Quiz 3 Flashcards
(109 cards)
1
Q
Cognitive view of learning
A
views learning as an active mental process of acquiring, remembering, and using knowledge.
2
Q
Cognitive views
A
Students are literally building their understanding as they try to construct models and sole problems.
3
Q
Mirror systems
A
Areas of the brain that fires both during perception of an action by someone else, and when performing the action.
4
Q
Human brain
A
impacts and is impacted by learning, Regular completion of tasks develops certain areas of the brain
5
Q
Learning changes communication among neurons.
A
Allows complex cognitive tasks such as integrating past and present experience after about age 7.
6
Q
Cognitive perspectives includes:
A
- General knowledge
- Domain-specie knowledge
7
Q
General knowledge
A
Applies to many different situations (how to read, use a computer, or focus attention)
8
Q
Domain-Specific Knowledge
A
Pertains to a particular task or subject (using water colour paints).
9
Q
Sensory memory
A
Capacity, Duration, and Contents of Sensory Memory
–The initial processing of incoming sensory stimuli
–Very large capacity (beyond what can be processed)
–Short duration (between 1–3 seconds)
10
Q
Long-term memory
A
The memory process in the brain to takes information from the short-term memory store and creates long lasting memories.
11
Q
Short term memory
A
Capacity for holding a small amount of information in an active, readily available state for a short interval.
12
Q
Working memory
A
-Workbench of conscious thought
-Requires rehearsal to keep information activated
–Capacity of 5–9 items
13
Q
How does information-processing works?
A
- Information is filled true, read from our sensory memory into our short term for working memory.
- from there we process information further.
- Some of the information we hold in a short term memory is this curated or filtering away once again, in a portion of it is encoded, or stored in for long-term memory.
14
Q
Perception
A
Process of detecting a stimulus and assigning meaning to it;
*Bottom-up processing
*Gestalt theory
*Top-down processing
15
Q
Bottom-up processing
A
feature analysis of sensory input into meaningful pattern
16
Q
Gestalt theory
A
Explanation for how features are organized into patterns
17
Q
Top-down processing
A
Use of context and prior knowledge to recognize patterns quickly
18
Q
Attention and Multitasking
A
- Takes effort
- Can pay attention to only one cognitively demanding task at a time.
- processes that initially require much attention eventually become automatic. (Automaticity)
19
Q
What’s the first step in learning?
A
Is paying attention
20
Q
Three parts of working memory
A
- Central Executive
- Phonological Loop
- Visuospatial Sketchpad
21
Q
Central Executive
A
Supervises attention, makes plans, and decides what information to retrieve and how to allocate resources
22
Q
Phonological Loop
A
A speech and sound-related system for holding and rehearsing words and sounds in short-term memory.
23
Q
Visuospatial Sketchpad
A
Where you visualize images
24
Q
Cognitive Load
A
The volume of mental resources (including attention, perception and memory) required to complete a task
25
Intrinsic Cognitive Load
–The amount required to complete the task itself
–Processing is 2-4 bits of information at a time
–Consider complexity of task, level of expertise etc. determines the cognitive load
26
Extraneous Cognitive Load
The amount of mental resources needed to complete tasks irrelevant to the original task
27
Germane Cognitive Load
Deep knowledge, including connecting information to old information and activation
28
Retaining Information in Working Memory:
–Maintenance rehearsal
–Elaborative Rehearsal
–Levels of Processing Theory
29
Maintenance rehearsal
Repeating the information in your phonological loop or refreshing information in your visuospatial sketchpad
30
Elaborative Rehearsal
Connecting the information you are trying to remember with something you already know (with knowledge from long-term memory)
31
Levels of Processing Theory
Theory that recall of information is based on how deeply it is processed.
-chunking
- Forgetting
- Decay
32
Chunking
Grouping individual bits of data into meaningful larger units.
33
Forgetting
Interference
●New information interferes or gets confused with old information.
●As new thoughts accumulate, old information is lost from working memory.
The serial position effect describes how our memory is affected by the position of information in a sequence
34
Decay
- Information is lost by lack of use.
- Cannot be reactivated—it disappears altogether.
35
Declarative knowledge
verbal information facts
36
Procedural knowledge
demonstrated when we perform a task
37
Self-regulatory knowledge
knowing how to manage your learning or knowing how and when to use your declarative and procedural knowledge
38
Kinds of knowledge
- Declarative
- Procedural
- Self-Regulatory/Conditional
39
LONG-TERM MEMORY: EXPLICIT AND IMPLICIT
Explicit and implicit memory systems follow different rules and involve different neural systems of the
brain. The subdivisions of each kind of memory also may involve different neural systems
40
Explicit memory
(CONSCIOUS)
- Episodic memory
- semantic memory
41
Episodic memory
Your own experiences
42
Semantic memory
facts, general knowledge
43
Implicit memory
(unconscious)
- Classical conditioning effects
- Procedural memory
- Priming
44
Classical conditioning effects
(e.g., condi- tioned emotional
reactions like if you witness a terrible car accident, you might develop a fear of driving)
45
Procedural memory
motor skills, habits, tacit rules
46
Priming
implicit activation of concepts in long-term memory
47
Spreading Activation
Retrieval of pieces of information based on relatedness to one another
48
Reconstruction
Recreating information by using memories, expectations, knowledge, logic, and existing knowledge
49
Forgetting and Long-Term Memory
Even with decay and interference, long-term memory is remarkable
50
Constructing Declarative Knowledge: Making Meaningful Connections
- Elaboration
- Organization
- Imagery
51
Elaboration
is adding meaning to new information by connecting with already existing knowledge.
52
Organization
is the ordered and logical network of relations.
53
Imagery
can support memory if the information to be learned lends itself to images.
54
Three stages in development of an automated skill :
- Cognitive
- Associative
- Autonomous.
55
Creativity
- ability to produce work that is original but still appropriate and useful
- Imaginative, original thinking or problem-solving
56
What are the Sources of Creativity?
-Domain-relevant skills
-Creativity relevant processes
-Intrinsic task motivation
57
Domain-relevant skills
Talents and competencies that are valuable for working in a specific domain
58
Creativity relevant processes
Include work habits and personality traits
59
Intrinsic task motivation
Deep curiosity and fascination with the task
60
Critical Thinking Includes
–Defining and clarifying a problem
–Making judgments about information related to a problem
–Drawing conclusions
61
PAUL AND ELDER'S MODEL OF CRITICAL THINKING
Critical thinkers routinely apply the intellectual standards to the elements of reasoning to develop intellectual traits
62
•Automatic Transfer
–Spontaneous application of well-learned knowledge and skill
63
• Mindful, Intentional Transfer
–Involves reflection and conscious application of abstract knowledge to new situations
64
Teaching for Transfer
*Teachers can support transfer when they create powerful teaching-learning environments using these design principles:
*The environments should support constructive learning processes in all students.
* The environments should encourage student self-regulation.
65
Teaching for Transfer
• Learning should involve interaction and collaboration.
•Learners should deal with problems that have personal meaning.
•The classroom culture should encourage students to become aware of and develop their cognitive and motivational processe
66
Creativity is thought to be associated directly with what type of thinking?
Divergent thinking
67
Ray learned about divergent rays in physics class when he was studying the effects of lenses. Later, in his psychology class, he immediately understood the concept of "divergent thinking." What learning experience did Ray have?
General transfer
68
Overlearning is the process of practicing a skill
past the point of mastery.
69
True or False?
When students do not have existing schemas that suggest an immediate solution to the problem, they must take a schema-driven route to solve the problem.
False
70
True or False?
An algorithm is a general strategy that might lead to the right answer to a problem.
False
71
True or False?
A heuristic is a step-by-step prescription for achieving a goal that usually is domain-specific.
False
72
Embodied Cognition
•Our cognitive processes develop in the real-time, goal-directed interactions between our bodies and their environment.
•In educational psychology, the fundamental assumptions of the learning sciences and embodied cognition all lead to the conclusion that thinking is constructive.
73
Cognitive Constructivism
–Individuals make sense of the world based on individual knowledge, beliefs, and self-concept.
–Also sometimes called psychological or individual constructivism due to study of individual knowledge, beliefs, self-concept, or identity
–Piaget
74
Social Constructivism
–Social interaction, cultural tools, and activity shape individual development and learning.
–Vygotsky
75
What are the types of How Knowledge Is Constructed
-External direction
-Internal direction
-Both external and Internal direction
76
- External direction
Knowledge is acquired by constructing a representation of the outside world. Direct teaching, feedback, and explanation affect learning. Knowledge is accurate to the extent that it reflects the "way things really are"in the outside world.
(Information Processing)
77
- Internal direction
Knowledge is constructed by transforming, organizing, and reorganizing previous knowledge. Knowledge is not a mirror of the external world, even though experience influences thinking and thinking influences knowledge. Exploration and discovery are more important than teaching. (Piaget)
78
- Both External and Internal direction
nowledge is constructed based on social interactions and experience. Knowledge reflects the outside world as filtered through and influenced by culture, language, beliefs, interactions with others, direct teaching, and modelling. Guided discovery, teaching, models, and coaching as well as the individual's prior
knowledge, beliefs, and thinking affect learning. (Vygotsky)
79
Knowledge General or Situated?
•General
•Situated
80
•General
–knowledge can be constructed in one situation and applied to another
81
•Situated
–knowledge is specific and tied to the context in which it was learned
82
•Inquiry-Based Learning
–Students follow a scientific procedure to find an answer to a puzzling problem presented by the teacher.
83
•Problem-Based Learning
–Students identify an authentic problem in order to develop knowledge that is useful and flexible.
84
•Collaboration
*A philosophy about how to relate to others
*A way of dealing with people that respects differences, shares authority, and builds on knowledge
85
•Cooperation
*A way of working together with others to attain a shared goal
86
•Group work
*Several students working together
87
Five elements of true cooperative learning groups
1.Positive interdependence
2.Promotive interaction
3.Individual accountability
4.Collaborative and social skills
5.Group processing
88
RECIPROCAL INFLUENCES
-Social Influences
-Achievement Outcomes
-Self-Influences
89
Social Influences
(Environmental Variables)
Models
Instruction
Feedbac
90
Achievement Outcomes
(Behaviours)
Goal Progress
Motivation
Learnin
91
Self-Influences
(Personal Variables)
Goals
Self-Efficacy
Outcome Expectations
Attributions Progress Self-Evaluation
Self-Regulatory Progress
92
Modelling
Learning by observing others
Influenced by:
-Development status of observer
-Model prestige and competence
-Vicarious consequences
-Outcome expectancy
-Goal setting
-Self-efficacy
93
Bandora — Elements of Observational Learning
-Attention: selective and sustained.
-Retention: remembering of each step required to imitate the behaviour of a model (rehearsal)
-Production: practice is key in to remembering elements or steps.
94
Self-Efficacy
Beliefs about personal competence in a given area or a persons sense of being able to deal effectively with a particular task.
95
What Influences Self-Regulation?
•Knowledge
–Understand self, subject, task, and learning strategy
•Motivation
–See the purpose in the task
•Volition
–Follow-through and persistence
96
Models of Self-regulated Learning and Agency
•Assume that learners are agents in their own learning
•Four main parts:
1.Analyze the learning task
2.Set goals and devise plans
3.Enact strategies to accomplish the task
4.Regulate learning
97
Cognitive Behaviour Modification
Procedures based on both behavioural and cognitive learning principles for changing your own behaviour by using self-talk and self-instruction. (Taking to yourself could be a self regulation)
98
Emotional Self-Regulation
•Awareness of own emotions and the feelings of others
•Skills include:
–Self-awareness
–Self-management
–Social awareness
–Relationship skills
–Responsible decision making
99
Metacognition
literally means cognition about cognition—or thinking about thinking.
Involves declarative, procedural, and self-regulatory knowledge
100
Problem Solving
• Focusing attention on what is relevant
•Understanding the words
•Understanding the whole problem
•Translation and schema training: Direct instruction in schemas
•Translation and schema training: Worked examples
•The results of problem representation
101
Algorithms in problem solving
–A step-by-step prescription for achieving a goal
102
What type of learners the cognitive perspective recognize?
as active processors of information who interpret stimulus material based on prior knowledge and interest rather than passively receiving it.
103
Fixation
Fixation is when something is stuck firmly to another surface — or when you mind is stuck obsessively on one person, thing, or idea
104
What is psychological constructivism?
a person learns by mentally organizing and reorganizing new information or experiences
105
What is a moral reciprocity causality?
refer to the mutual influence between three variables: environment, behavior, and person
106
Self-esteem
Is confidence in one's own worth, abilities, or morals.
107
Multitasking
Affects Your Brain's Efficiency. trying to perform two or more tasks concurrently, which typically leads to repeatedly switching between tasks
108
Cooperative learning
structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success
109
Memory strategies
Rehearsal is found to be the most frequently used strategy, followed by mental imagery, elaboration, mnemonics, and organization
