Week 4: Encoding, Retrieval, Metacognition Flashcards
(21 cards)
What is encoding>
transfroming an experince into a durable memory trace
What is deeper encoding?
focused on meaning and results in richer understanding
what is shallower encoding?
superficial; may consider perceptual features, risks fragmented understanding
what is deep processing?
deeply processed information is well remembered.
what is elaborative processing?
drawing connections to other conent, e.g. intergrating sources
How is schema activation activities deigned
must link to well learnt knowledge, mustnt be abstract, orients students for new learning.
What are some examples of a schema activation activity:
learning about engines = decribe common vehicle engines
learning about mammals = draw neighbourhood pets
what is rehersal?
recycling of simple information, maintains focus in WM.
What is elaboration?
extending holes in material in mind
What is organisation?
categorising information on map
what is self-generational effect?
self generated material is better for recall
what is interleaving
mixing closely related problems is better for recall than blocking.
What is good encoding?
distinctive: encourage difficult decision making, elaborative: encourage learners to extend and conect info- ‘why’ questions .
How is retrieval reconstructive
original info is reformed using key elements of original event mixed with general knowledge to fill in gaps.
how is better recall catalysed
more cuing; better schema activation, less cognitive effort
how do you enhance retrieval?
deeper encoding, better cues, retrieval practice
What is metacognition
cognition of cognition; thoughts, memory, knowledge
Awareness of own cognitive machinery and how it works
coordination and use of knowledge and strategies to accomplish a goal.
what is metacognitive knowledge
understanding own ability relative to task demands, selection of learning strategies
what is metacognitive regulation
active interaction with material to be learnt
control of application to task strategy use
what is the illusion of explanatory depth
their study strategies did not involve difficulty decision making
why does conceptual understanding become more sophisticated in k-12 years.
Scaffolding - others help students build their knowledge
