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Praxis (PLT) Study Guide > Cognition and Knowledge Construction > Flashcards

Cognition and Knowledge Construction Flashcards

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1
Q

Instruction should be student centered, involve problem solving, and require students to interact socially and environmentally.

A

Knowledge Construction

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2
Q

Learner should be recognized as having prior knowledge , interpret and elaborate, encouraged to view errors as an opportunity to learn.

A

Knowledge Construction

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3
Q

If students participate in activities, the likelihood of transfer of learning to real life improves.

A

Student Centered instruction

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4
Q

Students should have experiences rather than the teacher just imparting experiences.

A

Student Centered instruction

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5
Q

If they have the experience, they can construct an understanding that connects with prior knowledge.

A

Student Centered instruction

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6
Q

retention and recall are improved when the students have experiences.

A

Student Centered instruction

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7
Q

Constructing concepts and applying them to problematic situations by going beyond given information or developing their own ideas.

A

Problem Solving

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8
Q

IF the situation represents the world outside of the classroom, it increases the likelihood of shifting their ability to other problem soling situations.

A

Problem solving

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9
Q

Knowledge construction is enhanced through social negotiation of understanding and meaning.

A

Interaction Socially and Environmentally.

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10
Q

Providing Opportunities for students to share their views and understand the views of others, increases understanding and tolerance.

A

Interaction Socially and Environmentally

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11
Q

Must assess prior knowledge before instruction begins.

A

Recognized as Having Prior Knowledge

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12
Q

Students come to school with prior knowledge and concepts that influence how future learning is assimilated.

A

Recognized as Having Prior Knowledge

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13
Q

prior knowledge must be considered as students will not arrive as blank slates.

A

Recognized as Having Prior Knowledge

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14
Q

Identifies students misconceptions that need correcting

A

Assessing prior knowledge accomplishes

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15
Q

Determines current levels of understanding

A

Assessing prior knowledge accomplishes

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16
Q

Establishes what students thought was important enough to remember.

A

Assessing prior knowledge accomplishes

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17
Q

Tells what students found interesting enough to remember.

A

Assessing prior knowledge accomplishes

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18
Q

Active learners are more likely to construct knowledge than passive learners.

A

Interpretation and Elaboration

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19
Q

Rather recognize a bank of facts, teachers should encourage students to go beyond the information.

A

Interpretation and Elaboration

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20
Q

human memory: Three major components:
Sensory Register
Working Memory( short term memory)
Long term memory

A

Human Memory

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21
Q

Keeps incoming stimuli in its original structure

A

Sensory register

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22
Q

Limited Capacity: one second for visual images, three seconds for auditory stimulation.

A

Sensory register

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23
Q

when students are paying attention the information goes into the working (short term) memory.

A

Sensory register

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24
Q

put classroom information to use quickly
encourage students to take notes
create a stimulating environment

A

Sensory register: Methods of increasing attention

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25
Q

Model enthusiasm

Decrease distractions in the classroom

A

Sensory register: Methods of increasing attention

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26
Q

Keeps information while it is mentally processed

A

Working (short term) memory

27
Q

limited capacity: 5 to 20 seconds

A

Working (short term) memory

28
Q

Thinking occurs at this stage.

A

Working (short term) memory

29
Q

info is then stored in long term memory or is lost.

A

Working (short term) memory

30
Q

Information can be held indefinitely

A

Long term memory

31
Q

Limitless Capacity

A

Long term memory

32
Q

the more info that’s stored, the easier it is to remember new information

A

Long term memory

33
Q

fact based information

A

declarative knowledge

34
Q

repeating the new information

A

Rehearsal- helps with the acquisition of fact based info

35
Q

creating association between new and existing

A

Meaningful learning- helps with the acquisition of fact based info

36
Q

drawing attention to connections between new information

A

organization- helps with the acquisition of fact based info

37
Q

additional information added to knew knowledge

A

Elaboration- helps with the acquisition of fact based info

38
Q

Creating a mental picture of the information

A

Visual imagery- helps with the acquisition of fact based info

39
Q

using patterns, acronyms, or rhymes

A

Mnemonics- helps with the acquisition of fact based info

40
Q

Knowledge on how to perform in a certain manner

A

procedural knowledge

41
Q 
Give a demonstration
Present Pictures
Supply verbal feedback
encourage verbal rehearsal
make scaffolding available.
A

To assist with retention of procedural knowledge

42
Q

Frequently review to encourage automaticity

A

Assist with retrieval

43
Q

Drill and Practice

A

Assist with retrieval

44
Q

Solicit and Provide Retrieval Cues

A

Assist with retrieval

45
Q

Link prior knowledge to new information

A

Assist with retrieval

46
Q

increase wait time which increases participation the quality of the answer, and class performance

A

When questioning during reviews

47
Q

mental constructs of object groupings, action, ideas.

A

Concepts

48
Q

Positive Instances

A

Examples of Concept

49
Q

Negative Instances

A

nonexample of the concept

50
Q

Defining features

A

qualities present in all cases of the concept

51
Q

Correlational features

A

features that may occur but are not essential to the concept.

52
Q

Prototypes

A

typical or frequently occurring examples of the concept

53
Q

Exemplars

A

Display of the variety within a concept

54
Q

organized bodies of information concerning specific subject matter.

A

Schemas

55
Q

schema contains a predictable order of events

A

scripts

56
Q

an individual’s basic belief system concerning how the world functions.

A

personal theories

57
Q

Teachers introduce the necessary subject matter to initially provide a foundation.
Core knowledge info should be well organized, skill based, and literal

A

Provide Core knowledge

58
Q

Students use language and methodology from several disciplines to examine problem
Integration maintains the complexity of the actual environment.

A

Integrate the Curriculum

59
Q

Scope of what might be relevant to the curriculum should not be limited.
Students are encouraged to bring fresh perspective and data to existing curriculum.

A

Curriculum Open-ended

60
Q

Plausible interpretations are constructed through communication
Students should understand various perspectives for a particular scenario.

A

Understanding multiple perspectives

61
Q

Identification and assessment of skills are judged by flexible application, not remote memorization.
Students should be provided with multiple examples and revisit material in different contexts.

A

Cognitive Flexibility

62
Q

Students bridge the gap between school learning and out of school learning by working with a mentor from the field.
Mentors assist students in constructing plans to meet the evolving demands and circumstances of a situation

A

Apprenticeships

63
Q

Students apply new knowledge in a real world setting

Application of knowledge in an authentic setting increases the likelihood of transfer.

A

Authentic Application

Praxis (PLT) Study Guide (10 decks)

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