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Educational Psychology > Chapter 8 - Cognitive Views of Learning > Flashcards

Chapter 8 - Cognitive Views of Learning Flashcards

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1
Q

Cognitive view of learning

A

Knowledge / Strategies learned

  • changes in knowledge / strategies make behaviour possible
  • reinforcements inform about whart happens if behaviours repeated or changed
  • learning is active - construct knowledge, transform understanding
    goal: study wide range of learning situations, focus on individual developmental differences in cognition
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2
Q

Behavioural view of learning

A
  • New behaviours themselves are learned
  • Reinforcement strengthens responses
  • learning is passive
  • goal is to identify general laws of learning
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3
Q

Mirror Systems

A

areas of brain that fire during perception of an action (by someone else) and when performing the action

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4
Q

Domain-specific knowledge

A

Information that is useful in a particular situation or that applies mainly to one specific topic

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5
Q

General knowledge

A

Information that is useful in many different kinds of tasks, info that applies to many situations

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6
Q

Information processing

A

human mind’s activity of taking in, storing and using information

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7
Q

Sensory memory

A

Initial processing that transforms incoming stimuli into information so we can make sense of them

  • aka sensory buffer, iconic memory (images), echoic memory (sounds)
  • duration: less than 3 seconds
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8
Q

Perception

A

interpretation of sensory information

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9
Q

bottom-up processing

A
  • data-driven
  • stimulus must be analysed into features or components and assembled into meaningful pattern “from the bottom up”
  • for example, recognizing the letter A
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10
Q

Gestalt

A
  • German for pattern or whole

- people organize perceptions into coherent wholes

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11
Q

Top-down processing

A
  • making sense of information by using context and what we already know about the situation
  • aka conceptually-driven perception
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12
Q

sequential multitasking

A
  • switching back and forth from one task to another - focus on one task at a time
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13
Q

simultaneous multitasking

A

overlapping focus on several tasks at a time

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14
Q

Working Memory (overview)

A
  • The workbench of memory
  • includes temp. storage and active processing
  • the information you are focusing on at a given moment
  • limited capacity
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15
Q

4 Elements of Working Memory

A
  • Central Executive
  • Phonoligocal loop
  • Visiospatial sketchpad
  • long-term memory
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16
Q

4 Elements of Working Memory

A
  • Central Executive
  • Phonoligocal loop
  • Visiospatial sketchpad
  • long-term memory
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17
Q

Central Executive

A
  • part of working memory that is responsible for monitoring and directing attention and other mental resources (the “worker” of working memory)
18
Q

Phonological Loop

A
  • speech and sound-related system for holding and rehearsing (refreshing) words and sounds in short-term memory for about 1.5 to 2 seconds (spoken data)
19
Q

Visiospatial Sketchpad

A
  • part of working memory

- holding system for visual and spatial information

20
Q

Episodic Buffer

A
  • “workbench” of working memory
  • process that brings together visiospatial sketchpad, phonological loop and long-term memory under supervision of central executive
  • keeps track of the order of things - store jokes, gossip, plots
21
Q

Cognitive Load

A

Volume of resources necessary to complete a task (mostly working memory)

22
Q

Three kinds of cognitive load

A
  • Intrinsic
  • Extraneous
  • Germane
23
Q

Intrinsic Cognitive Load

A
  • unavoidable

- recources required by task itself, regardless of other stimuli

24
Q

Extraneous Cognitive Load

A
  • avoidable

- resources required to process stimuli irrelevant to task

25
Q

Germane Cognitive Load

A
  • Deep processing of info related to the task
  • includes application of prior knowledge to a new task or problem
  • e.g. ask students to explain material to each other, draw chart
26
Q

Teacher’s goals regarding cognitive load

A
  • manage intrinsic load (stay in zone of proximal development)
  • reduce extrenuous load (clear away as much as possible)
  • promote germane load (support deep processing)
27
Q

Maintenance rehearsal

A
  • keep info in working memory by repeating it to yourself
  • phonological loop or visuospatial sketchpad
  • revisit to maintain it in working memory
  • eg phone number, location on map
28
Q

Elaborative rehearsal

A
  • connect info with something you already know - with knowledge from long-term memory
  • helps create long-term memory and retain info in working memory
29
Q

Levels of processing theory

A
  • aka depth of processing theory
  • related to elaborative rehearsals
  • length of time info remembered determined by extent to which info analysed and connected with other info
30
Q

chunking

A

group individual bits of data into meaningful larger units

31
Q

Interference

A

processing new information interferes or gets confused with old info
- mind processes new information, previous information overwritten

32
Q

forgetting

A
    • info lost from working memory through interference or decay
  • without forgetting, working memory and learning would cease
33
Q

decay

A

the weakening and fading of memories over time

34
Q

Three aspects of memory that improve over time

A
  • memory span
  • memory processing efficiency
  • speed of processing
35
Q

Working memory in elementary students impacts …

A
  • reading abilities, comprehension
  • academic achievement, math computation
  • intelligence tests
36
Q

Declarative knowledge

A
  • knowledge that can be declared through words and symbols, verbal information, facts, “knowing” that something is the case
37
Q

Procedural knowledge

A

Knowledge that is demonstrated when we perform a task - “knowing how”

38
Q

Self-regulatory knowledge

A
  • knwing how to manage your learning or knowing how tand when to use declarative and procedural knowledge
39
Q

Explicit Memory

A
  • long-term memories that involve deliberate or consciopus recall
  • we are aware of the memories
  • for example, declarative knowledge
  • includes episodic memory (own experiences) & semantic memory (facts, general knowledge)
40
Q

Implicit memory

A
  • knowledge that we are not conscious of recalling
  • influences our behaviour, or thoughts without our awareness
  • includes classical conditioning, procedural memory & priming

Educational Psychology (12 decks)

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