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educ 2203 final Flashcards

1
Q

involved with language

A

left hemisphere

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2
Q

involved in in spatial and non-verbal information

A

right hemisphere

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3
Q

how much does the human brain weigh

A

3 pounds

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4
Q

long cell

A

neuron

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5
Q

ends of the long cell

A

dendrites

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6
Q

spaces between these branches

A

synapses

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7
Q

personality, emotions, higher thinking skills

A

frontal lobe

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8
Q

senses, attention, language

A

parietal lobe

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9
Q

vision, recognizing shapes and colors

A

occipital lobe

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10
Q

motor control, coordination, spatial navigation

A

cerebellum

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11
Q

hearing, other senses, language, reading

A

temporal lobe

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12
Q

breathing heart, coughing, sneezing

A

brain stem

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13
Q

part of the brain that controls the most basic functions common to all animals

A

brain stem

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14
Q

layer above the brain stem

A

limbic system

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15
Q

information from the senses goes here

A

thalamus

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16
Q

controls the release of hormones

A

hypothalamus

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17
Q

controls the transfer of information to ltm

A

hippocampus

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18
Q

regulates basic emotions

A

amygdala

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19
Q

80% of the brains weight, part of the brain that is most unique to humans

A

cerebral cortex

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20
Q

coordinates movement and also plays an important role in thinking

A

cerebellum

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21
Q

connects the two hemispheres of the brain

A

corpus callosum

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22
Q

brain improves efficiency of processing

A

automaticity

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23
Q

constantly organizing for useful access more efficiently

A

brain processing

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24
Q

what percent of brain capacity do people use

A

10 %

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25
Q

right brain, left brain

A

neuromyths

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26
Q

retroactive inhibition, proactive inhibition

A

interference

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27
Q

proactive facilitation, retroactive facilitation

A

facilitation

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28
Q

occurs when previously learned information is lost because it is mixed up with new and somewhat similar information

A

retroactive inhibition

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29
Q

a form of interference which occurs when a new information is hard to learn because of previously learned information

A

proactive inhibition

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30
Q

this is the increased ability to learn new info based on the presence of previously acquired information

A

proactive facilitation

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31
Q

this is the increased comprehension of previously learned information because of the acquisition of new information

A

retroactive facilitation

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32
Q

tendency to learn the first items presented

A

primary effect

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33
Q

tendency to learn the last items presented

A

recency effect

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34
Q

a level of rapidity and ease such that a task or skill involves little or no mental effort

A

automaticity

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35
Q

technique in which facts or skills to be learned are repeated often over a concentrated period of time; faster initial learning

A

massed practice

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36
Q

technique in which terms to be learned are repeated at intervals over a period of time; better for retention

A

distributed practice

37
Q

learning to respond with one member of a pair when given the other member; associate a response to each stimulus

A

paired-associate learning

38
Q

involves learning a list of terms in a particular order

A

serial learning

39
Q

student thinks of a very familiar set of location, such as rooms in her own house, and then imagines each item on the list to be remembered in one specific location

A

loci-method

40
Q

student memorizes a list of pegwords that rhyme with the numbers 1 to 10

A

pegword method

41
Q

strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase

A

initial-letter strategy

42
Q

tasks involve memorizing a list, but not in a special order

A

free-recall learning

43
Q

memorization of association/facts that are arbitrary

A

rote learning

44
Q

relates to information previously learned and it is not arbitrary; requires active involvement & use of background knowledge

A

meaningful learning

45
Q

information with limited use that cant apply in life

A

inert knowledge

46
Q

information is stored in long-term memory using schemata

A

schema theory

47
Q

knowledge about one’s learning and thinking

A

metacognition

48
Q

what is the name for the component of memory that holds current thoughts

A

working memory

49
Q

which of the following terms describes the capacity of working memory

A

limited

50
Q

when the senses receive stimuli, the mind immediately begins working on some of them. Therefore, the sensory images of which we are conscious are not exactly the same as what we saw or herd or felt. Which of the following terms relates most closely to these statements.

A

perception

51
Q

the first component of the memory system that incoming information meet is the

A

sensory register

52
Q

this is the mental repetition of information; which can improve its retention

A

rehearsal

53
Q

this component of the memory system stores knowledge, skills, and other memories and organizes them for retrieval

A

long term memory

54
Q

the working memory has the capacity to hold _____ bits of information at any one time

A

5-9

55
Q

I distinctly remember when 9/11 occured, I was teaching in Denver, Colorado, standing at the copy machine, wearing a navy-blue dress, and Luce came in and said that an airplane had struck the twin towers. This is an example of

A

flashbulb memory

56
Q

most learning from class lessons is retained as a:

A

semantic memory

57
Q

the ability to recall how to do something, especially a physical task (riding a bike)

A

procedural memory

58
Q

learning is much more than ____

A

memory

59
Q

teachers cannot simply give students information, students must construct knowledge in their own minds

A

constructivist view

60
Q

students must be…..

A

actively involved

61
Q

constructivists draw heavily on the works of:

A

piaget and vygotsky

62
Q

emphasizes the social nature of learning, joint interactions of learners and peers, and learners and adults, access to other students thinking processes, talk themselves through a problem

A

social learning

63
Q

range of tasks the learner might not be able to do alone, but can do with assistance

A

zone of proximal development

64
Q

one of the most important ingredients of effective instruction

A

motivation

65
Q

one student might be more motivated to play video games

A

intensity

66
Q

one student might be strongly motivated to play video games, the other might be equally motivated to play football

A

direction

67
Q

motivation can be a _____, or come from _____ characteristics of a task

A

personality characteristics; intrinsic or extrinsic

68
Q

assumes people will attempt to maintain a positive self-image

A

attribution theory

69
Q

internal/external

A

locus of control

70
Q

believes that success or failure is the result of his or her own efforts/abilities

A

internal

71
Q

other factors (luck, task, difficulty, other peoples actions) cause success or failure

A

external

72
Q

internal locus of control; second best predictor of success, after achievement itself

A

self-efficacy

73
Q

efforts to achieve depend on expectations of reward

A

expectancy model

74
Q

Motivation (M)= perceieved probability of success (PS) x incentive value of success (Is)

A

expectancy-valence model

75
Q

i think i can make the honor roll (Ps) and it is very important to me to make the honor role (Is) = motivation

A

expectancy theory (example)

76
Q

one of the most important types of motivation for education is achievement motivation, or te generalized tendency to strive for success and to choose goal-oriented success/failure actvities

A

achievement motivation

77
Q

motivated by desire to gain recognition from others and earn good grades

A

performance goals

78
Q

motivated by desire for knowledge acquisition and self-improvement

A

learning goals

79
Q

“nothing i do matters” “i fail because im stupid and that means i will always fail.”

A

learned helplessness

80
Q

what is the main source of anxiety in schools

A

fear of failure

81
Q

intrinsic motivator

A

food- sleep- something you want to do

82
Q

extrinsic motivator

A

sticker, star, something you use to motivate the student

83
Q

activity people enjoy and therefore find motivating and fulfilling

A

intrinsic incentives

84
Q

completing things now might bring benefit in the future- can delay the reward

A

future time perspective

85
Q

refers directly to specific task performances

A

contingent praise

86
Q

the time available for instruction

A

allocated time

87
Q

time on task, time individual students spend actually doing assigned work

A

engaged time

88
Q

out of 180 days, how many days/hours are typically lost

A

20 days/120 hours

educ 2203 (4 decks)

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