Ch 7-8

Question 1

Holds information in its unencoded form
Large capacity
Doesn’t stay in it for long
Visual – less than a second
Auditory – a few seconds

Answer 1

sensory register

Question 2

Attention is key to getting information into this
Limited capacity
Info lasts between 5 and 20 seconds…unless active processing is happening
Active cognitive processing occurs here
Central executive – focuses attention and oversees flow of information

Answer 2

Working (Short-Term) Memory

Question 3

Unlimited capacity
Requires more in-depth processing to encode and organize information

Answer 3

Long-Term Memory

Question 4

Knowledge that relates to the nature of how things are, were, or might be

Answer 4

declarative knowledge

Question 5

knowledge about how to do things

Answer 5

procedural knowledge

Question 6

knowledge about when to do certain things (mentally/physically)

Answer 6

conditional knowledge

Question 7

name the type of knowledge: what makes things grow > sunlight, food, water

Answer 7

declarative knowledge

Question 8

name the type of knowledge: driving

Answer 8

procedural

Question 9

name type of knowledge: taking trashcan out to road for pick up day

Answer 9

conditional

Question 10

knowledge that the learner is conscious of

Answer 10

explicit

Question 11

name type of knowlg: tennis and soccer rules

Answer 11

explicit

Question 12

knowlg. that the learner might not be able to recall or explain

Answer 12

implicit knowlg.

Question 13

name type of knowlg: walking on either side of hall for ppl to pass

Answer 13

implicit knowlg.

Question 14

Includes rehearsal (repeating information over and over)
May be better than not processing information at all, but does not lead to long-term retention

Answer 14

Rote Learning

Question 15

name type of learning: flash cards or multi tables

Answer 15

rehearsal/rote

Question 16

Involves using prior knowledge to embellish a new idea

Answer 16

Elaboration

Question 16

Recognizing relationship between new and old information

Answer 16

Meaningful Learning

Question 17

name type of learning:
Ask students to write or draw about a new concept
Ask students to draw inferences
Work in pairs to create questions

Answer 17

Elaboration

Question 18

Making meaningful connections between pieces of information to create a more cohesive structure

Answer 18

Internal Organization

Question 19

Creating a visual representation
Helpful for some people and less helpful for others

Answer 19

Visual Imagery

Question 20

name type of learning:
Create a structure (like a graphic organizer or table)
Concept maps
This can also allow you to assess student learning

Answer 20

Internal Organization

Question 21

name type of learning:
Ask students to create illustrations or diagrams
Can be especially helpful when used with other encoding strategies

Answer 21

Visual Imagery

Question 22

helps you organize and chunk information

Answer 22

mnemonics and associations

Question 23

The active, effortful processes students engage in as they complete academic tasks

Answer 23

Self-regulated learning

Question 24

forethought>self-reflection>performance

Answer 24

Zimmerman’s model of SRL

Question 25

name phase of Zimm. model SRL: Task analysis: goal setting, strategic planning Self-motivation beliefs: self-efficacy, outcome expectations, intrinsic interest/value, learning goal orientation

Answer 25

forethought

Question 26

name phase of Zimm. model SRL: Self-observation: self-recording, self-experimentation Self-control: imagery, self-instruction, attention focusing, task strategies

Answer 26

performance

Question 27

name phase of Zimm. model SRL: Self-judgement: self-evaluation, causal attributions Self-reaction: self-satisfaction/affect, adaptive/defensive

Answer 27

self-reflection

Question 28

Theories focused on self-regulated learning suggest that students exert control over different aspects of the ____ and the ________

Answer 28

self and enviro.

Question 29

thinking processes (metacognition)

Answer 29

Cognition