EDUC262 Education: The Learner (Module 1) Flashcards
1
Q
Diagram of information processing modal model
A
2
Q
What is information proccessing?
A
- Any type of mental activity
- memory
- thinking
- problem solving
- learning
3
Q
What is the information processing process (as per the Modal Model)?
A
- Encoding means paying attention to it from sensory memory which moves it towards the working memory
- Working memory gets encoded to long term memory
- When somebody attempts to recall it its called retrieval
4
Q
What is automatic and eventful processing?
A
-
Effortful processing
- deliberate focus of attention
- (also called controlled processing)
-
Automatic Processing
- no intentional effort
- occurs without awareness or choice
5
Q
Perceptual Development
A
- maturation + experience = development
- influenced by background knowledge
- (students must build on what they already know)
- bound by context
- must explicitly describe context to students
6
Q
What is attention?
A
- notice or concentration
- allocation of cognitive resources
- an aspect of ‘execuative control’
-
We intuitively attend to:
- strong stimuli (e.g. fire alarm)
-
We have selective attention:
- concentrate on chosen stimuli
- ignore distractors
7
Q
What is ‘in-attentional blindness’?
A
- information not attended to does not reach conscious awareness and is discarded
- e.g. The moonwalking bear
8
Q
What develops (attention)?
A
- ability to sustain attention overtime
- ability to ignore distractions
- ability to guide attention/ strategy use
9
Q
How can attention be maintained? (engagement)
A
- varying activity, pitch and tone
- opportunities for student choice
- ensure active processing (i.e. doing something)
- ensure approproate task difficulty (prior-knowledge needs to be right)
- if needed, take mini breaks and refocus
10
Q
How can attention be maintained (circularity)?
A
- returning to key points
- explicit clear instruction
- redirection and refocus
- builds on scaffold of increasing knowledge
- e.g. waynes ideas of lecture slides, Blue’s Clues
11
Q
What is working memory?
A
- temporary storage
- processing centre: thinking, reasoning
- conscious awareness
- Has limited duration
- 20-30 seconds
- Must use information to keep it active
- rehearsal
- organisation
- etc.
- to retrieve information later, must encode to LTM
12
Q
What is element interactivity?
A
- the interaction between separate elements of information
- low vs high interaction
13
Q
What are schemas?
A
- the cognitive building blocks of LTM
- “abstract knowledge structures that organise vast amount of information”
14
Q
What is cognitive load?
What are the types of cognitive load?
A
- The cognitive demands placed on our working memory during a task
-
Types of Cognitive Load:
- Intrisnic: fixed/ diffuclty cant be changed e.g. learning French
- Extraneous: generated by instructional design e.g. map, diagram
- Germane: amount of cognitive load needed for processing and eventually to automatic processing
- Instrisic + extraneous + germane= total WM cognitive load
15
Q
What is the redundancy effect?
A
- if a source of instruction is fully intelligible by itself and other sources of information only re-describe te orginal source, then only one source of instruction should be used
- the other source is ‘redundant’
16
Q
What are the classroom implications for the working memory?
A
- dont overload (WM restricted)
- build background knowledge (schemas)
- help students chunk information
- guide student’s attention
- use a mixture of audio (verbal) and visual information
- careful of redundancy
17
Q
What is long term memory?
A
- “A system for permanetly storing, managing and retreiving information for later use”
- unlimited capacity
- unconscious/ unaware of it
- interacts with WM
- Practical examples:
- how to ride a bike
- reciting the national anthem
- remembering first day of school
18
Q
What is the LTM knowledge framework?
A
-
Declarative Knowledge:
- “knowing that”
- facts and concepts
- experiences
- explicit recall
-
Semantic Memory:
- general knowledge
- facts, concepts
- independent of context
-
Episodic Memory:
- personal experiences
- autobiographical
- temporally specific
- contextually specific
-
Procedural Knowledge:
- “knowing how”
- skills and abilities
- habits, conditioning
- implicit recall/ influence
19
Q
How does LTM develop?
A
- 3-6 months: evidence of LTM
- 2-4 years: autobiographical memory emerges
- across childhood: rapid knowledge development
- LTM store increases
- knowledge better integrated
- increasing conceptual understanding
20
Q
What is autobiographical memory (and child amnesia)?
A
- adults dont remember life before 3-4 years
- language plays a role
- reminiscing enhances memory
21
Q
What are the classroom implications for LTM?
A
- know students prior knowledge
- relate new information to existing knowledge
- help organise knowledge into meaningful chunks
- practice, practice, practice
22
Q
What is encoding?
And why is it important?
A
- transforming an experience into a durable memory trace; getting information in; making a change to LTM
-
Can be:
- effortful (deliberate focus of attention)
- automatic (no deliberate focus)
-
Importance:
- determines how knowledge is constructed, stored, retrieved
23
Q
What the levels of processing? (effortful encoding)
A
-
deeper encoding focuses on meaning
- e.g. asking ‘why’, reworidng something into your own words
- deeper processing results in better recall
-
shallower encoding focuses on superficial features
- perceptual coding; e.g. focusing on nouns in a sentence
24
Q
What is eleborate processing?
(encoding- levels of processing)
A
-
extending matieral in various ways
- drawing connections
- using examples and detail
- integrating multiple sources
- self-generating
- elaborative= memorable
25
What are some examples of **effortful encoding?**
(student memory strategies)
* **Organisational strategies**
* ****concept maping, categorisational, hierarchial order
* **Elaboration stratgies**
* ****deeper encoding for storage in LTM
* e.g. imagery, creation, mnemonics
* **Rehearsal**
* ****direct recylig or repetition
26
What is **mnemonics?**
(example and advantages & disadvantages)
* example of elaboration strategy
* **mental images to link (factual) information**
* ****e.g. Peg method
* effective if used spontaneously
* **Advantages:**
* help recall simple material
* **Disadvantages:**
* only simple, factural material
* may result in **shallow** encoding
27
What are **advanced organisers?**
* **general overviews provided before new information**
* provides scaffolding/ framework
* related to knowledge already in LTM
* headings
* used in advance
* use concrete material
* link well to learned knowledge
* e.g. Wayne's lecture outlines
28
What is **schema activation?**
* **activities designed to activate certain schemata**
* ****must be relevant to the 'to be learnt' information
* activated material must be learnt well
* e.g. To be learnt= holocaust
* schema activation activity= discuss prejudice as class
29
What are three characteristics of **good encoding?**
* **Practice**
* ****information must be processes effortfully
* **Generation**
* self-generated for better recall
* elaborative and distinctive
* **Spacing**
* ****longer the gap between practice, the better recall
* no cramming
30
What is **retrieval?**
* Converting from LTM to WM, recalling, remembering
* **Reconstructing** orginal information
31
What are the **three** types of **recall? (retrieval)**
* **Recognition**
* ****identify information already present
* e.g. multiple choice quiz, recognising an old friend
* **Prompted Recall**
* ****some memory cues provided
* e.g. short answer test, reminscing with friends
* **Free Recall**
* ****little or no memory cues provided
* e.g. essay question, reminiscing on own
* **_\*More cuing = better recall_**
32
What is **encoding specificty?**
* **Retreival better when conditions match those at encoding**
* e.g. locations and times of day, mood, types of task
* Practice example: if you learnt everything for a unit in the same lecture theatre, you would retrieve better if you had a test in the same place
33
**Why** do we **remember?**
* remembering allows us to *use* knowledge for **higher-order thought**
* ****established goals
* find and build on knowledge 'gaps'
* etc.
34
Why does **forgetting** occur?
* **Encoding failure**
* ****information never reached LTM
* **Discarded Information**
* ****it did read LTM but...
* not all information is needed later
* physical memory trace decays
* not deep encoding, effortful encoding, not strong engagement
* **Retrieval failure**
* ****information there but not inaccessible: tip of the tongue
* interference with new information
* memory too weak for retrieval task
* **Reconstructive nature of memory**
* ****key points recall but general knowledge fills gaps
* susceptible to erros, 'bending' of facts
35
What are the **classroom implications** for **retrieval?**
* encourgae deep processing for learning
* promote encoding that matches the retireval tasks
* encoding specificty: encode in different contexts
* remember: memory is reconstructive and fallible
36
What is **metacognition?**
* thinking about thinking
* "awareness of your own cognitive machinery and how the machinery works"
37
What is the **metacognition framework?**
* **_Metacognition_**
* **Knowledge:**
* Declarative- Notes/ Keyboard
* Procedural- transfer to keyboard
* Conditional- Practice a.m.
* **Regulation:**
* Planning- When? How long?
* Regulation- Effective prac a.k.a. monitoring
* Evaluation- How was it?
38
How does **metacognition develop?**
* Metacognition develops through age
39
What is **metamemory?**
* specific aspect of metacognition
* awareness of own memory limitations, memory strategies, regulaton of own memory performance
40
Classroom Implications of **metacognition**
* Encourage awareness of cognition and the mind
* prioeitise strategy instruction
* require reflection on strategy effectivenss
* automatise self-monitoring and reflection
* expect increasingly independent learning over time
**_METACOGNITION INCREASES LEARNING AND EMPOWERS LEARNERS_**
