Comp. IV Flashcards
cognitive view of learning
a generally agreen upon philosophical orientation
cognitive science
the study of thinking language and increasingly the brain
mirror systems
the areas of the brain that fire both during perception of an action and when performing the action
domain specific knowledge
pertains to a particular task or subject
general knowledge
applies to many different situations
`information processing
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
sensory memory
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
perception
the process of detecting a stimulus and assigning meaning to it
bottom up processing
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”
gestalt
pattern or configuration: refers to peopls tendence to organize sensory information into patterns or relationships
top down
features and patterns detected are combined in light of the context of the situation and our existing knowledge
attention
selective:selected stimuli and ignoring others we limit the possibilities of what we will perceive and process
automaticity
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
working memory
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.
short term memory
usually means just storage, the immediate memory for new information that can be held about 15 to 20 seconds
central executive
supervises attention, makes plans, and deciedes what information to retrieve and how to allocate resources
phonological loop
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
visuospatial sketchpad
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)
episodic buffer
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
cognitive load
refers to the amount of mental resources, mostly working memory, required to perform a particular talk
intrinsic cognitive load
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
extraneous cognitive load
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
germane cognitive load
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
maintenance rehearsal
involves repeating the information in your phonological loop or refreshing information in your visuospatial sketchpad
elaborative rehearsal
involves connecting the information you are trying to remember with something you already know,
chunking
grouping individual bits of information
interference
processing new information interferes or gets confused with old information
decay
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
long term memory
holds the information that is well learned, such as the names of all the people you know
declarative knowledge
is knowledge that can be declared, through words and symbol systems of all kinds
procedural knowledge
is knowing how to do something such as divide fractions or design a website, it is knowledge in action
self regulatory knowledge
knowing how to manage your learning, knowing how and when to use your declarative and procedural knowledge
explicit memory
is knowledge from long term memory that can be recalled and consciously considered
implicit memory
is knowledge that we are not conscious of recalling, but that influences behavior or thought without our awareness
semantic memory
very important in schools, is memory for meaning, including words, facts, throries, and concepts
propositional networks
it is the meaning, not the exact words or word order, that is stored in the network
images
representations based on the structure or appearance of the information
dual coding theory
suggests that information is stored in long term memory as either visual images or verbal units, or both
concept
is a category used to group similar events, ideas, objects, or people
defining attributes
created concepts based on rules or distintive features
prototype
is the best representative of its category
exemplars
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
theory based
ideas about the world that we create to make sense of things
schemas
abstract knowledge structures that organize vast amounts of information
story grammar
helps students to understand and rememver stories
episodic memory
memory for information tied to a particular place and time, especially information about the events or episodes of your own life
flashbulb memories
memories for dramatic or emotional moments in your life
procedural memory
skills, habits, and how to perform tasks; imemory for procedural knowledge
scripts
action sequences or plans for actions stored in memory
productions
specify what to do under certain conditions
priming
activating information that already is in long term memory through some out of awareness process
elaboration
adding meaning to new information by connecting with already existing knowledge
organization
second element of processing that improves learning
context
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
spreading activation
when a particular proposition or image is active, other closely associated knowledge can be primed or triggered as well
retrieval
occurs partly through the spreading of activation from one bit of knowledge to related ideas in the network
reconstruction
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
Mnemonics
are systematic procedures for improving memory
loci method
derives its name from the plural of the latin word locus, meaning place,
acronym
a form of abbreviation
chain mnemonics
methods that connect the first item to be memorized with the second , third, and so on
keyword method
the mnemonic system that has been most extensively researched in teaching
rote memorizing
memorization of something word for word like poetry
serial position effect
memorizing a list of tems that are all similar to one another, and remembering the begining and end only
part learning
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
distributed practice
studying intermittently throughout a period of time
massed practice
leads to cognitive overload, fatigue, and lagging motivation, to study for a long period of time
automated basic skills
skills that are applied without conscious thought
domain specific strategies
consciously applied skills that organize thoughts and actions to reach a goal
elaborative rehearsal
involves connecting the information you are trying to remember with something you already know with knowledge from long term memory
levels of processing theory
related to the notion of elaboration described as an alternative to short/long term memory modes
