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Educational Psychology > Chapter 8- The congitive information- processing approach and teaching > Flashcards

Chapter 8- The congitive information- processing approach and teaching Flashcards

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1
Q

What is Information Processing?

A

Children manipulate information, monitor it, and strategize about it.
Characteristics of this approach includes:
-thinking
-change mechanisms- encoding, automaticity, strategy construction, transfer, metacognition
-self-modification

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2
Q

What is Memory?

A

is the interplay of encoding, storage, and retrieval of information over time

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3
Q

What is Encoding?

A

the process by which information gets into memory

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4
Q

What is Storage?

A

the retention of information over time

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5
Q

What is Retrieval?

A

taking information out of storage

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6
Q

What are the key concepts in encoding?

A
  • rehearsal
  • processing
  • elaboration
  • constructing images
  • organization
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7
Q

Teaching strategies for helping students pay attention

A
  • encourage students to pay attentions
  • help students develop and monitor their attention
  • make learning interesting
  • actively engage students in the learning process
  • avoid providing students with too much information too quickly
  • program for individual differences in students’ attentional skills
  • maintain students’ attention once you have it
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8
Q

Storage: What is sensory memory?

A

holds information in its original sensory form for only an instant

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9
Q

Storage: What is Short-term (working) memory?

A

Defn= is a three-part system that temporarily holds information as people perform tasks. Working memory is a kind of mental “workbench” where information is manipulated and assembled to help us make decisions, solve problems, & comprehend written & spoken language.

  • limited capacity, limited time (30 seconds)
  • limited span +- 7 digits
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10
Q

Working Memory and Students

A
  • Working memory is linked to many aspects of students’ development- children who have better working memory are more advance in reading comprehension, math skills, and problem solving.
  • working memory of adolescent students is better than working memory of younger students. Thus the adolescent years are an important developmental period for improvement of working memory.
  • Affective factors- impact working memory e.g. verbal working memory was impaired by negative emotion.
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11
Q

Storage: What is Long-Term Memory?

A

holds enormous amounts of information for a long period of time; relatively permanent

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12
Q

What is explicit (declarative) memory?

A

Conscious recollection of information (semantic, memory and episodic memory)

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13
Q

What is implicit (procedural) memory?

A

subconscious recollection of information

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14
Q

Network Theories

A
  • describe how information is organized connected in memory
  • emphasize “nodes”
  • nodes stand for labels and concepts
  • hierarchical networks may be too neat, insufficient
  • network is irregular and distorted
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15
Q

What is a Schema Theory?

A

when we construct information, we fit it into what we already know

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16
Q

What are Schemas?

A

Concepts, knowledge, or information about events that already exist in the mind and influence the way we encode

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17
Q

What is a Script?

A

a schema for an event

18
Q

Retrieval

A

Retrieval may be influenced by:

  • serial position effect
  • primary effect
  • recency effect
  • encoding specificity principle
19
Q

What are the two types of retrieval?

A
  1. recall

2. recognition

20
Q

Forgetting: Theory 1- Cue-Dependent Forgetting

A

failure is caused by lack of effective retrieval cues

21
Q

Forgetting: Theory 2- Interference Theory

A

other information gets in the way of what we are trying to remember

22
Q

Forgetting: Theory 3- Decay Theory

A

passage of time

23
Q

Teaching strategies to help students learn and study effectively

A
  • encourage students to activate their relevant prior knowledge when studying new concepts
  • help students organize information when encoding
  • providing students with memory mnemonics
  • encourage students to extend and consolidate their learning
  • help students learn how to take good notes
  • encourage students to use PQ4R
24
Q

Diversity and Education:

A
  • Memory is linked to your personal experiences e.g. life in a remote Inuit village
  • impact of the circle in the lives of Aboriginal peoples
  • Gender- females form stronger episodic memories than males
    1. Females are better than males at recalling emotion-linked memories
    2. males are better than females that require transformations in visual spatial working memory
    3. Females may process information more elaborately & in greater detail, whereas males may be more likely to use schemas or focus on general information
25
Q

What is Thinking?

A

involves manipulating and transforming information in memory. This is often done to form concepts, reason, think critically, and solve problems.

26
Q

Concept Formation: Concepts

A

concepts are categories used to group objects, events, and characteristics on the basis of common properties. They are formed through, direct experience

27
Q

What are Concept Maps?

A

visual representation of connections and hierarchical organization

28
Q

What are Hypotheses?

A

specific assumptions and predictions used to determine their accuracy

29
Q

What is Prototype matching?

A

deciding if an item belongs in a category by comparing it with the most typical item of the category

30
Q

What is inductive reasoning?

A

reasoning specific -> general

31
Q

What is deductive reasoning?

A

reasoning general -> specific

32
Q

What is critical thinking?

A

involves thinking reflectively and productively, and evaluating the evidence

33
Q

What is problem solving?

A

finding an appropriate way to attain a goal

34
Q

What are some ideas for problem solving?

A
  1. Find and frame problems
  2. develop good problem-solving strategies
  3. evaluate solutions
  4. rethink and redefine problems and solutions overtime
35
Q

Obstacles to problem solving

A
  • fixation
    1. functional fixedness
    2. mental set
  • confirmation bias
  • lack of motivation and persistence
36
Q

Teaching strategies to help students become better thinkers

A
  • make concepts clear and complete
  • encourage students to use strategies such as concept maps and the rule- example strategy
  • ask students to generate hypotheses about a concept
  • assist students to identify real-world problems
  • monitor students’ thinking through the four problem-solving steps
  • use technology effectively
  • provide role models for thinking and involve parents
37
Q

What is a Transfer?

A

occurs when a person applies previous experience and knowledge to learning or problem solving a new situation

38
Q

What are types of Transfer?

A
  • near transfer (similar situations)
  • far transfer (very different situations)
  • low-road transfer (automatic)
  • high-road transfer (conscious, effortful)
39
Q

What is Meta-cognition?

A

“knowing about knowing” or “thinking about thinking”

metacognitive knowledge includes factual knowledge and strategic knowledge. Training in metacognitive strategies can improve learning. There is a developmental component; younger children have less metacognitive ability than older children

40
Q

The good information-processing model

A

competent cognition results from interacting factors:

  • strategies
  • motivation
  • content knowledge
  • metacognition
41
Q

What are three factors that lead to cognitive success?

A
  1. Children are taught to use a particular strategy and learn about its advantages -> specific knowledge
  2. teachers demonstrate shared features or strategies -> relational knowledge
  3. Students recognize the benefits of strategies -> general strategy knowledge; and attribute successful learning outcomes to efforts in evaluating, selecting and monitoring strategy use -> metacognitive knowledge and activity.
42
Q

What are some teaching strategies for using explicit strategy instruction in the classroom?

A
  • state content and process objectives
  • share a personal learning story related to strategy use
  • state why a strategy is useful
  • state when and where a strategy can be used
  • model the strategy
  • provide students with guided strategy instruction
  • encourage students to use strategy across related learning tasks
  • convince students that strategy really works.

Educational Psychology (5 decks)

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