Cognitive views of learning

Question 1

Definition of learning

Answer 1

A relatively permanent change in behavior brought about through experience, emphasizing internal knowledge and strategies over external stimuli.

Question 2

Active knowledge construction

Answer 2

learners actively process and organize information rather than passively receiving it

Question 3

individual differences

Answer 3

learning is influenced by personal abilities, interests, and experiences

Question 4

domain specific knowledge

Answer 4

information relevant to specific task or subject (solving math problems)

Question 5

general knowledge

Answer 5

broadly applicable skills (problem-solving or critical thinking)

Question 6

information processing approach early models

Answer 6

inspired by computer processing systems: Input -> process -> store -> retrieve -> respond

Question 7

information processing approach - current understanding

Answer 7

• memory is a dynamic system with multiple components interacting simultaneously and rapidly
• focuses on how learners encode, store, and retrieve information through coordinated mental processes

Question 8

attention

Answer 8

focusing of mental resources on relevant stimuli, essential for effective encoding. has limited capacity- handling only one cognitively demanding task at a time

Question 9

selective attention

Answer 9

filtering out distractions to focus on relevant stimuli (concentrating on a teacher’s noise despite classroom noise)

Question 10

divided attention

Answer 10

attempting to manage multiple tasks simultaneously (taking notes while listening)

Question 11

sequential multitasking

Answer 11

switching tasks in sequence

Question 12

simultaneous multitasking

Answer 12

engaging in multiple tasks at once (often less effective)

Question 13

sustained attention

Answer 13

maintaining focus over long periods (reading a textbook chapter without interruption)

Question 14

alternating attention

Answer 14

switching focus between different tasks or activities (transitioning from math to music practice)

Question 15

developmental trends

Answer 15

attention spans improve significantly between ages 5-10 and continue to develop though adolescence, aided by frontal lobe maturation

Question 16

using signals

Answer 16

visual and auditory cues (e.g. flickering lights, clapping hands) to capture attention

Question 17

personal interaction

Answer 17

call students by name, maintain eye contact, and use a firm but friendly tone

Question 18

clarify objectives

Answer 18

write goals on the board, tie lessons to previous topics, and explain relevance to student’s environment

Question 19

incorporating variety

Answer 19

stimulate curiosity through surprises, sensory activities, or changes in environment

Question 20

engage learners actively

Answer 20

pose questions, encourage peer discussions, and provide self-checking guidest

Question 21

take brakes

Answer 21

incorporate short pauses to help reset focus during longer activities

Question 22

Memory encoding

Answer 22

transforming information into a storable format

Question 23

memory storage

Answer 23

retaining information for future use

Question 24

memory retrieval

Answer 24

accessing stored information when needed

Question 25

encoding techniques (attention)

Answer 25

focus is critical for successive encoding

Question 26

encoding techniques (rehearsal)

Answer 26

repeating information to enhance retention

Question 27

maintenance rehearsal

Answer 27

simple repetition

Question 28

elaborative rehearsal

Answer 28

associating new information with existing knowledge

Question 29

constructing images

Answer 29

visualizing concepts for better memory retention

Question 30

organization

Answer 30

structuring information hierarchically or in meaningful groups

Question 31

managing cognitive load

Answer 31

minimizing distractions and tailoring tasks to the learner’s abilities

Question 32

memory span

Answer 32

increases with age: two items for toddlers, five for 7-year olds, and seven for adolescents

Question 33

chunking

Answer 33

grouping related items to handle working memory’s limited capacity (splitting a 10-digit phone number into smaller segments

Question 34

rehearsal and organizational strategies

Answer 34

younger children start rehearsal and gradually learn more complex strategies, such as grouping or categorization, by age 9 or 10

Question 35

semantic memory

Answer 35

general knowledge and facts (capitals of countries)

Question 36

episodic memory

Answer 36

personal experience and specific events

Question 37

procedural (implicit) memory

Answer 37

skills and habits, like riding a bike or typing

Question 38

semantic networks

Answer 38

memory is structures through semantic networks, connecting related concepts for easier retrieval

Question 39

spreading activation

Answer 39

activation of one memory triggers related emotions

Question 40

decay theory

Answer 40

memory fades over time if unused. emotionally charged memories (flashbulb memories) resist decay

Question 41

interference theory

Answer 41

1. proactive interference - old information disrupts new learning
2. retroactive interference - new information disrupts older memories.
   ex. learning a second language can interfere with previously learned languages

Question 42

encourage focus

Answer 42

reduce distractions, and foster active engagement

Question 43

leverage connections

Answer 43

relate new material to familiar concepts using analogies and metaphors

Question 44

multisensory teaching

Answer 44

combine visual, auditory, and tactile methods

Question 45

mnemonic devices

Answer 45

use acronyms, rhymes, or chunking for better recall

Question 46

distributed practice

Answer 46

space learning sessions over time for improved retention

Question 47

match contexts

Answer 47

study in an environment similar to the test setting

Question 48

sleep

Answer 48

sleep after learning to consolidate memories and strengthen neural connections

Question 49

cognitive approach strengths

Answer 49

• offers a detailed understanding of cognitive processes
• highlights strategies for enhancing memory and learning
• emphasizes the interconnected nature of cognition and memory

Question 50

cognitive approach - limitations

Answer 50

• neglects environmental, genetic, and cultural factors
• linear models may oversimplify complex neural interactions