this is the increased ability to learn new info based on the presence of previously acquired information
proactive facilitation
31
this is the increased comprehension of previously learned information because of the acquisition of new information
retroactive facilitation
32
tendency to learn the first items presented
primary effect
33
tendency to learn the last items presented
recency effect
34
a level of rapidity and ease such that a task or skill involves little or no mental effort
automaticity
35
technique in which facts or skills to be learned are repeated often over a concentrated period of time; faster initial learning
massed practice
36
technique in which terms to be learned are repeated at intervals over a period of time; better for retention
distributed practice
37
learning to respond with one member of a pair when given the other member; associate a response to each stimulus
paired-associate learning
38
involves learning a list of terms in a particular order
serial learning
39
student thinks of a very familiar set of location, such as rooms in her own house, and then imagines each item on the list to be remembered in one specific location
loci-method
40
student memorizes a list of pegwords that rhyme with the numbers 1 to 10
pegword method
41
strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase
initial-letter strategy
42
tasks involve memorizing a list, but not in a special order
free-recall learning
43
memorization of association/facts that are arbitrary
rote learning
44
relates to information previously learned and it is not arbitrary; requires active involvement & use of background knowledge
meaningful learning
45
information with limited use that cant apply in life
inert knowledge
46
information is stored in long-term memory using schemata
schema theory
47
knowledge about one's learning and thinking
metacognition
48
what is the name for the component of memory that holds current thoughts
working memory
49
which of the following terms describes the capacity of working memory
limited
50
when the senses receive stimuli, the mind immediately begins working on some of them. Therefore, the sensory images of which we are conscious are not exactly the same as what we saw or herd or felt. Which of the following terms relates most closely to these statements.
perception
51
the first component of the memory system that incoming information meet is the
sensory register
52
this is the mental repetition of information; which can improve its retention
rehearsal
53
this component of the memory system stores knowledge, skills, and other memories and organizes them for retrieval
long term memory
54
the working memory has the capacity to hold _____ bits of information at any one time
5-9
55
I distinctly remember when 9/11 occured, I was teaching in Denver, Colorado, standing at the copy machine, wearing a navy-blue dress, and Luce came in and said that an airplane had struck the twin towers. This is an example of
flashbulb memory
56
most learning from class lessons is retained as a:
semantic memory
57
the ability to recall how to do something, especially a physical task (riding a bike)
procedural memory
58
learning is much more than ____
memory
59
teachers cannot simply give students information, students must construct knowledge in their own minds
constructivist view
60
students must be.....
actively involved
61
constructivists draw heavily on the works of:
piaget and vygotsky
62
emphasizes the social nature of learning, joint interactions of learners and peers, and learners and adults, access to other students thinking processes, talk themselves through a problem
social learning
63
range of tasks the learner might not be able to do alone, but can do with assistance
zone of proximal development
64
one of the most important ingredients of effective instruction
motivation
65
one student might be more motivated to play video games
intensity
66
one student might be strongly motivated to play video games, the other might be equally motivated to play football
direction
67
motivation can be a _____, or come from _____ characteristics of a task
personality characteristics; intrinsic or extrinsic
68
assumes people will attempt to maintain a positive self-image
attribution theory
69
internal/external
locus of control
70
believes that success or failure is the result of his or her own efforts/abilities
internal
71
other factors (luck, task, difficulty, other peoples actions) cause success or failure
external
72
internal locus of control; second best predictor of success, after achievement itself
self-efficacy
73
efforts to achieve depend on expectations of reward
expectancy model
74
Motivation (M)= perceieved probability of success (PS) x incentive value of success (Is)
expectancy-valence model
75
i think i can make the honor roll (Ps) and it is very important to me to make the honor role (Is) = motivation
expectancy theory (example)
76
one of the most important types of motivation for education is achievement motivation, or te generalized tendency to strive for success and to choose goal-oriented success/failure actvities
achievement motivation
77
motivated by desire to gain recognition from others and earn good grades
performance goals
78
motivated by desire for knowledge acquisition and self-improvement
learning goals
79
"nothing i do matters" "i fail because im stupid and that means i will always fail."
learned helplessness
80
what is the main source of anxiety in schools
fear of failure
81
intrinsic motivator
food- sleep- something you want to do
82
extrinsic motivator
sticker, star, something you use to motivate the student
83
activity people enjoy and therefore find motivating and fulfilling
intrinsic incentives
84
completing things now might bring benefit in the future- can delay the reward
future time perspective
85
refers directly to specific task performances
contingent praise
86
the time available for instruction
allocated time
87
time on task, time individual students spend actually doing assigned work
engaged time
88
out of 180 days, how many days/hours are typically lost
20 days/120 hours
