Quiz 3 Flashcards
Cognitive view of learning
views learning as an active mental process of acquiring, remembering, and using knowledge.
Cognitive views
Students are literally building their understanding as they try to construct models and sole problems.
Mirror systems
Areas of the brain that fires both during perception of an action by someone else, and when performing the action.
Human brain
impacts and is impacted by learning, Regular completion of tasks develops certain areas of the brain
Learning changes communication among neurons.
Allows complex cognitive tasks such as integrating past and present experience after about age 7.
Cognitive perspectives includes:
- General knowledge
- Domain-specie knowledge
General knowledge
Applies to many different situations (how to read, use a computer, or focus attention)
Domain-Specific Knowledge
Pertains to a particular task or subject (using water colour paints).
Sensory memory
Capacity, Duration, and Contents of Sensory Memory
–The initial processing of incoming sensory stimuli
–Very large capacity (beyond what can be processed)
–Short duration (between 1–3 seconds)
Long-term memory
The memory process in the brain to takes information from the short-term memory store and creates long lasting memories.
Short term memory
Capacity for holding a small amount of information in an active, readily available state for a short interval.
Working memory
-Workbench of conscious thought
-Requires rehearsal to keep information activated
–Capacity of 5–9 items
How does information-processing works?
- Information is filled true, read from our sensory memory into our short term for working memory.
- from there we process information further.
- Some of the information we hold in a short term memory is this curated or filtering away once again, in a portion of it is encoded, or stored in for long-term memory.
Perception
Process of detecting a stimulus and assigning meaning to it;
*Bottom-up processing
*Gestalt theory
*Top-down processing
Bottom-up processing
feature analysis of sensory input into meaningful pattern
Gestalt theory
Explanation for how features are organized into patterns
Top-down processing
Use of context and prior knowledge to recognize patterns quickly
Attention and Multitasking
- Takes effort
- Can pay attention to only one cognitively demanding task at a time.
- processes that initially require much attention eventually become automatic. (Automaticity)
What’s the first step in learning?
Is paying attention
Three parts of working memory
- Central Executive
- Phonological Loop
- Visuospatial Sketchpad
Central Executive
Supervises attention, makes plans, and decides what information to retrieve and how to allocate resources
Phonological Loop
A speech and sound-related system for holding and rehearsing words and sounds in short-term memory.
Visuospatial Sketchpad
Where you visualize images
Cognitive Load
The volume of mental resources (including attention, perception and memory) required to complete a task
Intrinsic Cognitive Load
–The amount required to complete the task itself
–Processing is 2-4 bits of information at a time
–Consider complexity of task, level of expertise etc. determines the cognitive load
Extraneous Cognitive Load
The amount of mental resources needed to complete tasks irrelevant to the original task
Germane Cognitive Load
Deep knowledge, including connecting information to old information and activation
Retaining Information in Working Memory:
–Maintenance rehearsal
–Elaborative Rehearsal
–Levels of Processing Theory
Maintenance rehearsal
Repeating the information in your phonological loop or refreshing information in your visuospatial sketchpad
Elaborative Rehearsal
Connecting the information you are trying to remember with something you already know (with knowledge from long-term memory)
Levels of Processing Theory
Theory that recall of information is based on how deeply it is processed.
-chunking
- Forgetting
- Decay
Chunking
Grouping individual bits of data into meaningful larger units.
Forgetting
Interference
●New information interferes or gets confused with old information.
●As new thoughts accumulate, old information is lost from working memory.
The serial position effect describes how our memory is affected by the position of information in a sequence
Decay
- Information is lost by lack of use.
- Cannot be reactivated—it disappears altogether.
Declarative knowledge
verbal information facts
Procedural knowledge
demonstrated when we perform a task
Self-regulatory knowledge
knowing how to manage your learning or knowing how and when to use your declarative and procedural knowledge
Kinds of knowledge
- Declarative
- Procedural
- Self-Regulatory/Conditional
LONG-TERM MEMORY: EXPLICIT AND IMPLICIT
Explicit and implicit memory systems follow different rules and involve different neural systems of the
brain. The subdivisions of each kind of memory also may involve different neural systems
Explicit memory
(CONSCIOUS)
- Episodic memory
- semantic memory
Episodic memory
Your own experiences
Semantic memory
facts, general knowledge
Implicit memory
(unconscious)
- Classical conditioning effects
- Procedural memory
- Priming
