Studietaak 4: Information Processing Flashcards
Informatieverwerkingstheorie
Grondslag-modellen (4)
Verbal learning
Gestalt
Two-store memory
Levels of processing
Verbal Learning
Uitleg. 3 vormen
Woord-woord associatie
Serial
Paired
Free recall
Grondslag-modellen
Gestalt
Integrated form, a whole greater than sum of parts
Grondslag-modellen
Two-Store Memory
Short term/long term
Sensory register –> Perception –> Short term memory –> Long term memory
Grondslag-modellen
Levels of Processing (3)
Physical
Acoustic
Semantic
Deeper levels more likely to be recalled
Grondslag-modellen
Sensory Memory
2 processen
Top down
Bottom up
Model van Baddely
3 componenten
Betreft?
- Phonological loop
- Visuo-spatial sketch pad
- Central executive
Working Memory
Elaboration
Expanding new information by adding to it or linking to what one already knows
WM
Organization
2 aspects
Chunks
Hierarchie
WM
Schema
Large amounts of information into meaningful system
LTM
Proposition (3)
Smallest unit of information
True or false
Organized in hierarchical networks
LTM
Declarative Knowledge
Knowledge of facts
LTM
Procedural knowledge
How to do something
LTM
Spreading Activation
Activation in LTM of propositions linked to propositions active in WM
LTM
Cognitive Load (3)
2+1 types
Intrinsic - demands placed on WM
Extrinsic - extra onzin
Germane - combi intrinsiek en nodige extrinsieke
WM. Toepassing
Encoding Specificity
Manner in which knowledge is encoded determines which retrieval cues activate knowledge
Interference (2)
Retroactive
Proactive
Forgetting
Retroactive Interference
New learning makes recall difficult
Retro-actief. De oude associations worden verstoord. Dus, het activeren van de oude associaties/kennis wordt verstoord
Forgetting
Proactive Interference
Old learning makes new learning more difficult
Forgetting
Transfer
6 types
Near - much overlap in situations
Far - little overlap
Literal - Intact knowledge/skill transfers
Figural - Some aspects
Low road: automatisch, niet zo bewust. Spontaan.
High road: bewuste vorm van transfer.
Forward reaching: “Hoe kan ik dit in andere contexten gaan inzetten?”
Backward reaching: “Wat heb ik in het verleden geleerd dat ik nu ook zou kunnen toepassen?”
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