Chapter 8 Flashcards
Cognitive views of learning
Cognitive view of learning
general approach that views learning as an active mental process of aquiring, remembering and using knowledge.
cognitive science
the study of thinking, language, intelligence, knowledge creation and the brain
Sensory memory
system that holds sensory information very briefly (sight,smell,sound,taste,touch)
automacity
the ability to carry out complex behaviour with little mental effort.
working memory
the info that you are focusing on at a given moment
how long does short term memory hold information?
about 20 seconds unless rehearsed
central executive
the part of working memory that is responsible for monotiring and directing attention and other mental resources.
phonological loop
part of working memory. a speech- and sound related system for holding and rehearsing (refreshing) words and sound in short term memory.
Visuospatial sketchpad
part of our working memory. A holding system for visual and spatial information.
Episodic buffer
the process that brings together and integrates info from the phonological loop , visuospatial sketchpad, and long term memory under the supervision of the central executive.
cognitive load
The amount of mental resources required to perform a particular task.
intrinsic vs extraneous cognitive load
- the resources required for the task regardless of other stimuli
- the resources required to process stimuli irrelevent to the task.
germane cognitive load
procession of info related to task including application of prior knowledge
Maintenance vs Elaborative rehearsal
- repeating info to keep it in working memory
- associating info with something you already know to keep it in working memory
chunking
grouping individual info into meaningful larger chunks
Decay
fading of memory after time
Declaritive knowledge
knowledge that can be declared with verbal or symbols ; “knowing something is the case:”
procedural knowledge
knowing how to do something- knowledge demonstrated by performance
self- regulatory knowledge
knowing how to manage your learning or knowing how and when to use your procedual or declarative knowledge
implicit memory
knowledge that we are not concious of recalling but that influences our behaviour without awareness
propositional network
set of interconnected concepts and relationships in which long term knowledge is kept
Dual coding theory
proposed by Paivio; suggests that info is stored in long term memory as either visual or verbal units, sometimes both
concept
groups similar events, ideas, objects and people
exemplar
an actual memory of a specific object (not just “chair” but the chair in my office)
Episodic mempory
connected to a specific setting
flashbulb memory
clear vivid memories of important events
Levels of processing thoery
proposed as an alternative to short and long term memory theorising recall of information is based on how deeply it is processed.
spreading activation
retrieval of info based on their relatedness to eachother. remembering one things leads to remembering another and carrying on.
mnemonics
theqniques for remembering ; when info has little inherent meaning, mnemonic strategies build meaning by connecting what is to be learned or established
rote memorization
rehearsing info without actually grasping it
serial position effect
tendency to remember beginning and end but not the middle
part learning
breaking info into different pieces in order to learn them better
distributed practice
practice with breaks
massed practice
cramming, non stop practice
automated basic skills
skills that applied without thought
Cognitive learning vs behavioural learning
cognitive learning, knowledge is learned, chyanges in knowledge makes behaviour possible. according to behavioural knowledge, new behaviours are learned.
Knowledge and its effect on learning
cognitive thoerists say that the pre conceived knowledge is important to bring to the learning situation.
Which learning processes impprove long term memory
elaboration,organization,imagery and context
