Learning to learn key words

Question 1

Metacognitive illusions

Answer 1

misalignment between subjective assessment of how learning works (metacognition) and how it really works

Question 2

fluency heuristic

Answer 2

easy/fluent learning = good memory and durable learning

Question 3

backwards testing effect

Answer 3

test taking can improve performance on later tests. the observation that retrieval practice produces superior memory to restudy

Question 4

retrieval practice

Answer 4

the act of trying to recall information, often involves testing / quizzing

Question 5

retention interval

Answer 5

the time between the encoding and final test phases

Question 6

transfer-appropriate processing

Answer 6

memory is best when the way information is encoded matches the way it is retrieved

Question 7

retrieval-effort hypothesis

Answer 7

the more difficult but successful attempts to recall information are better for memory than easy attempts

Question 8

mediator effectiveness hypothesis

Answer 8

practice tests that include restudy improve memory by creating more effective mediators

Question 9

Forwards testing effect

Answer 9

the phenomenon in which taking a test on previously studied material improves learning of new information, usually relative to a restudy control condition

Question 10

Proactive interference

Answer 10

the tendency fr previously learned material to hinder the learning of new material

Question 11

the generation effect

Answer 11

a phenomenon in which people typically remember information that they have generated themselves better than information that has been generated for them

Question 12

hypercorrection effect

Answer 12

the tendency for people to correct high-confidence errors more easily than low-confidence errors

Question 13

spacing

Answer 13

to do with the temporal aspects of repeated information - WHEN repeated presentations occur

Question 14

interleaving

Answer 14

to do with the sequencing - the order that material from different categories of information is presented

Question 15

encoding variability

Answer 15

spaced (vs massed) repetitions associate the to-be-remebered information with several contexts, which can facilitate retrieval

Question 16

deficient processing account

Answer 16

processing of second and subsequent repetitions is deficient in the massed condition due to inability to maintain attention

Question 17

retrieval account

Answer 17

spaced (vs massed) repetitions prompt retrieval of previous encounters with the to-be-remebered information during study. which facilitates later retention

Question 18

successive relearning

Answer 18

retrieval practice to some level of mastery over multiple spaced sessions

Question 19

mastery

Answer 19

must answer question correctly. if not, corrective feedback is provided and question is answered again later in the same session

Question 20

criterion level

Answer 20

the number of ties a given question needs to be answered correctly to achieve mastery

Question 21

trials-to-criterion

Answer 21

the number of attempts to answer a questions to criterion level

Question 22

dropout method

Answer 22

once question has been answered to criterion level, it is dropped from further study within learning session

Question 23

savings score

Answer 23

the amount of time or relearning attempts “ saved” from having previously learned the items

Question 24

context reinstatement

Answer 24

matching the encoding and retrieval context

Question 25

learning styles

Answer 25

the notion that different people have different modes of instructions that are most effective for them

Question 26

lag effect

Answer 26

advantage of spacing with longer gaps over spacing with shorter lags