Chapter 8 Cognitive Information-Processing Approach

Question 1

Information-processing approach

Answer 1

Emphasizes that students manipulate information, monitor it, and strategize about it

Question 2

Encoding

Answer 2

The process by which information is formed into memory

Question 3

Automaticity

Answer 3

The ability to process information with little or no effort

Question 4

Strategy construction

Answer 4

The discovery of a new procedure for processing information

Question 5

Transfer

Answer 5

The application of previous experiences and knowledge to learning or problem solving in a new situation

Question 6

Metacogniton

Answer 6

Cognition about cognition, or “knowing about knowing”. Being self aware about how you process information.

Question 7

Memory

Answer 7

Interplay of encoding, storage, and retrieval of information over time.

Question 8

Storage

Answer 8

The retention of information over time

Question 9

Retrieval

Answer 9

The process of taking information out of storage

Question 10

Attention

Answer 10

Concentrating and focusing mental resources

Question 11

Rehearsal

Answer 11

The conscious repetition of information over time to increase the length of time that information stays in memory

Question 12

Level of processing theory

Answer 12

The processing of memory occurs on a continuum from shallow to deep, with deeper processing producing better memory

Question 13

Elaboration

Answer 13

The extensiveness of information processing involved in memory

Question 14

Chunking

Answer 14

Grouping or “packing” information into “higher-order” units that can be remembered as single units.

Question 15

Sensory memory

Answer 15

Holds information from the world in its original sensory form for only an instant

Question 16

Short-term memory(working memory)

Answer 16

A limited capacity memory stsrem in which information is retained for as long as 30 seconds, unless the information is rehearsed or otherwise processed further

Question 17

Memory span

Answer 17

The number of digits an individual can repeat back without error in a single presentation

Question 18

Working memory

Answer 18

Three-part system that temporarily holds information as people perform tasks, helping them make decisions, solve problems, and comprehend language

Question 19

Long-term memory

Answer 19

Type of memory that holds enormous amounts of information for a long period in a relatively permanent fashion

Question 20

Atkinson-Shirffrin model

Answer 20

States that memory involves a sequence of three stages: sensory memory, short-term (working) memory, and long-term memory

Question 21

Declarative memory

Answer 21

The conscious recollection of information, such as specific facts or events that can be verbally communicated

Question 22

Procedural memory

Answer 22

Knowledge in the form of skills and cognitive operations

Question 23

Episodic memory

Answer 23

The retention of information about the where and when of life’s happenings

Question 24

Semantic memory

Answer 24

Students general knowledge about the world

Question 25

Network theories

Answer 25

Describe how information in mmemory is organized and connected

Question 26

Schema theories

Answer 26

Theories that suggest when we reconstruct information, we fit it into information that already exists in our mind

Question 27

Schema

Answer 27

Information, such as concepts, knowledge, and events that individuals already possess

Question 28

Script

Answer 28

A schema for an event

Question 29

Serial position effect

Answer 29

Recall is better for items at the beginning and end of a list than for items in the middle

Question 30

Primacy effect

Answer 30

Items at the beginning of a list tend to be remembered

Question 31

Recency effect

Answer 31

Items at the end of a list tend to be remembered

Question 32

Encoding specificity principle

Answer 32

Associations formed at the time of encoding or learning tend to be effective retrieval cues

Question 33

Recall

Answer 33

A memory task in which individuals must retrieve previously learned information

Question 34

Recognition

Answer 34

A memory task in which individuals only have to identify (recognize) learned information

Question 35

Cue-dependent forgetting

Answer 35

Retrieval failure caused by a lack of effective retrieval cues

Question 36

Interference theory

Answer 36

Suggests we forget when other information gets in the way of what we are trying to remember vs. losing memories from storage

Question 38

Decay theory

Answer 38

Suggests new learning involves the creation of a neurochemical "memory trace", which will disintegrate over time

Question 39

Thinking

Answer 39

Manipulating and transforming information in memory, often to form concepts, reason, think critically, and solve problems

Question 40

Concepts

Answer 40

Categories used to group objects, events, and characteristics based on common properties

Question 41

Concept map

Answer 41

A visual representation of a concept's connections and hierarchical organization

Question 42

Hypotheses

Answer 42

Specific assumptions and predictions that can be tested to determine their accuracy

Question 43

Prototype matching

Answer 43

Individuals decide whether an item is a member of a category by comparing it with the most typical item(s) of the category

Question 44

Inductive reasoning

Answer 44

Reasoning from the specific to the general

Question 45

Deductive reasoning

Answer 45

Reasoning form the general to the specific

Question 46

Analogy

Answer 46

A type of formal reasoning that involves four parts, with the relation between the last two parts being the same as the relation between the first two.

Question 47

Critical thinking

Answer 47

Thinking reflectively and productively, and evaluating the evidence

Question 48

Problem-solving

Answer 48

Finding an appropriate way to attain a goal

Question 49

Subgoalling

Answer 49

Setting intermediate goals that put students in a better position to reach the final goal or solution

Question 50

Algorithms

Answer 50

Strategies that guarantee a solution to a problem

Question 51

Heuristics

Answer 51

Strategies or guidelines that can suggest a solution to a problem but do not guarantee a solution

Question 52

Means-end analysis/difference reduction

Answer 52

A heuristic in which one identifies the goal (end) of a problem, assesses the current situation, and evaluates what needs to be done (means) to decrease the difference between the two conditions.

Question 53

Fixation

Answer 53

Using a prior strategy and failing to look at a problem from a fresh, new perspective

Question 54

Functional fixedness

Answer 54

A type of fixation in which an individual fails to solve a problem because she or he views the elements solely in terms of their usual functions

Question 55

Mental set

Answer 55

A type of fixation in which an individual tries to solve a problem in a particular way that has worked in the past

Question 56

Confirmation bias

Answer 56

The tendency to search for and use information that supports our ideas rather than refutes them

Question 57

Problem-based learning

Answer 57

Emphasis on solving authentic problems like those that occur in daily life

Question 58

Near transfer

Answer 58

Transfer that occurs when situations are very similar

Question 59

Far transfer

Answer 59

Transfer of learning to a situation that is very different from the one in which the initial learning took place

Question 60

Low-road transfer

Answer 60

Transfer that occurs when previous learning is transferred to another situation automatically and often unconsciously.

Question 62

High-road transfer

Answer 62

Transfer that is conscious and effortful

Question 63

Metacognitive knowledge

Answer 63

Monitoring and reflecting on one's current or recent thoughts

Question 64

Metacognitive activity

Answer 64

Consciously adapting and managing thinking strategies during problem solving and purposeful thinking

Question 65

Explicit strategy instruction

Answer 65

Requires that teachers model appropriate learning processes frequently