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Psychology of Learning and Performance > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

When does fluid intelligence peak?

A

Early adulthood

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2
Q

When does crystalized intelligence peak?

A

It doesn’t. It continues to increase

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3
Q

Alzheimer’s patients show a decrease in…?

A

Grey matter

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4
Q

What is associated with “normal” cognitive aging?

A

Cognitive slowing (prefrontal white matter)
Memory - working memory, encoding and retrieval (prefrontal cortex)
Cognitive control - inhibition (dorsolateral prefrontal cortex)

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5
Q

Compensatory activity

A

High performing adults show less hemispheric asymmetry as compared with younger adults. May be due to compensation as function declines.

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6
Q

Inhibitory deficit hypothesis

A

Age-related decline of selective attention is due to an impaired inhibition of irrelevant stimuli which increases distractibility.

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7
Q

Declarative Memory

A

Explicit, semantic (facts), episodic (events)

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8
Q

Non-declarative Memory

A

procedural (skills), priming, conditioning, non-associative (habituation, sensitization)

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9
Q

Do successful people actually show less cognitive decline?

A

Yes

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10
Q

3 Ingredients for successful aging

A
  1. avoid disease and disability
  2. engage with life
  3. high level of cognitive and physical functioning
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11
Q

3 protective/risk factors.
Give examples of each

A
  1. Demographic
    - SES, income, living conditions
  2. Mental
    - level of education, occupational achievement, intelligence
  3. Health
    - lifestyle (smoking, drinking), cardiovascular disease (and others), genetic factors
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12
Q

Brain reserve

A

bigger brains may be more resilient to decline

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13
Q

Cognitive reserve

A

better organized brains may be more resilient to decline

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14
Q

2 issues with the “use it or lose it” model

A
  1. lack of studies supporting long-term effects
  2. limited transfer to untrained domains
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15
Q

Cooley’s looking-glass self

A

we see ourselves how we think others see us
“feedback functions as a mirror”

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16
Q

Testing effect

A

Testing helps with long-term retention

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17
Q

Assessment and grading places emphasis on ______ not _______.

A

performance
mastery

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18
Q

Grades increase ____ & _____ and decrease ____ & ____.

A

internal and external pressure
perceived pressure and importance

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19
Q

3 aspects of attribution (think failures and successes)

A

Locus of control (internal vs. external)
Stability (changeable vs. non-changeable)
Controllability (your control vs. not in your control)

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20
Q

5 paths of internal feedback

A
  1. adjusting/setting new goals
  2. adjusting strategies and tactics
  3. (re)consulting external feedback
  4. seeking external feedback
  5. doing nothing
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21
Q

True/False
Self-regulation always works.

A

False
the right motivational beliefs are necessary

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22
Q

Programmatic assessment

A

Grades are given per learning outcome not per assignment

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23
Q

5 steps of formative assessment cycle

A
  1. Clarify expectations
  2. Elicit and collect student reactions
  3. Analyze and interpret reactions
  4. Communicate with students about results
  5. Adapts education and learning
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24
Q

What are the 3 dimensions of student feedback literacy?

A
  1. contextual (interpersonal, sociocultural)
  2. engagement (behavioral, cognitive, understanding)
  3. individual (beliefs, goals, experience, abilities)
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25
Q

True/False
Students attending university colleges are less comfortable with complexity in their career.

A

False

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26
Q

UCs provide development of _____ skills rather than ______ skills.

A

intellectual
professional/vocational

27
Q

UCs encourage 2 especially valuable skills…

A

listening and loafing

28
Q

Listening Quad

A

Relational triangle with 3 points
1. affective (feelings and motivations)
2. behavioral (verbal and non-verbal)
3. cognitive (memory, attention and the brain)

29
Q

5 listening process components

A
  1. receive
  2. comprehend
  3. interpret
  4. evaluate
  5. respond
30
Q

metacognition

A

awareness and control of thinking for learning

31
Q

metacognitive knowledge
define the 3 aspects

A

what you know about your own thinking and what you know about strategies for learning
1.declarative - knowing about yourself as a learner
2. procedural - knowing how to use learning strategies
3. conditional - knowing when and why to use strategies

32
Q

metacognitive regulation
define the 3 aspects

A

actions you take in order to learn
1. planning - deciding which strategies to use and when for future learning tasks
2. monitoring - assessing your understanding of concepts and the effectiveness of your strategies while learning
3. evaluating - appraising your prior plan and adjusting it

33
Q

Which study strategies work best?

A

distributive practice
interleaved practice
self-testing

34
Q

What is the difference between deep and surface approaches?

A

deep - connecting ideas, applying knowledge in new ways
surface - recalling and reproducing content

35
Q

When is it useful to use surface approaches?

A

acquiring background knowledge

36
Q

What are some limitations of self-testing?

A
  • likely to go easy on yourself
  • recognition is not the same as recall
  • lack of feedback/appropriate knowledge
  • causes cognitive discomfort
  • students may have difficulty being confronted with their knowledge gaps
37
Q

What can students do to more accurately evaluate their learning?

A

Look not only at outcomes and performance but their planning.

38
Q

True/False
Students often rate their confidence in their learning based on their ability to
recall concepts.

A

False - they base it on recognition when they should base it on recall

39
Q

What is challenging about social metacognition?

A
  • it involves collaborating with others
  • you need to be aware of your own thinking as well as others’
  • it is context dependent
40
Q

Most studies focus on the strategies students use for learning. What else should they look at?

A

How students use those strategies

41
Q

self-regulated learning

A

self-assessment and task-selection

42
Q

What is the difference between self-regulated learning and self-directed learning?

A

self-directed learning doesn’t assume task-selection

43
Q

secondary task

A

monitoring performance or thinking about task-selection while working on the primary problem

44
Q

What is the purpose of using a secondary task in research?

A
  • to evaluate if there is an effect on cognitive load
  • they compared it to selecting a task for a peer based on information they were given
45
Q

Do learners select easier or more difficult tasks for themselves as opposed to peers?

A

They select easier tasks for themselves and more difficult tasks for their peers.

46
Q

What does the algorithm for task-selection advice convey?

A

high performance + low effort = more difficult task
low performance + high effort = easier task

47
Q

In the task-selection study, there was no evidence of transfer. How did the researchers explain this?

A
  • differences in the database/available tasks
  • the cognitive load was too high to perform, evaluate and then properly apply task-selection
48
Q

What is the discrepancy between laboratory results of the competence of older adults and everyday observations?

A

Laboratory results show cognitive decline while everyday observations don’t

49
Q

4 ways to explain the discrepancy of research on aging adults cognitive decline

A
  1. cognitive abilities are no the only thing indicative of performance/achievement/success
  2. what is being tested is maximal performance and we don’t typically need to perform at that level on a daily basis
  3. as people age they have more experience and knowledge to rely on (utilize long term memory vs working memory)
  4. people begin to accommodate
50
Q

True/False
Cognitive ability has moderate negative relations with a variety of measures of work functioning.

A

false

51
Q

IADL problems

A

Instrumental Activities of Daily Life
necessary daily life tasks such as taking medication and hygiene

52
Q

Why is research with social outcomes difficult to interpret?

A

It is difficult to account for the luck of being born into a certain social situation/status

53
Q

How does crystalized intelligence change in comparison to fluid intelligence as people age?

A

Fluid intelligence declines more and more rapidly than crystalized intelligence.
This aligns with the decrease in working memory.

54
Q

Why is the distinction of quantity and quality with the decline of achievement with age so important?

A

While the quantity declines the quality does not. A misinterpretation of this leads to a false belief that performance deteriorates with age when in reality people just begin to function slower.

55
Q

True/False
Meta-analyses typically show little systematic relation of age with measures job performance.

A

true

56
Q

What are the main critiques of longitudinal studies?

A
  • selective attrition - dropout (change of career, death)
  • restricted range - age-related decline typically only occurs much later in life at an age when participants would no longer be a part of the study
  • poor outcome variables - issues with methodology (ex. use of supervisor reports)
57
Q

KSAO

A

determinants of job performance
k - knowledge
s - specific skills
a - ability
o - other factors

58
Q

Why is it important to use both cross-sectional and longitudinal studies when looking at age-related cognitive decline?

A
  • When looking at the cross-sectional studies it appears as though the cognitive decline is much more serious than it is. The longitudinal design shows that within the individual it is not so drastic.
  • Longitudinal studies are prone to many critiques and the few participants may not be a good generalization of the population.
59
Q

preserved differentiation

A

age-related decline is less visible because the individual started at a higher level

60
Q

compensation

A

people that have a strong background in a domain have developed specific neural scaffolding that they can rely on as they age

61
Q

expertise-driven general abilities account

A

practicing and acquiring skills for expertise so often (in theory) transfers in some way to a practice/improvement of general skills

62
Q

selective maintenece

A

as things become more difficult people avoid those activities

63
Q

True/False
The evidence from age-comparative expertise studies is largely in line with the proposition that expert performance at any age relies more on general rather than specific cognitive mechanisms.

A

False

Psychology of Learning and Performance (2 decks)

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