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Psychology of Learning and Performance > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Digital Native

A

someone who has grown up with technology

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2
Q

Bandura’s Social Cognitive Theory (3)

A
  • we learn by observing
  • reinforced by rewards/consequences
  • behavior becomes more self-regulated as you go
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3
Q

Reciprocal Determinism

A

Part of Bandura’s social learning theory
3 factors that influence behavior
1. environment
2. individual
3. the behavior

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4
Q

Reproducing observed behavior depends on…

A

…if someone has the capabilities and motivation

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5
Q

worked example effect

A

novices learn more studying worked examples than problem solving

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6
Q

worked examples (5)

A
  • help you develop a problem schema
  • create a foundation that other problems can be applied to
  • not effective for experts
  • rely on intrinsic motivation to study
  • keep your mind on the relevant information and steps that lead to the solution
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7
Q

intrinsic load

A

complexity of the new information

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8
Q

germane load

A

cognitive processes (load) that are effective for learning

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9
Q

extraneous load

A

distracts working memory from processing novel information

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10
Q

Instructional design should maximize (a) and minimize (b).

A

a. germane load
b. extraneous load

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11
Q

self-efficacy

A

your perception of your ability to achieve or do well at something

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12
Q

split attention

A

when different information is being presented at one time
ex. a meme on the screen while the professor is explaining a concept

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13
Q

redundancy effect

A

it isn’t useful to present the same information in multiple ways
ex. reading off of a slide

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14
Q

Is using models that deliberately make mistakes good or bad?

A

Good
- for experts looking at negative examples gives opportunity for additional learning and important
- for novices it makes them feel more comfortable to try and okay with making mistakes while learning

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15
Q

What makes a good model?

A
  • someone that is relevant to the task and the observer
  • someone that is competent and has prestige (you can tell they know what they’re doing)
  • peers can be good models but some content requires an expert model
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16
Q

Do models need to be human?

A

no

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17
Q

What is the problems with learning from a screen recording?
How can these be avoided?

A
  • the speed can be too fast
  • you need to watch and process at the same time
  • these can be avoided if there is an ability to pause the video or if there are breaks/knowledge checks throughout
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18
Q

cognitive apprenticeship

A

a model of cognitive processes in addition to a worked example (or steps to solve the problem)
- the student slowly begins to take over

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19
Q

How is explaining a concept to peers helpful?

A
  • it encourages active information processing
  • it encourages full and complete explanations (as they are aware of an audience being able to understand)
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20
Q

perceived confidence

A

more closely related to a specific instance; the ability to achieve a specific solution in a specific circumstance

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21
Q

What is the difference between “self-efficacy” and “perceived confidence”?

A
  • SE refers to your overall perception of your ability to excel in a domain or to achieve/perform a skill
  • PC tends to refer to a specific instance
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22
Q

How is “efficiency” defined in terms of cognitive load theory?

A

efficiency refers to being able to integrate the most knowledge (effectively - it can be easily accessed and transferred) in the least amount of time

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23
Q

Creating a video explanation is _______ effective than studying worked examples.
Especially for novices/experts.

A

more
novices

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24
Q

Teaching on video aids…

A

in the construction of problem solving skills learned from worked examples

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25
Q

far transfer

A

to solve a problem in an unknown category by applying skills previously learned for solving other problems

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26
Q

Learning to solve problems requires what 2 forms of knowledge?

A

procedural knowledge
conceptual knowledge

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27
Q

procedural knowledge

A

what to perform and how

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28
Q

conceptual knowledge

A

why to perform actions

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29
Q

example-based learning

A

students receive examples where the full solution procedure is demonstrated
- a form of observational learning

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30
Q

abstract modelling

A

acquiring cognitive skills based on the example/modelling/verbalization by a model of underlying (abstract) rules or principles

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31
Q

vicarious learning

A

observing someone else being taught

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32
Q

Why are strategies such as trial-and-error or means-end analysis not useful for novices?

A

They require too much use of the working memory to reach the solution so the correct steps cannot be effectively conceptualized and processed.

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33
Q

What are the 4 phases in analogical reasoning?

A
  1. encoding of examples
  2. activating relevant analogs from memory to solve a new problem (transfer)
  3. mapping the new problem onto the analog
  4. modifying the schema to fit the problem
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34
Q

How does studying example-problem pairs aid in a learner’s metacognition?

A

it gives them insight into their current level of understanding

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35
Q

fading strategy

A

students are presented with a fully worked out example and with each subsequent example are required to complete an additional step on their own

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36
Q

Explain knowledge of a domain and knowledge of teleology in regards to a procedure.

A
  • knowledge of a domain refers to principled knowledge; events & objects
  • knowledge of its teleology refers to the rationale behind the procedure
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37
Q

product-oriented examples

A

show a given state; the solution procedure; and the goal state
*does not include the rationale behind the procedure

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38
Q

How is comparing worked examples helpful?

A

It gives the student a better understanding of what is the underlying problem schema and solution procedure and what is just interchangeable features relevant to the specific problem

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39
Q

Random sequencing _______ cognitive load and _______ performance during practice. It usually leads to _______ learning and transfer.

A

increases
decreases
better

40
Q

What is required for studying wrong examples to be effective?

A

feedback on not only what is wrong but why

41
Q

the double curse of incompetence

A

novices don’t know how a task should be performed or what constitutes a good performance

42
Q

Explain joint attention in a video example

A

using the models gaze cues to direct the observer’s attention to the necessary information

43
Q

Coping peer models are ______ effective than mastery peer models for low-ability students.

A

more

44
Q

modality effect

A

Learning is more effective when there is visual (graph) and auditory (lecturer) information simultaneously

45
Q

clinical case paradigm

A

an example clinical case where all information is given and the student needs to make a diagnosis

46
Q

signs vs. symptoms

A

signs - recognizable to both the patient and the clinician
symptoms - more subjective, observed by the clinician as a sign of something

47
Q

Using a clinical case paradigm become ______ effective as medical students progress. Why?

A

less
as they learn they encapsulate information into schemas and illness scripts which leads to a different process when solving problems that is less conducive to the use of CCPs

48
Q

Pathophysiological explanations by medical experts contain ______ biomedical concepts and ________ encapsulating concepts than those of 4th year med students.

A

less
more

49
Q

hypothetico-deductive reasoning

A
  • deductive reasoning
  • form a hypothesis from initial info
  • test/find information to support the hypothesis
50
Q

illness script

A
  • a representation of a specific illness constructed from past experiences
  • includes the fault, consequences and enabling factors
  • really a schema not a script
51
Q

Inexperienced doctors show ______ difference in diagnostic accuracy than experts when they are given enabling factors compared to when they aren’t.

A

less

52
Q

structured reflection

A

having doctors identify symptoms that fit their hypotheses as well as the ones that don’t and then asking them to rank the likelihood of each hypothesis

53
Q

availability bias

A

when an encounter with a recent diagnosis is “available” in the mind and thus more likely to be chosen in a future similarly-presenting case

54
Q

premature closure

A

jumping to conclusions

55
Q

What is the difference between system 1 and system 2 reasoning?

A

1 - fast-acting, intuitive
2 - analytical, slower

56
Q

Human reasoning relies more on system ___. Why?

A

system 1
it utilizes long-term memory more and is quicker

57
Q

Most errors arise from
a. knowledge gaps
b. thought processes errors

A

B

58
Q

Norman and colleagues posit that errors can arise from 2 sources, namely…

A

cognitive biases
knowledge deficits

59
Q

More processing time correlates with _____ errors.

A

more

60
Q

What are the 3 strategies used to reduce errors in clinical reasoning?

A
  1. training to recognize biases and heuristics
  2. reflective practice
  3. encouraging clinicians to slow down and think more deliberately
61
Q

Errors can arise from
a. system 1
b. system 2
c. both

A

C

62
Q

structure theories focus on…

A

underlying knowledge structures that lead to diagnostic hypotheses

63
Q

causal networks

A

explain the causes and consequences of diseases in terms of underlying biological/pathophysiological processes

64
Q

knowledge encapsulation

A

taking lower-level detailed concepts and encapsulating them into a smaller number of higher-level concepts

65
Q

What are the 4 transitory stages in the development of medical expertise?

A
  1. forming causal networks
  2. encapsulating this knowledge
  3. transition to use of illness scripts
  4. storage of specific instances where scripts were used
66
Q

dual process model of thinking

A

thinking is done using type 1 and type 2 systems

67
Q

From a cognitive architecture standpoint, is multitasking possible?

A
  • not when dealing with two complex tasks that both need to utilize working memory
  • the best we can do is switch back and forth quickly however this tends to lead to more mistakes
68
Q

What is the problem of testing learning styles?

A

they utilize self-report and nominal categories which is not representative of reality

69
Q

the meshing hypothesis

A

the theoretical basis for crossover interactions

70
Q

crossover interactions

A

type A learners learn best with instruction method A and type B learners learn best with instruction method B

71
Q

andragogy

A

focusing on the best ways for people learn

72
Q

heutagogy

A

focusing on learning how to learn and learner self-direction

73
Q

What is the shift from andragogy to heutagogy?

A

Replacing teacher instruction with student self-directed learning

74
Q

The 4C/ID model is used for…

A

learning complex skills

75
Q

recurrent skills

A

skills that are rule-based or automated and used consistently throughout the practice

76
Q

nonrecurrent skills

A

schema-based skills requiring support information and problem solving

77
Q

holistic design approach

A

an integrative approach that simultaneously stimulates schema construction of nonrecurrent aspects and schema automation of recurrent aspects

78
Q

What comes first?
a. whole-task practice
b. part-task practice

A

A

79
Q

Why is the holistic approach preferred over the atomistic approach? (3)

A
  • encourages cognitive schema construction
  • gives the learner context, teaching in a manner that shows the relevance of what is being taught
  • encourages knowledge transfer
80
Q

What are the 4 aspects of the 4C/ID model?

A
  1. learning tasks
  2. part tasks
  3. supportive information
  4. procedural information (just-in-time info)
81
Q

What 3 types of skills are identified in the 4C/ID model?

A
  1. recurrent
  2. to-be-automated recurrent
  3. nonrecurrent
82
Q

Learning a new procedure can be ______ for experts than novices. Why?

A
  • more difficult
  • because they need to replace an already acquired schema
  • it is especially difficult if it is an automated/recurrent procedure
83
Q

transfer paradox

A

It seems intuitive that increasing germane cognitive load should be avoided when learning complex tasks however this is not the case. The opposite encourages more knowledge transfer.

84
Q

What is the central theme of the 3 learning myths?

A

That students know best and they should be in control of their learning

85
Q

What are the 3 learning myths?

A
  1. As digital natives learners know how to utilize technology to learn
  2. Learning styles
  3. Learners should be in control of what they learn (learners as self-educators)
86
Q

homo zappiens

A
  • the generation that has grown up with technology
  • they are assumed to learn differently
87
Q

butterfly defect

A

learners are seduced by links and end up “fluttering” across the web not going in depth and effectively learning about a topic or even forgetting what they are looking for

88
Q

Can equal comprehension be achieved when juggling tasks as opposed to focusing on one task?

A

Yes but it takes more time

89
Q

Student-directed learning leads to 3 problems

A
  1. learners (especially novices) often utilize this control in misguided or counterproductive ways
  2. learners tend to choose what they prefer but this may not be what is best
  3. paradox of choice
90
Q

paradox of choice

A

the more choices the more difficult it is to make a choice

91
Q

shared control

A

a 2-step process where the educator first chooses various tasks and problems and lets the learner choose from them

92
Q

learning tasks (2)

A
  • aimed at integrating routine and non-routine skills and knowledge
  • provide authentic whole-task experiences
93
Q

inductive learning

A

learning by doing from concrete experiences

94
Q

part-task practice (3)

A
  • additional practice for routine activities
  • the goal is repetition to automation
  • presented AFTER whole-task practice
95
Q

supportive information

A

cognitive strategies and mental models

96
Q

procedural information (3)

A
  • comes before the learning of routine aspects
  • specifies how to perform these routines
  • “just-in-time” information
97
Q

4 aims of the 4C/ID

A
  1. learning tasks facilitate inductive learning
  2. supportive information facilitates elaboration
  3. procedural information facilitates rule formation
  4. part-task practice strengthens the rules

Psychology of Learning and Performance (2 decks)

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