Chapter 9 Complex Cognitive Processes

Question 1

Processes such as selective attention, rehearsal, elaboration, and organization that influence encoding, storage, and retrieval of information of memory

Answer 1

Executive Control Processes

Question 2

Metacognition

Answer 2

Knowledge about our own thinking processes

Question 3

KWL

Answer 3

Strategy to guide reading and inquiry: What do I already know? What do I want to know? What have I learned?

Question 4

A special kind of procedural knowledge-knowing how to approach a learning task

Answer 4

Learning Strategies

Question 5

Concept Map

Answer 5

A drawing that charts the relationships among ideas

Question 6

Tools for concept mapping developed by the Institute for Human and Machine Cognition that are connected to many knowledge maps and other resources on the internet

Answer 6

Cmaps

Question 7

A five-step reading strategy: Review headings; Examine boldface words; Ask “What do I expect to learn?”; Do it-Read; Summarize in your own words

Answer 7

READS

Question 8

CAPS

Answer 8

A strategy that can be used in reading literature: Characters, Aim of story, Problem, Solving

Question 9

Students learn problem-solving strategies, but do not apply them when they could or should

Answer 9

Production Deficiency

Question 10

Any situation in which you are trying to reach some goal and must find a means to do so

Answer 10

Problem

Question 11

Problem Solving

Answer 11

Creating new solutions for problems

Question 12

To represent the problem and set a goal you have to…

Answer 12

Focus attention on relevant information, Understand the words of the problem, Activate the right schema to understand the whole problem

Question 13

When worked examples actually interfere with the expert’s learning because the examples fill working memory space with information the experts already understand and don’t need is called what

Answer 13

Expert Reversal

Question 14

What supports learning and memory

Answer 14

Pay attention, process deeply, and connect with what you already know

Question 15

What is a critical component of making learning from worked examples active, not passive

Answer 15

Self-explanation

Question 16

Theory stating that cognitive processes develop from real-time, goal-directed interactions between humans and their environment

Answer 16

Embodied Cognition

Question 17

What develops cognitively depends on our sensorimotor engagement with what

Answer 17

The World

Question 18

Recognizing a problem as a “disguised” version of an old problem for which one already has a solution

Answer 18

Schema-driven problem solving

Question 19

Step-by-step procedure for solving a problem; prescription for solutions

Answer 19

Algorithm

Question 20

General strategy used in attempting to solve problems

Answer 20

Heuristic

Question 21

Heuristic in which a goal is divided into subgoals

Answer 21

Means-end Analysis

Question 22

Heuristic in which you start with the goal and move backward to solve the problem

Answer 22

Working-Backward Strategy

Question 23

Heuristic in which one limits the search for solutions to situations that are similar to the one at hand

Answer 23

Analogical Thinking

Question 24

Verbalization

Answer 24

Putting your problem-solving plan and its logic into words

Question 25

Functional Fixedness

Answer 25

Inability to use objects or tools in a new way

Question 26

Response Set

Answer 26

Rigidity; the tendency to respond in the most familiar way

Question 27

Judging the likelihood of an event baed on how well the events match your prototypes-what you think is representative of the category

Answer 27

Representativeness Heuristic

Question 28

Judging the likelihood of an event based on what is available in your memory, assuming those easily remembered events are common

Answer 28

Availability Heuristic

Question 29

The tendency to hold on to beliefs, even in the face of contradictory evidence

Answer 29

Belief Perseverance

Question 30

Seeking information that confirms our choices and beliefs, while ignoring disconfirming evidence

Answer 30

Confirmation Bias

Question 31

How many years or hours do some estimate it takes to become an expert in a field

Answer 31

10 years or 10,000 hours of deliberate, focused, sustained practice

Question 32

Evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution

Answer 32

Critical Thinking

Question 33

What is the goal of critical thinking

Answer 33

To influence beliefs and guide actions

Question 34

The Delphi Report listed three categories of skills necessary for critical thinking. What they are?

Answer 34

Cognitive skills, Affective dispositions, Approaches to specific problems

Question 35

What are the three elements to teach critical elements

Answer 35

Dialogue, Authentic Instruction, and Mentorship

Question 36

Argumentation

Answer 36

The process of debating a claim with someone else

Question 37

What are the two styles of argumentation?

Answer 37

Disputative and Deliberative

Question 38

Supporting your position with evidence and understanding and then refuting your opponent’s claims and evidence is what type of argument (Who is Right)

Answer 38

Disputative

Question 39

What type of argument has a goal to collaborate in comparing, contrasting, and evaluating alternatives, then arrive at a constructive conclusion (Which Idea is Right)

Answer 39

Deliberative

Question 40

Influence of previously learned material on new material; the productive (not reproductive) uses of cognitive tools and motivations

Answer 40

Transfer

Question 41

Gary Phye describes three phases in developing strategic transfer what are they?

Answer 41

Acquisition Phase, Retention Phase, Transer Phrase

Question 42

How to us the strategy as well as When and Why are what types of knowledge?

Answer 42

Procedural and Self-Regulatory Knowledge

Question 43

Overlearning

Answer 43

Practicing a skill past the point of mastery

Question 44

The three characteristics of robust knowledge are?

Answer 44

Deep, Connected, and Coherent Knowledge