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Metacognition > Metacognition > Flashcards

Metacognition Flashcards

1
Q

Memory strategies

A

Performing intentional memories activities to help encode and retrieve information

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2
Q

What is the first step to processing

A

Paying attention

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3
Q

What type of attention is best, divided or focused

A

Focused, choose what to pay attention too

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4
Q

Levels of processing

A

Generally, the idea that you will recall something better if you process it deep instead of shallowly

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5
Q

What two factors contribute to deep processing

A

Elaborateness and Distinctiveness

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6
Q

Elaboration

A

Concentrate on the specific meaning of a particular concept and relate this concept to prior knowledge/interconnected concepts you have already mastered

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7
Q

What is the opposite of Elaboration, how effective is it?

A

Rehearsal or maintenance, it is a waste of time

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8
Q

According to Einstein and McDaniel what is the best way to learn and remember complex material

A

To make it a why question because you have to process deeply

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9
Q

How did students in a psychology class learn more about personality theories

A

They kept a journal to analyze friends and other people in a more complex and meaningful fashion - Elaborated

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10
Q

Distinctiveness

A

One memory trace should be different from all other memory traces

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11
Q

What type of activity requires distinctiveness

A

Remembering someone’s name

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12
Q

Self-referencing

A

Better than deep processing, when you enhance LTM by relating material to your own experiences

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13
Q

Encoding specificity

A

Recall is often better if the context at the time of encoding matches the context at the time when your retrieval will be tested

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14
Q

Encoding specificity can be ___ and ____

A

Internal and external, How you feel and what you see

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15
Q

External Encoding Specificity

A

Classroom, chair you sit in, wha you see, Can be inconsistent

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16
Q

Internal Encoding Specificity

A

State of mind, your body when you study, laziness vs heart rate stressed

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17
Q

Foresight bias (Judgment of learning)

A

Overconfidence, we are bad at judging how well we will do on a test in the future

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18
Q

Who is usually most overconfident on a test

A

Botti performers, estimate too high

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19
Q

What is the reason for overconfidence (foresight bias)

A

People judge their learning too close to studying

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20
Q

T/F Distributing your learning is a good way to find out what you do and do not remember

A

True, once and done isn’t good enough

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21
Q

Total-time hypothesis

A

The amount of time you spend on something equals how well you will know it

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22
Q

How does the TTH fair

A

Generally true, but rereading or simple repetition is not good enough

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23
Q

What affects the TTH effectiveness

A

How the person spends the time, deep processing is a better use of time than reading passively

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24
Q

Retrieval-Practice effect

A

Recalling information from memory, the more you do it the better - increasing interval

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25
Q

Distributed-Practice effect (Spaced learning)

A

You will remember more material if you spread your learning trials over time

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26
Q

Massed learning

A

Cram by learning all the material at once

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27
Q

T/F Distributed-Practive effect is effective for both recall and recognition tasks

A

True

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28
Q

Desirable difficulties

A

Learning situation that is somewhat challenging, but not to difficult

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29
Q

What is the essence of desirable difficulties

A

You need to leave time between reputations or it will become too easy to remember an answer

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30
Q

What does desirable difficulties reduce

A

Overconfidence

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31
Q

What is the best timing for repetition using desirable difficulty

A

One day in between

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32
Q

Testing effect

A

Taking a test is an excellent way to boost your LT recall for academic material

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33
Q

The testing effect is better than repeated studying, even without ______

A

Feedback

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34
Q

Explain the findings of the testing effect study

A

Students who simply reviews did better when they had a test 5 minutes after the info, but students who took a test with no feedback did better on the real test when it was 2 days or a week later

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35
Q

What else did students who tested instead of extra studying show as well

A

Greater organization

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36
Q

Mnemonics

A

Use of intentional mental strategies designed to improve your memory

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37
Q

Mental imagery

A

Mentally represent objects, actions, or ideas that are not physically present

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38
Q

What did the Bower & Winzenz study of mental imagery show

A

People were better at remembering a paired word if they had a vivid visual image of the two words interacting

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39
Q

Interacting visual memory is especially helpful when an image is _____

A

Bizarre

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40
Q

Keyword method - helpful for learning another language

A

Identify an english word that sounds similar to the new word you want to learn and create an image that links key words with the meaning of the new word

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41
Q

Method of loci

A

Memory palace - you use the image of a well known physical space and tag this to parts of the space - good for remembering things in a specific order

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42
Q

Organization of a mnemonic

A

Try to bring systematic order to the material you want to learn

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43
Q

What are the four methods of organization

A

Chunking, Hierarchy, First-letter technique, Narrative technique

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44
Q

Chunking

A

People recall more material when it is grouped in meaningful, familiar units

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45
Q

Hierarchy

A

System in which items are arranged in a series of class, from most general to most specific

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46
Q

Explain the findings of the hierarchy study

A

People remembered more words when they were presented in a upside down tree form instead of just randomly placed

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47
Q

What is an example of a hierarchy

A

An outline, that uses subtitles

48
Q

First letter technique

A

Use the first letter of each word you want to remember to make a word or sentence you can use to jog your memory

49
Q

What are the two types of first letter technique

A

Acronym and Acrostic

50
Q

What is the Acronym method

A

Use the first letter of each word to make another word RICE

51
Q

What is the Acrostic method

A

Use the first letters of each word to make a new sentence - good for knowing order

52
Q

Narrative method

A

To make a story that links a series of words together

53
Q

Narrative method is especially helpful for people with ____ ___

A

Memory impairment

54
Q

The narrative must be what to be effective

A

Easily generate, and reliable during learning and recall

55
Q

Retrospective memory

A

Remembering information that you acquired in the past

56
Q

Prospective memory

A

Remembering that you need to do something in the future

57
Q

What are the two components of prospective-memory tasks

A
  1. Establish the you want to accomplish a particular task at a set time in the future2. At the future time, fulfil original intentions
58
Q

Sometimes, the primary challenge of prospective memory is to remember the actual ______ of the action

A

Content, what need to be done

59
Q

Prospective memory focuses on ____, while retrospective memory concentrates on ___ ___

A

Action, remembering information

60
Q

What part of the brain do both retrospective and prospective memory play a role

A

Regions of the frontal lobe

61
Q

What is the most common prospective memory mistake

A

Forgetting to add the attachment on an email

62
Q

Prospective-memory tasks represent a ______-attention situation

A

Divided

63
Q

T/F Absentminded behaviour is especially likely when prospective-memory tasks require you to disrupt customary activity

A

True, long-standing habits dominate fragile prospective memory tasks

64
Q

What three things make absent minded behaviour more likely

A

Being preoccupied, distracted and/or feeling time pressure

65
Q

How can you help solidify a prospective memory

A

Creating a strong connections between the components you want to connect - mental imagery

66
Q

Another problem with prospective memory is the people are often _____ that they will remember the task

A

Overconfident

67
Q

What are especially helpful in prospective-memory tasks

A

External memory aids

68
Q

External memory aids

A

Any device external to you that facilities your memory in some way

69
Q

What is important about external memory aids

A

The placement - put your keys in the fridge to avoid forgetting your lunch

70
Q

Metacognition

A

Knowledge and control of you cognitive processes

71
Q

Why is metacognition important

A

your knowledge about your cognitive processes can guide you in selecting strategies to improve your future connive performance

72
Q

Self-knowledge

A

What people belief about themselves, metacognition belongs to this issue

73
Q

What are the three things we know from prior chapters about metacognition

A

We have limited consciousness of our higher processing, CE is needed to planning where you will spend your time studying and some people have difficulty on source monitoring tasks

74
Q

Metamemory

A

People’s knowledge, monitoring, and control of their memory

75
Q

Metamemory is important for when you want to ___ your memory

A

Improve

76
Q

Is you metamemory always accurate in predicting your memory performance

A

No

77
Q

People tend to be ____ when asked to predict their total score on a memory task, but ____ when asked to predict which individual items they will remember or forget

A

Overconfident, accurate

78
Q

How can students be over confident when they are studying

A

They think they know an answer because they are reading the definition - no difficulty or testing

79
Q

When are people most accurate at making a prediction about memory estimates - immediately after learning or after a delay

A

After a delay

80
Q

Delayed judgements are more likely to be accurate because they assess ___-____ ___

A

Long-term memory

81
Q

Why is immediate judgement not a a good representation

A

Because you are assessing working memory, which is not what will be used during the recall on an examination

82
Q

According to Maki and her colleagues students are more confident about their answers on what type of test format

A

Multiple choice

83
Q

What three factors influence (positively) a student’s metamemory accuracy

A

1) Assessing the accuracy of an individual question2) Assessing accuracy after a delay between studying3) Assessing accuracy on multiple choice questions

84
Q

What is an important cognitive characteristic of people who have ADHD

A

They have trouble paying attention at school, work, and during other activities i.e. you need attention for solid memories

85
Q

Calibration

A

Measures people’s accuracy in estimating their actual performance

86
Q

T/F People with ADHD can make highly accurate judgments about an an item pair recall task *these findings are not representative

A

True, they were comparable with people who did not have ADHD

87
Q

For which condition were both ADHD and non-ADHD people more calibrate

A

When they used delayed judgment compared to immediate

88
Q

T/F All memory strategies are not created equal

A

True, some are more effective than other i.e. reputation vs keyword technique

89
Q

What two techniques do may students believe will be helpful for memory, but actually show no benefit

A

Seeing words printed in large font instead of small, and speaking words out at a loud volume, rather than quietly

90
Q

When people have adequate time to study, how do they allocate their time

A

Allocating somewhat more time for the items they believe will be difficult to master

91
Q

Son and Metcalfe found what about study habits when student had limited time, was this a good idea

A

Students tended to spend more time uneasier material, yes, they are more likely to master more

92
Q

T/F We regulate the regulation of our study strategies

A

True, depending on the task at hand

93
Q

Tip of the tongue effect

A

Your subjective experience of knowing a target word for which you are searching, yet you cannot recall it right now

94
Q

T/F Tip of the tongue effect is involuntary

A

True

95
Q

Feeling of knowing effect

A

The subjective experience of knowing some information, but you cannot recall it right now

96
Q

T/F The feeling of knowing effect is conscious

A

True, careful assessment

97
Q

What area of the brain houses both these effects

A

Frontal lobe, also where metacognitive tasks are carried out

98
Q

In the tip of the tongue study people could not identify the word, but they could…

A

Give similar-sounding words

99
Q

Why is the tip of the tongue related to metacognition

A

People know they know they word - they have to be familiar with their own memory

100
Q

What type of person is more likely to have tip of the tongue effect, why

A

Bilingual people, because they have a greater total number of separate words in their semantic memory

101
Q

T/F TOTT can be found in other languages as well

A

True, Italians can even retrieve the grammatical gender of a word as well as first letter and number of syllables

102
Q

Tip of the finger effect

A

Experienced by the deaf community, the subjective experience of knowing the target sign, but the sign being temporarily inaccessible

103
Q

Embodied cogntion

A

A perspective that emphasizes how our abstract thoughts are often expressed by our motor behaviour - facial expression and movements during TOTT

104
Q

How is the feeling of knowing different form TOTT

A

You may not feel like you know the word, but you could definitely recognize it if a number of options were providedTOTT is often more extreme and irritating

105
Q

Which side of the brain is more associated with each effect

A

TOTT - right prefrontalFeeling of knowing - left prefrontal

106
Q

Metacomprehension

A

Your thoughts about language comprehension *most research on reading than spoken language

107
Q

Explain the connection between metacognition, metamemory and metacomprehension

A

Metacognition contains both metamemory and metacomprehension

108
Q

How accurate are college student of their metacomprehension skills

A

Not very

109
Q

T/F Readers are not very accurate in estimating whether they have understood the material they have just read

A

True

110
Q

What irrelevant features convinced students to be more confident about what they had just read

A

When paragraphs were accompanied by pictures

111
Q

When people are skilled at metacognition, they usually receive ____ scores on reading comprehension

A

Higher

112
Q

What method can college students use to improve their metacomprehension

A

Read a passage, wait a few minutes, then try to explain the passage to yourself without looking at the written passage

113
Q

What are the differences between good readers and bad

A

Good readers make connections with what they have read, make mental images and summarize material in their own words

114
Q

What is a simple way for college student to improve their metacomprehension

A

Reading the material a second time

115
Q

What is the generation effect

A

Memory improves when you generate your own notes instead of just reading them - provides deep processing that is not verbatim wiring

116
Q

What is the production effect

A

We remember things better that are relatively distinct or start out - when we sing only certain things that are hard to remember

117
Q

What is transfer appropriate processing

A

How you study for a test you should match how you will be tested - right processing ex) mc test vs writing an essay

Metacognition (1 decks)

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