EDUC lecture 2

Question 1

The Information-Processing Approach

Answer 1

• emphasizes that children manipulate information, monitor it, and strategize it
• Central to this approach is Memory and Thinking
• Children develop a gradually increasing capacity for processing information

Question 2

Siegler 3 Main Characteristics of Information Processing Approach

Answer 2

1. Thinking: To perceive, encode, represent, and store information from the world
2. Self-Modification: Represented by metacognition, “knowing about knowing”
   - schools trying to measure metacognition

Question 3

Sieglers third approach

Answer 3

3. Change Mechanisms
   - Encoding- information gets into memory
   - Automatization - Process information with little Strategy and effort

Construction: Discovery of new processing procedures such as transfer and generalization
Cut down on cognitive load- easier on your brain
Car example- very hard to process all the tasks when driving at first
This knowledge becomes instinctual- know it by heart

Question 4

Memory

Answer 4

retention of information over time

Question 5

Encoding

Answer 5

getting information into memory

Question 6

Storage

Answer 6

Retaininginformationover time

Question 7

Retrieval

Answer 7

Takinginformationout of storage

Question 8

Encoding step 1

Answer 8

ATTENTON
-you are being assaulted
With information
-your brain filters
-you have to focus
For what info you want
Concentrate and Focus

Question 9

Encoding Step 2

Answer 9

REHEARSAL 
Consistent repetition of
information over time
Studying – read notes out
Loud, stimulation of ears,
Eyes, everything

Question 10

Encoding step 3

Answer 10

3.DEEP PROCESSING
Deeper processing, 
better memory
-don’t just rehearse, you have
To connect it to what you know
-make meaning of it

Question 11

Encoding step 4

Answer 11

4. ELABORATION
   Adds to distinctiveness
   e.g., Images

Question 12

Encoding step 5

Answer 12

5. ORGANIZATION
   Aided by chunking
   -organize your brain “files”
   how are you organizing info you’re trying to remember

Question 13

Storage: sensory memory

Answer 13

Sensory Memory:
Visual, auditory, other sensations
Retains information for seconds

Question 14

Storage: Short-Term Memory

Answer 14

Short Term Memory:
Limited capacity 7 +/- 2 (Miller, 1956) best memories, chunk things together
retain for 30 seconds without rehearsal

Question 15

Storage: Long-Term Memory

Answer 15

Long-Term Memory
Unlimited capacity over a long period of time, except over 85, dementia-forgetting –memory-gone forever, newest memory go first

Question 16

Baddeley’s Working Memory Model

Answer 16

Is a 3 part system that temporarily holds information as people perform tasks
Working memory is like a mental workbench where a great deal of information processing is done
Limited capacity and stored for a brief time
Phonological Loop: info on speech is stored
Visual Spatial: imagery stored- sketch pad
Central executive- doing the work for phonological/ sketch
Pad
We actively create our memories

Question 17

Long Term Memory

Answer 17

LTM: holds enormous amounts of information for a long period of time in a permanent manner

• can’t access information that is still there sometimes
• you start to think and store things in a verbal things around 3
• you can’t access your files anymore
• burnt toast seizures. Poke brain and trigger to seizure is gone

Question 18

Long-Term Memory: Declarative Memory

Answer 18

Declarative Memory:(explicit) – birthday, first day at Uni
Facts events
Recall Facts, events verbal

Question 19

Long-Term Memory: Procedural Memory

Answer 19

No declarative(implicit)
Skills, cognitive operations
E.g, Ride a bike
-catching a football -ODB

Question 20

Long-Term Memory: A-1 Episodic Memory

Answer 20

Retention of where

and when events

Question 21

Long-Term Memory: A-2 Semantic Memory

Answer 21

General knowledge of

World- capital of canada

Question 22

Retrieval: Primary Effect

Answer 22

primary effect: items at the
beginning remembered best, stuff at the end is
Also easier to remember

Question 23

Retrieval: Serial position

Answer 23

Serial position: recall better

at the beginning and end of list

Question 24

Retrieval: Specificity

Answer 24

Specificity: associations form cues- Dr. Mrs vandertramp

Question 25

Retrieval: Recall

Answer 25

Recall: previously learned info.,

as in fill-in-the-blank

Question 26

Retrieval: Recognition

Answer 26

Recognition: identify learned information, as in multiple choice

Question 27

Cue Dependent Forgetting

Answer 27

1-Caused by a lack of retrieval cues, open ended question is harder than multiple choice, no cues its harder

Question 28

Interference Theory

Answer 28

2-Other information (new or old) gets in the way of what we are trying to remember – similar names – tip of the tounge- you know its wrong but you cant get it

Question 29

Decay Theory

Answer 29

3-Passage of time allows “memory trace” to disintegrate

Question 30

Metacognition

Answer 30

“Knowing about knowing”

Question 31

Metacognitive Knowledge

Answer 31

Monitoring and reflecting on one’s current or recent thoughts

Question 32

Metacognitive Activity

Answer 32

Students consciously adapt and manage their thinking strategies during problem solving and purposeful thinking – are you capable of thinking of what you know and you don’t know

Question 33

Language Development: 1 Communication

Answer 33

has to convey a message

Question 34

Language Development: 2 Arbitrariness

Answer 34

-no real link between thing and its name, someone just made up a word

Question 35

Language Development: 3 Multiplicity of Structure

Answer 35

layer of sound, meaning, rules around this

Question 36

Language Development: Productivity

Answer 36

-generate new word that no ones said before

Question 37

Stages of Language Development

Answer 37

-Prenatal
preference for mothers voice, than unfamiliar
-Cooing
infancy sounds
-Babbling
-One-Word
only say one word
-Two-Word
two words together- usually like give now, or I want
-Telegraphic Speech
leave out vowels –little short sentences- “I want car”
-Basic Adult Sentence Structure
4-5 adult sentence structure, not vocabulary, but language structure is same

Question 38

Additive Bilingualism

Answer 38

-A situation where a second language is learnt by an individual or a group without detracting from the development of the first language. A situation where a second language adds to, rather than replaces the first language. This is the opposite of subtractive bilingualism

Question 39

Subtractive Bilingualism

Answer 39

-which the second language is added at the expense of the first language and culture, which diminish