CHAPTERS 8 AND 9

Question 1

Attention

Answer 1

Focusing of mental processes

Question 2

Types of attention

Answer 2

Selective attention - focused on something specific while ignoring other irrelevant aspects
Divided attention - concentrated on more than one thing at a time
Sustained attention - vigilance
Executive attention - planning, goal setting

Question 3

Developmental changes

Answer 3

• increase in selective attention and attention span
• increase in cognitive control of attention; less impulse
• increase in attention to relevant stimuli

Question 4

Getting students to pay attention

Answer 4

• Make learning interesting
• encourage attention and minimize distraction
• focus on active learning (be aware of individual diff.)
• use cues and gestures for important material

Question 5

Information processing approach

Answer 5

Analogous in computers
Emphasizes that children:
- manipulate info
- monitor it
- strategize about it
- memory and cognitive processes are central

Question 6

Thinking

Answer 6

Manipulating and transforming information in memory
Children are engaged when they…
- perceive
- encode
- represent
- store information

Question 7

Thinking allows us to

Answer 7

• form concepts
• make decisions
• reason
• think critically and creatively
• solve problems

Question 8

Teaching thinking

Answer 8

A call to teach is to teach students how to think

Question 9

Developmental changes

Answer 9

Increases capacity and speed of information processing

Question 10

Brain structure

Answer 10

Synaptic pruning and myelination

Question 11

Encoding

Answer 11

Getting info into memory (you wont remember if not encoded)

Question 12

Automaticity

Answer 12

Ability to process info with little effort

Question 13

Strategy construction

Answer 13

Discovering new processing procedures

Question 14

Self modification

Answer 14

Represented by meta cognition (knowing about knowing)

Question 15

Memory

Answer 15

Retaining info over some period of time
Sensory memory: retaining info for an instance (seconds)
Short term: limited capacity; retains 30 seconds without rehearsal (can stay longer with better strategy)
Long term: unlimited capacity; long period of time

Question 16

Atikins and Sheffrons theory

Answer 16

Sensory input -> sensory memory (echoic and iconic) -> rehearsal -> short term (5-9 items)-> <- retrieval storage -> long term

Question 17

Memory processing/ components

Answer 17

Encoding, Storing, and Retrieving

Question 18

Rehearsal

Answer 18

Consistent religion of info
- good for remembering lists
- bad for long term retention

Question 19

Constructing images

Answer 19

Creating a mental image or mnemonic

Question 20

Mnemonics

Answer 20

ROYG BIV or PEMDAS

Question 21

Image cues

Answer 21

Associate a picture with info

Question 22

Elaboration

Answer 22

Making info more extensive; making distinctive stories to make retrieval easier
- self reference

Question 23

Deep processing

Answer 23

Info is easily retrieved when processed at a deep level (meaningful)

Question 24

Organization

Answer 24

Learning info in a certain order or grouping

Question 25

Chunking

Answer 25

Grouping info into higher order units for remembering (phone #)

Question 26

Three Rs

Answer 26

Retrieval: searching stories for relevant info
Recall: pulling book previously learning info (short-answer)
Recognition: only have to identify the correct info (multiple choice)

Question 27

Serial position

Answer 27

Remembering items in the beginning and the end

Question 28

Encoding specifically

Answer 28

Association at the same time of learning

Question 29

Interference theory

Answer 29

Other info gets in the way of what you’re trying to remember

Question 30

Decay theory

Answer 30

The passage of time is responsible for forgetting (use it or lose it)

Question 31

Motivated forgetting

Answer 31

People may forget unwanted memories either consciously or unconsciously (trauma)

Question 32

Amnesia

Answer 32

Loss of memory
Anterograde: new info cannot be stored
Retrograde: old info cannot be received

Question 33

Gender

Answer 33

Female - dominant in episodic memory (details)
Male - dominant in visuospatial memory (visual)

Question 34

Cultural specificity hypothesis

Answer 34

Cultural experience determine what is relevant in a persons life and what the person is likely to remember

Question 35

Strategies for memory improvement

Answer 35

Motivation
Repeat with variation
Organize
Teach mnemonics
Model strategies
Opportunities to practice
Encourage
Be patient

Question 36

Metacognition

Answer 36

Knowing about knowing or thinking about thinking
Metacog. Knowledge - monitoring and reflecting on ones current or recent thoughts
Metacog. Activity - students cognitively monitor their thinking strategies during problem solving
cognitive skills improve as students mature cognitively and are able to group theories of mind

Question 37

theory of mind

Answer 37

an awareness of one’s own mental processes and the mental processes of others
2-3 years: children understand their own perception, positive and negative emotions, and desires
4-5 years: children understand that the mind can represent objects and events accurately or inaccurately

Question 38

Problem

Answer 38

A significant discrepancy between actual behavior and the desired behavior
- problem solving requires an understanding of the gap and ways to bridge the gap

Question 39

DUPE Model

Answer 39

D- Identify the nature/essence of the problem
U- Understand the nature of the problem
P- Plan for solution, select appropriate strategies
E- Evaluate your plan. Is it suitable? Does it achieve the
goal?