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Domain 1 classroom Vocabulary > Comp. IV > Flashcards

Comp. IV Flashcards

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1
Q

cognitive view of learning

A

a generally agreen upon philosophical orientation

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2
Q

cognitive science

A

the study of thinking language and increasingly the brain

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3
Q

mirror systems

A

the areas of the brain that fire both during perception of an action and when performing the action

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4
Q

domain specific knowledge

A

pertains to a particular task or subject

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5
Q

general knowledge

A

applies to many different situations

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6
Q

`information processing

A

takes in information performs operations on it to change its form and content stores the information retrieves it when needed and generates responses to it

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7
Q

sensory memory

A

stimuli from the environment constantly bombard our bodies mechanisms for seeing, hearing, tasting, smelling, and feeling. the initial processing that trasnforms these incoming stimuli into information so we can make sense of them

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8
Q

perception

A

the process of detecting a stimulus and assigning meaning to it

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9
Q

bottom up processing

A

features are extracted or analyzed to five a rough sketch. stimulus must be analyzed into features or components and assembled into a meaningful pattern “from the bottom up”

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10
Q

gestalt

A

pattern or configuration: refers to peopls tendence to organize sensory information into patterns or relationships

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11
Q

top down

A

features and patterns detected are combined in light of the context of the situation and our existing knowledge

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12
Q

attention

A

selective:selected stimuli and ignoring others we limit the possibilities of what we will perceive and process

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13
Q

automaticity

A

probably a matter of degree; more or less automatic in our performances depending on how much practice we have had, the situation and whether we are intionally focusing our attention and directing our own cognitive processing

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14
Q

working memory

A

is the workbench of the memory system, the interface where new information is held temporarily and combined with knowledge from long term memory to solve problems or comprehend a lecture.

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15
Q

short term memory

A

usually means just storage, the immediate memory for new information that can be held about 15 to 20 seconds

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16
Q

central executive

A

supervises attention, makes plans, and deciedes what information to retrieve and how to allocate resources

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17
Q

phonological loop

A

a speech and sound related system for holding and regearsing (refreshing) words and sounds in short term memory. It briefly holds verbal information and keeps it active by keeping it in the loop

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18
Q

visuospatial sketchpad

A

is the place in your mind where you manipulated the image (after your central executive retrieved the meaning of t 180 degrees, and clockwise of course)

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19
Q

episodic buffer

A

the process that brings together and integrates information from the phonological loop, visuospatial sketchpad, and long term memory under the supervision of the central executive, to create complex memories, such as storing the appearance, voice, words, and actions of an actor in a film to create a complete character

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20
Q

cognitive load

A

refers to the amount of mental resources, mostly working memory, required to perform a particular talk

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21
Q

intrinsic cognitive load

A

the amount of cognitive processing required to figure out the material. that amount depends on how many elements you have to take into account how complicated the interaction among the elements are and your level of expertise in problem area

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22
Q

extraneous cognitive load

A

cognitive capacity you use to deal with problems not related to the learning task, like trying to get your roommate to quit interrupting you or struggling with a disorganized lecture or a poorly written textbook

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23
Q

germane cognitive load

A

the good cognitive load, because it is directly related to high quality learning: comes from deep processing of relevant information, organizing and integrating the material with what ou already know and forming new understandings

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24
Q

maintenance rehearsal

A

involves repeating the information in your phonological loop or refreshing information in your visuospatial sketchpad

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25
Q

elaborative rehearsal

A

involves connecting the information you are trying to remember with something you already know,

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26
Q

chunking

A

grouping individual bits of information

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27
Q

interference

A

processing new information interferes or gets confused with old information

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28
Q

decay

A

if you dont continue to pay attention to information, the activation level decays and finally drops so low that the information cannot be reactivated, it disappears altogether

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29
Q

long term memory

A

holds the information that is well learned, such as the names of all the people you know

30
Q

declarative knowledge

A

is knowledge that can be declared, through words and symbol systems of all kinds

31
Q

procedural knowledge

A

is knowing how to do something such as divide fractions or design a website, it is knowledge in action

32
Q

self regulatory knowledge

A

knowing how to manage your learning, knowing how and when to use your declarative and procedural knowledge

33
Q

explicit memory

A

is knowledge from long term memory that can be recalled and consciously considered

34
Q

implicit memory

A

is knowledge that we are not conscious of recalling, but that influences behavior or thought without our awareness

35
Q

semantic memory

A

very important in schools, is memory for meaning, including words, facts, throries, and concepts

36
Q

propositional networks

A

it is the meaning, not the exact words or word order, that is stored in the network

37
Q

images

A

representations based on the structure or appearance of the information

38
Q

dual coding theory

A

suggests that information is stored in long term memory as either visual images or verbal units, or both

39
Q

concept

A

is a category used to group similar events, ideas, objects, or people

40
Q

defining attributes

A

created concepts based on rules or distintive features

41
Q

prototype

A

is the best representative of its category

42
Q

exemplars

A

actual memories of specific birds, parties, furniture, and so on that we use to compare with an item in question to see if that item belongs in the same category as our exemplar

43
Q

theory based

A

ideas about the world that we create to make sense of things

44
Q

schemas

A

abstract knowledge structures that organize vast amounts of information

45
Q

story grammar

A

helps students to understand and rememver stories

46
Q

episodic memory

A

memory for information tied to a particular place and time, especially information about the events or episodes of your own life

47
Q

flashbulb memories

A

memories for dramatic or emotional moments in your life

48
Q

procedural memory

A

skills, habits, and how to perform tasks; imemory for procedural knowledge

49
Q

scripts

A

action sequences or plans for actions stored in memory

50
Q

productions

A

specify what to do under certain conditions

51
Q

priming

A

activating information that already is in long term memory through some out of awareness process

52
Q

elaboration

A

adding meaning to new information by connecting with already existing knowledge

53
Q

organization

A

second element of processing that improves learning

54
Q

context

A

a fourth element of processing that influences learning;aspects of physical and emotional context, places, rooms, moods, who is with us, are learned along with other information

55
Q

spreading activation

A

when a particular proposition or image is active, other closely associated knowledge can be primed or triggered as well

56
Q

retrieval

A

occurs partly through the spreading of activation from one bit of knowledge to related ideas in the network

57
Q

reconstruction

A

a cognitive tool or problem solving process that makes use of logic, cues, and other knowledge to construct a reasonable answer by filling in any missing parts

58
Q

Mnemonics

A

are systematic procedures for improving memory

59
Q

loci method

A

derives its name from the plural of the latin word locus, meaning place,

60
Q

acronym

A

a form of abbreviation

61
Q

chain mnemonics

A

methods that connect the first item to be memorized with the second , third, and so on

62
Q

keyword method

A

the mnemonic system that has been most extensively researched in teaching

63
Q

rote memorizing

A

memorization of something word for word like poetry

64
Q

serial position effect

A

memorizing a list of tems that are all similar to one another, and remembering the begining and end only

65
Q

part learning

A

breaking the list into smaller segments, can help prevent serial position effect because breaking a list into several shorter listsl means there will be fewer middle items to forget

66
Q

distributed practice

A

studying intermittently throughout a period of time

67
Q

massed practice

A

leads to cognitive overload, fatigue, and lagging motivation, to study for a long period of time

68
Q

automated basic skills

A

skills that are applied without conscious thought

69
Q

domain specific strategies

A

consciously applied skills that organize thoughts and actions to reach a goal

70
Q

elaborative rehearsal

A

involves connecting the information you are trying to remember with something you already know with knowledge from long term memory

71
Q

levels of processing theory

A

related to the notion of elaboration described as an alternative to short/long term memory modes

Domain 1 classroom Vocabulary (4 decks)

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