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Ed Psych > Test 2 > Flashcards

Test 2 Flashcards

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1
Q

Which of the following definitions describes visual perspective-taking?

A

Understanding that views of physical objects differ based on one’s perspectiv

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2
Q

Which type of knowledge describes our ability to use strategies to learn information?

A

Strategy/Conditional Knowledge

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3
Q

The following items may be organized in a person’s mind: pancakes; waffles; cereal; toast. These could form a ____ of breakfast foods.

A

Scheme

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4
Q

In the SOAR method, when students move beyond simple rehearsal of the material and use self-testing, it is called…

A

Regulation

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5
Q

True or False: The steps you use in metacognitive regulation are planning, monitoring, and evaluation.

A

True

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6
Q

True or false: Two same-aged students can have the same actual developmental level but differ considerably in their learning potential in particular subjects or in their ability to benefit from external assistance.

A

True

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7
Q

Vygotsky considered pretend play to advance children’s thinking by

A

A. Detaching the meaning of objects from their typical appearance
B. Creating actions that originate from ideas
C. Creating imaginary contexts for practicing roles, rules, and expectations they have experienced in their everyday life
D. All of the above

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8
Q

True or false: Individual constructivism is when a person constructs knowledge independently by using cognitive processes to abstract information from experience.

A

True

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9
Q

True or False: When I was 3 I received a stuffed toy cat for my birthday. I began making barking sounds: “woof woof!” This is an example of assimilation.

A

True

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10
Q

True or false: Individual constructivism is when a person constructs knowledge independently by using cognitive processes to abstract information from experience.

A

True

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11
Q

You are given the conservation test with water. You believe that the taller glass has more water in it. What stage of cognitive development are you in?

A

Preoperational

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12
Q

Which of the following is not considered rehearsal?

A

Interference

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13
Q

Which of the following would children in the concrete operational stage be best at?

A

Making logical inferences regarding tangible objects

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14
Q

Who focused the most on the cultural factors in learning

A

Vygotsky

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15
Q

Which characteristics does working memory include?

A

I 5-9 separate, meaningful items, A duration of 5-20 seconds, Visuo-spatial sketch pad

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16
Q

What is the difference between inductive and deductive reasoning?

A

Inductive reasoning is the logical thinking that moves from specific examples to formulation of a general principle; deductive reasoning is a form of logical thinking that moves from the general to the specific

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17
Q

True or False: The steps you use in metacognitive regulation are planning, monitoring, and evaluation.

A

True

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18
Q

What is the theoretical perspective that focuses on the specific ways in which individuals think about and process the information they receive?

A

Information Processing Theory

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19
Q

What might an Empiricist say about how we gain our knowledge?

A

We are born with little or no knowledge and gain most of our knowledge from experience.

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20
Q

Who argued that cognitive development results from a complex interaction between heredity and environment?

A

Piaget, Vygotsky

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21
Q

The Zone of Proximal Development is the difference between the child’s actual developmental level and…

A

Their level of potential development

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22
Q

In what type of long-term memory do you hold your personal experiences and personal events from your life?

A

Episodic

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23
Q

When asking the class a question, how long should teachers allow for wait time for better student participation?

A

More than 3 seconds

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24
Q

Your teacher bends down behind the podium in class. As you can no longer see him, you assume he no longer exists. What are you lacking?

A

Object permanence

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25
Q

Which of the following is not one of the steps of reciprocal teaching?

A

Reflecting

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26
Q

True or false: Piaget’s stage theory is proven true today, with no limitations.

A

False

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27
Q

What is the term for remembering new information by connecting it to things you already know?

A

Context

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28
Q

Episodic, declarative, procedural, and conceptual knowledge are the types of knowledge found in your

A

Long Term Memory

29
Q

If a student is having trouble remembering the math equations he did in high school because he just learned a new equation last week, he is experiencing:

A

Retroactive interference

30
Q

Which type of memory is a compilation of verbal information or facts?

A

Semantic

31
Q

Egocentric

A

Children can only view things from their view point (sensimotor stage)

32
Q

Centration

A

Children can only separate things one characteristic at at time (pre operational stage0

33
Q

Conservation

A

( the realizaition that quanity or amount remains the same despite changes in appearance (pre-operatoinal

34
Q

Identity constancy

A

realize that an object remains basically the samw even if its appeareance may have changed in some way

35
Q

Sensimotor

A

infants gradually develop knowledge of themselves as separate entities and by 8 to 12 months they begin to acquire object permanence

36
Q

Pre-operational

A

Children develop the ability to represent an object or action with sign and symbols (language, drawing). Children are egocentric, exhibit centration (can only separate blocks by one characteristic at a time), not acquired conservation ( the realizaition that quanity or amount remains the same despite changes in appearance). They have identity constancy- realize that an object remains basically the samw even if its appeareance may have changed in some way.

37
Q

Concrete Operational

A

Children form mental representations that accurately reflice possible actions and events in the physical world. Able to manipulate their operations. They have acquired reasoning skills. They are NOT yet able to manipulate abstract operations. Have troubles making perdicttions.

38
Q

Formal Operational

A

they can solve many physical, logical, and mathematical problems. Exhibit abratct reasoning that is reflective and analyrical. Can solve a problem with out needing concrete representation, Can consider implications and incompatibilities, think hypothetically, search for alternatices, and reject inappropreiate solutions without physically needing to test them.

39
Q

disequilibrium

A

A discrepancy between their existing way of knowing and the new experiences

40
Q

scheme?

A

Organized patterns of physical actions- is the basis of all further development. Allow children to learn about the new world.

41
Q

What is the role of maturation in Piaget’s theory?

A

Biological “readiness” to learn, opening the door for a person to profit intellectually from social experiences and actie exploration.

42
Q

Scaffolding

A

Scaffolding is a temporary social support to help children accomplish a task.

43
Q

Sensory Memory:

A

registers countless bits of data, immediate things you notice

44
Q

Working Memory

A

once we pay attention to a stimulus we transfer its information to our working memory, where information is put to use. Our working memory processes information from sensory memory, maintains new information in a heightened state of activity, and retrience task- relevant information from long term memory so that we can work with it, as when we recall a formula to use during an exam.

45
Q

Long Term Memory

A

Enables us to store huge amounts of information and retain it for days, weeks, or years.

46
Q

Episodic Knowledge

A

is the memory of a certain episode or event that you have experiences some times reggerd to as autobiographical memory

47
Q

Declarative Knowledge-

A

semantic) compilation of verbal information or facts

48
Q

Procedural Knowledge

A

or knowing how to do something, all the skills and habits you have formed

49
Q

Conceptual knowledge-

A

indicated why something is the case. It reflects an understanding of declarative and proceduaral information. It is the one thing to know a declarative fact (the sky is blue) and another to understand why the fact is true

50
Q

Phonological loop

A

In Working Memory, - allows us to store auditory information for a few sconds and repeat the phonological information over and over to extend it availability within working memory and increase the chanves of remembering it

51
Q

Visuospatioal sketchpad

A

In working memory, temporarily stores ans allows rehaeral of a visual and spatial information

52
Q

Episodic Buffer

A

In working memory, a temporary storage system that integrates information form the visuospatial sketchpad, the phonological loop, and long term memory into a signle representation. These componets of working memory explain why we are sometimes able to perform tastks that require different modalities, such as reading a book while listening to music.

53
Q

Recall

A
  • the ability to retrieve information not in conscious awareness, as when a student is asked to write and essay during an exam
54
Q

Recognition

A

Indentifying items on a multiple choice test, contain retrieval cues and requiew indiciduals only to identlify items previously learned

55
Q

Rehearsal

A

repeating the information over and over to themselves Ex) Spanish words, 3x5

56
Q

Chunking

A

involves grouping individual bits of information in a meaningful way Ex) couch , chair, sofa

57
Q

Elaboration

A

connection new information you are trying to learn to prior knowledge. Ex) create passwords as our birthday

58
Q

metacognition

A

Thinking about your own thinking processes including study skills, memory capabilities, and the ability to monitor your learning

59
Q

Person Knowledge

A

type of metacognition, an understanding of our own capabilities “ I am good at memorizing lists” “ I am poor at comprehending what I read in textbooks” Type of knowledge can change

60
Q

Task Knowledge,

A

type of metacognition, how we perceive the difficulty (or ease) of a task

61
Q

Strategy knowledge

A

our capability for using strategies to learn information

62
Q

What are the 3 types of metacognitive regulation?

A

Planning- involves scheduling learning staregies and selecting which strategies to use in different contexts

Monitoring – involves periodically checking on how well the planned strategy is working. For example we can monitor out performance through self testing and self explanation

Evaluating- involves appraising the outcome of the cognitive strategies used. More than just “getting a good grade”, this process measures to what degree out performance is affected by our planning and monitoring of selected learning strategies.

63
Q

Well defined problems

A

a goal is clearly stated. All the information needed to solve the problem is available and only one correct solution exists

64
Q

Ill-defined problems

A

the desired goal may be unclear, information needed to solve the problem is missing and or several possible solutions exist

65
Q

Algorithms-

A

a prescribed sequence of steps to reach a goal

66
Q

Heuristic

A

is a general problem solving strategy that might lead to a right answer or to a solution that usually is reasonably close to the best possible answer

67
Q

response set’

A

Our tendency to respond to events or situations in the way that is most familiar to us

68
Q

functional fixedness

A

The inability to use objects or tools in a new way

Ed Psych (4 decks)

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