Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

EDUC262 > EDUC262 Education: The Learner (Module 1) > Flashcards

EDUC262 Education: The Learner (Module 1) Flashcards

1
Q

Diagram of information processing modal model

A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is information proccessing?

A
  • Any type of mental activity
    • memory
    • thinking
    • problem solving
    • learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What develops (attention)?

A
  • ability to sustain attention overtime
  • ability to ignore distractions
  • ability to guide attention/ strategy use
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is element interactivity?

A
  • the interaction between separate elements of information
  • low vs high interaction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are schemas?

A
  • the cognitive building blocks of LTM
  • “abstract knowledge structures that organise vast amount of information”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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’
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
Q

What are some examples of effortful encoding?

(student memory strategies)

A
  • 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
Q

What is mnemonics?

(example and advantages & disadvantages)

A
  • 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
Q

What are advanced organisers?

A
  • 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
Q

What is schema activation?

A
  • 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
Q

What are three characteristics of good encoding?

A
  • 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
Q

What is retrieval?

A
  • Converting from LTM to WM, recalling, remembering
  • Reconstructing orginal information
31
Q

What are the three types of recall? (retrieval)

A
  • 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
Q

What is encoding specificty?

A
  • 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
Q

Why do we remember?

A
  • remembering allows us to use knowledge for higher-order thought
    • ​established goals
    • find and build on knowledge ‘gaps’
    • etc.
34
Q

Why does forgetting occur?

A
  • 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
Q

What are the classroom implications for retrieval?

A
  • 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
Q

What is metacognition?

A
  • thinking about thinking
  • “awareness of your own cognitive machinery and how the machinery works”
37
Q

What is the metacognition framework?

A
  • 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
Q

How does metacognition develop?

A
  • Metacognition develops through age
39
Q

What is metamemory?

A
  • specific aspect of metacognition
  • awareness of own memory limitations, memory strategies, regulaton of own memory performance
40
Q

Classroom Implications of metacognition

A
  • 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

EDUC262 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions