LHTL - ALT 3 - JP Flashcards

Question

What type of spacing between rubber bumpers is associated with the focused mode of thinking?

Answer 1

tight spacing which seems to help keep your thoughts concentrated

Answer 2

widely spaced which allow for broad ranging ways of thinking

Answer 3

involves thinking about things you are already somewhat familiar with like trying to find a word that rhymes with another or solving multiplication problems

Answer 4

In the prefrontal cortex

Answer 5

trying to solve problems or learn something new

Answer 6

This type of processing needs broad ranging perspectives to go out and seek other information to connect to or pull together in order to see patterns and solve problems

Answer 7

1. exercise 2. taking a walk or showering

Answer 8

It allows continued neural processing in the background, just below the conscious awareness, so that new neural structures can be built - i.e. understanding or solution

Answer 9

1. Practice activities 2. Spaced Repetition

Answer 10

rehearsal activities

Answer 11

Repetition

Answer 12

There is no analogous thing that you can point to-the concept is abstract. Can't point to something concrete to explain or understand the concept

Answer 13

Because your brain can actually see the concrete structure/item and it can immediately find it in its schema

Answer 14

Because emotions are tied to the limbic system which activates memory and understanding, so even though they are abstract, their feelings associated with their memories are deeply embedded. We can feel emotions even though we can't point to anything concrete to explain them

Answer 15

To help enhance and strengthen the neural connections you make during the learning process

Answer 16

The connections that are created between neurons during the learning process that together provide all the information needed for the brain to access a specific memory.

Answer 17

Because spaced repetition "sets" and "hardens" the neural pathways so that they can become more and more permanent instead of falling apart like a road is washed away in storms.

Answer 18

the neural pathways formed during learning are very weak and short-lasting. They will deteriorate and eventually be mostly lost.

Answer 19

thinking in terms of concents and generalizations rather than being able to point at or retrieve memories of abstract objects

Answer 20

thinking of objects or ideas as specific items rather than as an abstract representation of a more general concept

Answer 21

Through practice

Answer 22

Spaced repetition is a learning technique that incorporates increasing intervalsof time between subsequent review of previously learned material in order to exploit the psychological spacing effect.

Answer 23

the phenomenon whereby animals (including humans) more easily remember or learn items when they are studied a few times spaced over a long time span ("spaced presentation") rather than repeatedly studied in a short span of time ("massed presentation").

Answer 24

Hermann Ebbinghaus in 1885

Answer 25

study phase retrieval theory
Deficient Processing
Strategy Shift Hypothesis

Answer 26

the first presentation is retrieved at the time of the second. This leads to an elaboration of the first memory trace.

Mass presentation doesn't give same benefit because the first presentation is still active at the same time as the second and subsequent presentations

Answer 27

massed repetitions lead to deficient processing of the second presentation—that we simply do not pay much attention to the later presentations - instead only achieving recognition memory instead of strengthening pathways

Answer 28

Retrieval failure provides learners with the opportunity to evaluate their encoding strategies for effectiveness and adapt their methods accordingly.

Mass presentation does not give learners the opportunity to evaluate encoding strategies in this way.

Answer 29

Through repeated simultaneous use/activation

Answer 30

Imagine the pinball bumpers with 3 pathways.
Imagine one pathway barely visible - early practice
Imagine another pathway firmer/darker
Imagine a 3rd pathway very dark and solid line

Answer 31

Because the idea is to work with the information hard by focusing on it intently - to study it from many different angles, with different senses, to pause and think about it while focusing on it intently.

Answer 32

During the time of seeming relaxation, the brain's diffuse mode of thinking/learning is activated (turned on). It has a chance to work away in the background to help achieve conceptual understanding.
Gives the neural mortar a chance to dry

Answer 33

A memory system during which the brain holds a few ideas together at the same time to try to connect them to gain understanding of a concept, solve a problem, practice a memory until it becomes permanent

Answer 34

It's the part of the memory process that has to do with what your mind is immediately and consciously processing

Answer 35

Prefrontal cortex but it also has connections to other parts of the brain from which it accesses stored long term memories so that it can use them to process.

Answer 36

Groups of memory items, either stored memories or new information

Answer 37

Working memory can only actively manage 4 chunks of information - like having only 4 memory slots on a computer - by grouping information together, the working memory is tricked into working with more information at once.

Answer 38

Break up reading material into logical relational chunks
Condense processed material into mind maps or other organizational tool, like mnemonics

Answer 39

A piece of paper using invisible ink. The ink disappears in a short period of time so the information is difficult if not impossible to retrieve

Answer 40

A type of memory that lasts for a very short period of time. The body's natural dissipating process (metabolic vampires) destroy it unless more is done with it.

Answer 41

The body's natural disspating processes: metabolic vampires.

Answer 42

Frequent repetition, like repeating a phone number until you get a chance to write it down.

Answer 43

Repetition
Closing eyes to avoid distractions/focusing

Answer 44

A memory system in which memories are stored indefinitely

Answer 45

Distributed all over the brain, depending on how it was encoded:

what relationships were used to understand it
what prior knowledge was used as a scaffold
which senses were initially used while interacting with the information to learn it

Answer 46

The long term memory storage warehouse is immense, with billions of memories all stored on top of each other. It takes the brain a while to locate and retrieve. The more you practice it, the better the brain knows the path and how to "pick" it.

Answer 47

Fundamental concepts & techniques
Rote memorization items

Answer 48

Gluing things into place, small layer at a time
A spider weaving prey into its web - goes over it many times to make it stay

Answer 49

Being awake

Answer 50

During sleep, brain cells shrink producing more space between toxins and cells. Fluid can then wash the toxins free and out of the brain

Answer 51

metabolic toxins actually block neural pathways reducing the brain's ability to learn, retrieve and think

Answer 52

Trying to drive a car with sugar in the gas tank

Answer 53

1. headaches 2. depression 3. heart disease 4. early death

Answer 54

"Tidies" up ideas and concepts that you were processing during the day

Answer 55

Erases less important parts of memories
Strengthes areas you need or want to remember
Rehearses some of the tougher parts of whatever you were trying to learn: going over and over the neural patterns to deepen and strengthen them

Answer 56

The complete deactivation of the conscious located in the pre-frontal cortex at the forefront of the brain happens during sleep.

Answer 57

Makes a remarkable difference in the brain's ability to figure out difficult problems and to understand what you're trying to learn.

Answer 58

Conscious thought is deactivated - shut down which allows other areas of the brain to better "talk" to each other.

Answer 59

This is when diffuse thinking/learning happens. The brain is able to put together neural solutions to the learning tasks you were working on prior to sleeping

Answer 60

Prime the brain to dream about your learning tasks by reviewing it just prior to going to sleep.
Prime the brain to dream about learning tasks by actually "telling" the brain you want to dream about your learning tasks

Answer 61

It somehow consolidates your memories into easier to understand chunks

Answer 62

Chunk logically related information together prior to processing
Compress understanding into a memory package: mind map, mnemonic

Answer 63

A strategically compressed chunk of understood information translated into a form your brain will easily rehearse to create lt memory

Answer 64

Ask questions because often will strike up an interesting discussion which will help activate the limbic system

Answer 65

After birth through learning

Answer 66

1. exercise 2. being in an enriched environment: surrounded by other people with which you interact to think and create

Answer 67

Compact packages of information that your mind can easily: 1. store 2. access

Answer 68

a bunch of puzzle pieces that are floating around but not connected, so they don't make a lot of sense to your brain

Answer 69

Chunking is the mental leap that lets your brain unite bits of information together through MEANING. The united meaning = a chunk

Answer 70

Because it is a lot of information formed into a logical whole - so brain only has to remember 1 thing rather than all its individual pieces

Answer 71

1. Unites many pieces together into one logical meaning - compresses it so fits better into working memory 2. United meaning is clearer to see in terms of how it fits into the big picture of what you are trying to learn - its relationship to the rest of the information

Answer 72

Because individual pieces of information not connected to its whole so you can understand its meaning in context 1. doesn't help you understand what's really going on OR 2. how the concepts fit together.

Answer 73

1. individual puzzle pieces of related information 2. whole puzzle (the chunk) bound together by meaning or use

Answer 74

the brain focuses its attention to search for stored information from various areas of the brain and to connect them in order to tie together ideas or concepts.

Answer 75

Focusing attention in focused mode to deliberately work to bind information together through meaning or use (process) in order to create greater meaning and relate it to what is already known.

Answer 76

1. acronyms 2. ideas 3. concepts 4. relationships

Answer 77

1. Stress 2. Anger 3. Fear 4. Hunger/thirst 5. love (distraction) ie - any emotion or need related to survival

Answer 78

a loop of neurons (pathway) that fire and wire together to create meaning or use complex neural activity that ties together abstract chunks of information so they make sense as a concept or idea

Answer 79

rote memorization - the act of memorizing facts such as vocabulary or math facts so they can be used later during focused mode of thinking and during chunking

Answer 80

Isolating information to be chunked and then chunking them together into concepts, mental leaps that unite scattered bits of information through meaning

Answer 81

All subjects: music, science, sports - anything that needs to be mastered. Even daily actions and routines, like getting dressed and driving are neural chunks

Answer 82

Chunk = a network of neurons that have been trained to fire together so you can think a thought or perform an action SMOOTHLY, without having to THINK.

Answer 83

Focused practice plus repetition

Answer 84

Focused practice plus repetition

Answer 85

1. Rote memorization of isolated "ingredients" (i.e. vocabulary) 2. Chunking individual concepts or ideas or processes 3. Practice and repetition of chunks 3. Linking chunks together and practice/repeat together so that the chunks merge and form larger chunks/memory traces

Answer 86

Because the details are merged within the chunk. Once you retrieve the chunk, the details come flowing out with it. Ex: Chunk process: getting dressed in the morning. You don't have to think through every step, just the idea of getting dressed. then your brain takes over the details.

Answer 87

as a very large neural representation of many smaller neural chunks that are knitted together - 1 part of the song at a time

Answer 88

You would: 1. Listen 2. Watch 3. Try to figure out underlying patterns of the song

Answer 89

Small bits of information bound together

Answer 90

Music: small passages of songs Sports: different foot moves in soccer Math: different aspects of a concept - like types of triangles

Answer 91

Once knitted together, these practiced chunks become seamless and can be recalled without much to little thought at all to connecting the neural pathways together

Answer 92

The ones that are so ingrained that you don't even have to consciously think about CONNECTING the neural pathways together - practice makes perfect/permanent -

Answer 93

1. Doing math problems without having to think about how 2. Playing a song 3. Hitting a ball 4. Swimming 5. Diving 6. Solving a chemical equation

Answer 94

so your brain does not have to consciously think about connecting the neural pattern together - its seamless and reflexive.

Answer 95

So as you are learning how to solve new types of problems, you can see each chunk and figure out why it works. Then once you've practiced how each step works, you can knit them all together into a large chunk that becomes seamless.

Answer 96

Using a road map to get from point to point to point until your brain imbeds that knowledge as one large chunk. Don't have to think about every turn, the brain knows exactly what comes next without having to think about it

Answer 97

1. Give undivided attention to the information you want to chunk 2. Strive to understand the basic idea you are trying to chunk - figure out the gist/the main idea 3. Practice and repeat to strengthen neural pathways, patterns and memory traces 4. Demonstrate your understanding through doing 3. Gain context - figure out exactly how and when to use your new chunk:

Answer 98

1. You make new neural patterns (pathways) and 2. Connect them to Prior Knowledge (pre-existing patterns spread throughout your many areas of your brain)

Answer 99

Pre-existing patterns of neural pathways already spread throughout many areas of your brain

Answer 100

Distractions cause the brain to not really focus on chunking the new material so your octopus tentacles can't reach very well if some of them are off on other thoughts and using some of your wm slots

Answer 101

to figure out the meaning by connecting new information to pk and making sense of it

Answer 102

Allow both modes of thinking to take turns so that diffuse thinking can make random connections and get the big idea AND then dump it into the focused mode to put all together as understanding

Answer 103

The understanding acts like "learning superglue" to hold together the underlying memory traces -it forms a trunk of a tree (if its something new) or becomes a branch on an existing tree from which even more detail (deeper understanding) can grow into leaves - in other words attach to other memory traces

Answer 104

Yes, but it's often a useless chunk that won't fit in with or relate to other material you're learning.

Answer 105

NO, not at all. Expertise requires practice and repetition, and retrieval practice

Answer 106

you achieved initial understanding and put together a chunk, but the chunk broke back apart because you didn't glue the pieces together

Answer 107

Work to understand and then practice to mastery (do it, don't just think you know it) before moving on to the next topic. If you wait to practice until later, your chunk will fall apart and you have to start all over

Answer 108

Hands - on practice recalling your understanding: retrieval/recall !!!! Very important to do this right now before going any further. For math, close the book and start working out problems. For science, close the book and recite back your understanding several times.

Answer 109

1. write it out over and over without looking 2. create a map with all the pieces you've learned SO FAR and do it several times without looking 3. verbalize the meaning several times, trying to switch it around 4. spaced repetition exercises 5. visualize Then, most importantly, refer back to the text and your notes and recall again and again!

Answer 110

learning WHEN to use that technique instead of some other technique - the act of going beyond the initial problem and seeing it more broadly so you can see how it fits into the bigger picture

Answer 111

1. Identify when to use your new chunk - trying to solve a particular type of math problem

Answer 112

1. glue the chunks together so that the memory traces remain intact - strengthen the mini-chunks 2. gain context - see how it fits and when/how to use 3. broaden the network of neurons connected to your new chunk - this way your chunk is accessible from many different paths

Answer 113

1. bottom up chunking process 2. top down big picture process

Answer 114

building chunks piece by piece and then practicing and repeating to strengthen each chunk for easily access them when needed

Answer 115

building learning by first getting the big picture: Do a search PRIOR to striving to understand so you can: 1. get a broad idea of exactly WHAT you will be learning (that way you can link it to what you already know) and 2. see how things fit in relationship to each other - is it a new tree or branches or leaves on an existing tree

Answer 116

Through the process of gaining context. Context is taking your chunks and fitting them together to what you know and into its "fit"

Answer 117

1. Chunking means learning WHAT it is and HOW to use a given technique 2. Context means learning WHEN to use that technique as opposed to some other technique

Answer 118

Doing a 2 minute picture walk thru of a chapter before you begin working to understand its chunks of meaning

Answer 119

1. know where to put the chunks you are building 2. know how the chunks relate to one another

Answer 120

1. book's outline or table of contents 2. flow charts 3. tables 4. concept maps 5. chapter/section headings 6. words in bold

Answer 121

1. Preview 2. Identify key chunks to strive to understand 3. Activate PK through an activity 3. Create questions from big picture items 4. But DO NOT create a concept map

Answer 122

Start with the items from your top down preview. Gain understanding of these and then fill in the details (dates, formulas, names, etc)

Answer 123

Visualize putting together a puzzle. Go through the box and group like pieces and then begin building those chunks. 2. eventually the chunks will begin to connect so the chunks get bigger 3. Eventually the whole puzzle will be complete

Answer 124

Because that's not how the brain learns best. That would be like trying to learn advanced chess strategy BEFORE you understand the basic concepts of how the pieces move.

Answer 125

mental retrieval of the key ideas rather than just passive reading and rereading.

Answer 126

It creates "mental hooks" that we can hang our thinking on as we are striving to understand chunks

Answer 127

1. Enhances deep learning 2. Makes understanding quicker because it forms mental hooks (like velcro so stuff sticks to it) that we can hang our thinking on as we are trying to understand 3. Helps form chunks 4. Makes learning time more focused and effective

Answer 128

when you are re-reading as a form of spaced repetition but that would be inefficient

Answer 129

All 4 and information processing is flowing through all of them like a whirlwind as the brain is trying to 1. understand to form chunks 2. place the chunks into the big picture and figure out when to use it to solve problems

Answer 130

all four slots are still used, but you will actually feel the concept or technique chunk connecting more easily, becoming smoother and easier to do. like 1 long ribbon flowing through the slots in a loop

Answer 131

The chunk becomes a "dangling" smooth strand that's easy to follow from 1 slot, like a hyperlink that will take your brain to an entire web page full of the information related to that chunk. it's ready to be practiced and repeated even more so that it can move from wm into lt memory. in the meantime, the other 3 slots are open for the brain to work on other things

Answer 132

Because it is this process of working with information to understand it, recalling it through retrieval practice and repeating it over and over to form a chunk that actually makes you learn the information as KNOWLEDGE rather than just isolated memory chunks that cannot be connected without more work.

Answer 133

You must have the information persisting in your memory and that requires YOU to do the work yourself because it is the work that places it into memory as real knowledge.

Answer 134

The concept that you are competent or have mastered certain material when you have not.

Answer 135

Glancing at a solution or steps to a solution and thinking you truly know it

Answer 136

NO, not really. we highlight to remember what was important but that's ineffective. You should be working on very small parts of information at a time, working to understand it and then do recall tactics to begin forming the chunks and making connections in your brain before moving on to the next chunk of info -dont need the highlighting because you are still on the same page.

Answer 137

Absolutely. Often people believe that highlighting is actually a tool tp move the info directly into the brain, that that is all the work that's needed to get it off the page and into long term memory

Answer 138

Absolutely. Capturing your thinking and putting it into your own words in writing either on post its or in margins is a form of summary and recall practice

Answer 139

Before highlighting anything, read and work to understand the information, put it verbally in your own words, capture it in some written format and then you can highlight it but keep it to no more than 1 sentence per paragraph

Answer 140

1. re-reading notes or text without stopping to recall 2. highlighting without stopping to form understanding, summarize, capture first 3. glancing at solutions or answers and assuming you already knew it instead of working it out or answering it yourself without looking

Answer 141

1. They believe it magically gets the information into the brains, but it doesn't 2. It's a lot faster and easier than stopping, summarizing, working to understand and recall practice

Answer 142

NO - you can waste a lot of time if you don't do it right but instead just creating illusions of competence

Answer 143

Small little tests that you can form to test yourself during the time you are trying to understand and BEFORE moving on to the next topic. Recall is an example, but using Brainscape is a formal testing process

Answer 144

1. Shows you what you really know and don't know 2. Eliminates your ability to form illusions of competence 3. Helps strengthen connections 4. Helps form meaning/chunks

Answer 145

Not at all. It's a good thing.

Answer 146

They allow you: 1. to see flaws in your thinking 2. repair your thinking/flaws 3. embed correct chunks

Answer 147

Any extra few minutes you have, practice recall

Answer 148

1. In your learning environment while you are forming chunks 2. out of your learning environment in various physical locations

Answer 149

You actually embed subliminal cues present in the room where you were studying. So, it's easier to recall when in that space because those subliminal cues help act as triggers

Answer 150

The absence of subliminal cues present during the initial chunk-building are absent, so recall is independent of those triggers. This is important because you need practice testing yourself away from those triggers so when you are actually tested, you won't be looking for those cues to help trigger your memories

Answer 151

By gradually building the number of chunks in their minds so that have a great deal of PK/schema from which to choose to think critically and creatively

Answer 152

By creating bigger and well-practiced chunked mental libraries per subject.

Answer 153

The ability to reach into the brain an easily access and retrieve knowledge to solve problems and figure out solutions or create something new.

Answer 154

When you have stored chunks that exist as prior knowledge and the brain seeks to match to PK while it strives to understand (pin balling until it finds a match), it can match what is already known to what you are trying to understand and give you a little insight into it - even if it's not exactly the same, just similar

Answer 155

The process of coming to understand a new concept by matching it to some similar quality of an already stored knowledge chunk

Answer 156

1. transferrable skills 2. Concept of saving can extend to all different subjects in different ways, just different content 3. the process of learning a language can be transferred to learning computer programming

Answer 157

practicing a piece of information over and over during the same learning session even after you have mastered it - that is, to recall perfectly

Answer 158

the ability to recall perfectly

Answer 159

leads to automaticity

Answer 160

access and retrieval with perfect recall a chunk either isolated or connected - the act of creating muscle or mental memory

Answer 161

1. For things like site words, math facts, foreign language vocabulary or 2. any in forming muscle memory for sports - hitting golf balls, throwing curve balls, etc 3. If you have a habit of choking, automaticity can significantly relieve stress/fear of that and help you perform much better 4. Excellent public speaking is greatly enhanced by using over learning and being an automatic mode of delivery

Answer 162

Usually not; usually a waste of time

Answer 163

repetitive practice at spaced intervals with correctness feedback

Answer 164

Deliberately focusing on what you find most difficult instead of what is easy - again that's why feedback loop is so important

Answer 165

The strategic use of spaced and deliberate practice sessions

Answer 166

the existence of already known information/processes and its neural pathways block the laying down (encoding) of n new, different and possibly better way/solution/process

Answer 167

1. Sports - develop a poor swing and then have to unlearn it 2. Math - learned how to solve a problem the wrong way and then have to unlearn it.

Answer 168

Students just jumping in to learn something instead of using a process and strategies!

Answer 169

1. jumping into a pool before you know how to swim may teach you to doggie paddle and then very hard to learn the right way to swim 2. running without first learning the proper format can lead to inefficient and poor habits and injuries 3. Starting with the homework without reading the text, going to lecture, viewing online lessons, etc - can create a sense of thinking you know the correct way when it's wrong.

Answer 170

1. The wrong pathways are created and re-activated during retrieval 2. The correct pathway competes with the wrong pathway causing confusion 3. Failure of the brain to lie down the correct pathway

Answer 171

1. Learning and building the basic chunks and connections between chunks 2. Learning how to select and use the correct chunks at different times

Answer 172

A subject mastery strategy of learning that deliberately jumps back and forth between problems or situations within the same subject or piece of information that require different techniques or strategies to learn or recall or solve, etc.

LHTL - ALT 3 - JP Flashcards

(202 cards)