CHAP 8 - COGNITIVE LEARNING THEORIES

Question 1

Gestalt Psychology

Scientists like Max Wertheimer, Wolfgang Kohler, Kurt Koffka, and Karl Duncker brought with them ideas that perceivers (or learners) are not ______, but rather ______.

Answer 1

• passive
• active

Question 2

The term, “gestalt,” means “_____” or “_________”.

Answer 2

• form
• configuration

Question 4

Gestalt Psychology

They believed that we do not simply record data, rather that we
actively gather and restructure data in order to make sense of it.

Answer 4

Max Wertheimer, Wolfgang Kohler, Kurt Koffka, and Karl Duncker

Question 6

Gestalt laws

the tendency to perceive images in the
foreground first, while other images fade into the
backdrop

Answer 6

Law of Figure-Ground Discrimination

Question 7

Gestalt laws

The tendency to fill in gaps in our perceptions. Perceptually, we have the tendency to fill in gap

Answer 7

Law of Closure

Question 8

Gestalt laws

The theory that the placement of images near
each other influences our perception of them.

When things we are perceiving are close
together, we have a tendency to discern them as
“belonging” together.

Answer 8

Law of Proximity

Question 9

Gestalt laws

theory that our perceptions are influenced by our past
experiences

Based on our experiences with perceptual organization, we
anticipate certain patterns or figures.

Answer 9

Law of Good Form or Pragnanz

Question 10

Gestalt laws

Theory that our perceptions are influenced by stimuli with
comparable characteristics.

We also tend to “pick up” on figures with like
characteristics.

Answer 10

Law of Similarity

Question 11

Work on perception originating with the Gestalt
psychologists has, within the last twenty years,
been expanded to include a computer-based
metaphor for understanding how we gather,
represent, hold, and get information we learn and
use. This model is called _____.

Answer 11

information processing model (IPM).

Question 12

theory emphasizing the influence of selective perception on
memory, and subsequently on learning

Answer 12

the information processing

Question 13

TRUE OR FALSE

Like the Gestaltists, IPM theorists believe in the significance of perception to learning.

Answer 13

True

Question 14

The information processing system consisting of the sensory
register, the short term memory, and the long term memory.

Answer 14

The multistore Model

Question 15

The first port or site in the information processing model
featuring the converting of information gathered via our senses. This contains receptors that briefly hold on to only that information that enters through our senses.

Answer 15

Sensory register

Question 16

site in the information processing system in which a limited amount
of information is held until use; also called the working memory

Answer 16

short-term memory

Question 17

This keeps information active in short term memory by
repeating the information
.

Answer 17

maintenance rehearsal

Question 18

An information processing strategy which groups bits of information into more meaningful and processable units

Answer 18

Chunking

Question 19

a permanent storage facility with unlimited capacity

Answer 19

long term memory

Question 20

information processing strategy in which practice or repetiton of
information enhances recall

Answer 20

REHEARSAL

Question 21

information processing strategy emphasizing links between
information stored in long term memory and new information

Answer 21

Elaboration

Question 22

three kinds of long term memory

Answer 22

episodic, semantic, and procedural

Question 23

kinds of long term memory:
the memories we have for times and places

Answer 23

episodic

Question 24

kinds of long term memory:
our memories for general facts and concepts

Answer 24

semantic

Question 25

kinds of long term memory: which helps us recall particular skills or steps for accomplish-ing a task

Answer 25

procedural

Question 26

Contemporary cognitive theories suggests that we remember better when two processes are engaged: visual learning and verbal learning

Answer 26

Dual coding theories

Question 27

Dual coding theories A dual coding learning strategy and is certainly an effective one. The guided demonstration and self-instruction of this offers an effective means of verbal and visual coding.

Answer 27

Cognitive behavior modification

Question 28

This explain how information is best encoded in the long term memory. The theory emphasizes the nature and purpose of schemata as the fundamental elements of cognitive processing

Answer 28

Schema theory

Question 29

This believe that the awareness of interrelationships between stimuli or the use of appropriate schemata are significant to cognitive learning and to teaching and classroom learning.

Answer 29

Cognitive structuralism

Question 30

concluded that we are bombarded by more stimuli than we can perceive reason-ably and main

Answer 30

Bruner and learning via insight

Question 31

theorists agree that the linkage of new information to familiar information selectively in as ,learner-satisfying a format as possible is key to cognitive learning.

Answer 31

Ausubel & meaningful reception learning

Question 32

Organizing strategies Strategy made up of deliberately prepared, slightly abstract passages presented orally or in writing in advance of the main material.

Answer 32

Advance Organizers

Question 33

Organizing strategies ______, at first glance, may resemble advance organizers in that they are often brief written passages. Unlike advance organizers, however, it doesn't have to be written and often are presented orally by teachers.

Answer 33

Mediators

Question 34

Organizing strategies They are memory gadgets; they provide a familiar structure for processing information so that it can be recalled easily.

Answer 34

Mnemonic Devices

Question 35

Organizing strategies Strategy utilizing a graphic structure which depicts information from the broadest representation of the concept to the most detailed representation

Answer 35

Hierarchical Retrieval System

Question 36

Types of Mnemonics used the little-known __________ to help students learn about famous paintings and artists

Answer 36

face-name mnemonics

Question 37

Types of Mnemonics enable us to efficiently and effectively encode infor-mation for subsequent retrieval by linking them with places

Answer 37

Loci mnemonics

Question 38

Types of Mnemonics are "sound-alike" mnemonics where you encode new information by associating it with a rhyming term.

Answer 38

Keyword mnemonics

Question 39

Organizing strategies strategy utilizing graphic and hierarchical structures and linking phrases added to expose student understanding of interrelationships

Answer 39

Concept Mapping

Question 40

Organizing strategies a pre-instructional, dual coding strategies featuring the hierarchical arrangement of key terms

Answer 40

Structured Overview and Outlines

Question 41

Additional Techniques Used to Organize Learning Material: cognitive strategy used to highlight similarities between otherwise dissimilar concepts

Answer 41

Analogies

Question 42

Additional Techniques Used to Organize Learning Material: cognitive strategy which the key points in material are underlined

Answer 42

Selective Underlining

Question 43

Additional Techniques Used to Organize Learning Material: cognitive structuring strategy utilizing selective chunking and facilitated by the use of arrows, boldface type, and colors.

Answer 43

Selective Notetaking

Question 44

Additional Techniques Used to Organize Learning Material: post instructional cognitive strategies which feature the recounting and summarizing of information and its link to new material.

Answer 44

Reviews

Question 45

Factors affecting rote & meaningful verbal learning: Is a type of learning which emphasizes the memorization of disconnected material, e.g., list

Answer 45

Rote learning

Question 46

Factors affecting rote & meaningful verbal learning: - improves when repetition or rehearsal is used - useful for long lists, quick turnaround in learning, and completely unfamiliar material.

Answer 46

Practice effects

Question 47

Factors affecting rote & meaningful verbal learning: - learning is hindered by our past or future experiences - it is the effect of prior learning on the learning of new material.

Answer 47

Transfer Effects

Question 48

Factors affecting rote & meaningful verbal learning: - is enhanced when material is organized structurally, e.g., hierarchically

Answer 48

Interference effect

Question 49

Type of Interference effect: when previously learned material hinders new learning

Answer 49

Proactive interference

Question 50

Type of Interference effect: subsequent learning disrupts the retention of already learned material

Answer 50

Retroactive interference

Question 51

Factors affecting rote & meaningful verbal learning: enhanced when material is organized structurally, e.g., hierarchically

Answer 51

Organization Effects

Question 52

Factors affecting rote & meaningful verbal learning: recall may be hindered or helped due to the position or placement of words in lists

Answer 52

Serial position effects

Question 53

Factors affecting rote & meaningful verbal learning: is facilitated when material is presented in a context similar to the one in which the information was presented; also called "context effects"

Answer 53

State dependent factors or context effects

Question 54

Factors affecting rote & meaningful verbal learning: will be facilitated if processing occurs at multiple levels, e.g., sensorily and semantically

Answer 54

Level of processing effect

Question 55

Factors affecting rote & meaningful verbal learning: information presented in verbal, disconnected forms, yet not in lists

Answer 55

meaningful verbal learning

Question 56

Factors affecting rote & meaningful verbal learning: learners remember the crux or main theme, while details are lost

Answer 56

Abstraction effect

Question 57

Factors affecting rote & meaningful verbal learning: learners believe that some information is more important to process than other information

Answer 57

Levels effect

Question 58

Factors affecting rote & meaningful verbal learning: the degree and type of learning processed is influenced by the degree and type of organization built into the material

Answer 58

Text organization effects

Question 59

Factors affecting rote & meaningful verbal learning: learning will be facilitated by the use of organizing, structuring strategies

Answer 59

Mathemagenic effects

Question 60

Promoting memory What are the nine ways that teachers can assist students with the "forgotten art of memory" listed by Scruggs and Mastropieri (1992, pp, 33-36)?

Answer 60

Promote attention Promote external memory Increase meaningfulness Use of picture or imagery Minimize interfering information Encourage active participation Promote active learning Increase practice and review Use mnemonic teachniques