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Ed Psych 301 > Test 2 > Flashcards

Test 2 Flashcards

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1
Q

Information Processing Theory

A

Group of cognitive theories, focuses on how people process information, early versions said brains are computers, knowledge is organized and interrelated

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2
Q

Learning

A

Acquisitions of mental representations

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3
Q

Assumptions of IPT

A

unique human learning, formation of mental representations or associations, learners actively participate and control learning, observable behaviors allow inference about mental processes

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4
Q

What are the three components of memory? (Dual store model)

A

Sensory register, working memory, long term memory

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5
Q

Two paths after sensory register

A

Attention - working memory or information lost after 1-2 seconds

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6
Q

Three paths after working memory

A

unrehearsed information lost, maintenance rehearsal to keep memory, rehearsed information gets encoded to the long term memory,

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7
Q

memory

A

ability to recall previously acquired information (not learning)

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8
Q

Attention

A

path from SR to WM

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9
Q

Encoding

A

path from WM to LTM

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10
Q

Maintenance rehearsal

A

WM

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11
Q

Retrieval

A

path from LTM to WM

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12
Q

Central Executive

A

Memory

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13
Q

SR

A

subconscious, 5 senses, large capacity, stored in form that it is sensed in

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14
Q

perception

A

the process of assigning meaning to stimuli, we match input to known information

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15
Q

Bottom - up

A

perceiving the stimulus as is (chocolate chip cookies)

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16
Q

Top - down

A

applying prior knowledge to interpret the stimuli (Dr. Seuss Trees)

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17
Q

Gestalt Psychology

A

perception is often different from reality, the whole is more than the sum of its parts, we impose structure on our environment and organize our experiences in predictable ways

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18
Q

4 Laws of perception

A

Law of closure, simplicity (pragnanz), similarity, proximity

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19
Q

attention

A

limited capacity

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20
Q

WM capacity

A

very limited, 7 +/- 2, cognitive load

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21
Q

WM storage

A

often auditory, also visual, spatial, or tactile

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22
Q

primacy effect

A

remembering the first things

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23
Q

recency effect

A

remembering the most recent things (last)

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24
Q

multiple exposures

A

remembering the most repetitive things

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25
Q

isolation effect

A

remembering the weirdest things (the ones that don’t fit in)

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26
Q

associative memory

A

remembering by associating a group of things together

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27
Q

automaticity

A

when responses are produced without conscious thought

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28
Q

LTM capacity

A

unlimited

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29
Q

LTM storage

A

language, images, sensations, abstractions, etc (interconnected)

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30
Q

selection

A

choosing what to encode into LTM,

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31
Q

maintenance rehearsal

A

repeating information over and over to keep information in the working memory

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32
Q

elaboration

A

rehearsal that helps learners associate make associations between new information and information that they already know

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33
Q

rote learning

A

learning information via maintenance rehearsal

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34
Q

meaningful learning

A

relating new information to knowledge already stored in LTM (same as elaboration for our purposes)

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35
Q

internal organization

A

when pieces of new information are connected in some way (graphic organizers, hierarchies, etc)

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36
Q

Chunking

A

breaking down new information into meaningful and manageable chunks to better understand/recall

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37
Q

visual imagery

A

mental pictures that capture new information (powerful for encoding, more powerful than visual)

38
Q

forgetting

A

loss of information do to storage failure or retrieval failure

39
Q

decay

A

the gradual fading of memory over time

40
Q

proactive interference

A

new information is lost because it is mixed up with previously learned information

41
Q

retroactive interference

A

old information is lost because it is mixed up with newly learned information

42
Q

central executive

A

monitors the flow of information, matures with age, vast individual differences, controls metacognition

43
Q

metacognition

A

thinking about thinking (planning, evaluating, monitoring, reflecting)

44
Q

where does organization take place

A

in the WM or during encoding

45
Q

declarative knowledge

A

Knowing “that”

46
Q

episodic knowledge

A

personal life experiences

47
Q

semantic knowledge

A

general knowledge of the world

48
Q

procedural knowledge

A

knowing “how”

49
Q

conditional knowledge

A

knowing “when” if…. then…

50
Q

conceptual knowledge

A

knowing “why” - combines declarative and procedural knowledge

51
Q

explicit knowledge

A

knowledge you can easily recall and explain

52
Q

implicit knowledge

A

knowledge that you can’t consciously recall or explain

53
Q

multitasking

A

doing two tasks simultaneously, one task usually has to be automatic in order to be successful

54
Q

switch tasking

A

switching back and forth between tasks in order to save time

55
Q

Person knowledge

A

understanding your own strengths and weaknesses

56
Q

task knowledge

A

how we perceive the task, does it appear to be difficult or easy

57
Q

strategy knowledge

A

awareness of strategies to help improve learning and where to apply these strategies

58
Q

MC Declarative knowledge

A

aware that you possess the knowledge

59
Q

MC procedural knowledge

A

aware of the process

60
Q

MC conditional knowledge

A

knowing when and how to use the knowledge

61
Q

meta cognition strategies

A

goal setting/planning, monitoring (assessing), affecting (changing approach), evaluating

62
Q

self regulation

A

controlling your own actions, motivations and thoughts

63
Q

what do self regulated learners do

A

set goals, plan an approach, control their attention and effort, use effective strategies, monitor their progress, self evaluate and self reflect

64
Q

study strategies

A

the intentional use of cognitive processes to accomplish a learning task

65
Q

situated cognition

A

knowledge is situated within authentic activity, context, and culture (field trips)

66
Q

distributed cognition

A

knowledge is distributed across objects, individuals, artifacts, and tools

67
Q

embodied cognition

A

all aspects of cognition are shaped by the body

68
Q

cognition

A

originated by internalizing external processes, cultural norms,

69
Q

Learning is (3 things)

A

situated, participation, tangible skill set

70
Q

communities of practice

A

communities of people can be characterized based on their shared domain, notion of community, and practice

71
Q

legitimate peripheral participation

A

how newcomers become oldtimers by first participating in low risk tasks and moving up to central tasks over time

72
Q

cognitive apprenticeship

A

learning through guided experience on cognitive and metacognitive skills and processes

73
Q

affinity spaces

A

a virtual or physical space where informal learning takes place based on a shared interest or common activity

74
Q

enculturation

A

the ways in which people consciously or unconsciously adopt the behavior and belief systems of new social groups

75
Q

apprenticeship

A

form of learning where the expert teaches the novice through demonstration and practice

76
Q

affinity space

A

is a place of set of places where people affiliate with others based primarily on shared interests, activities, and goals

77
Q

Affinity space vs CoP

A

space vs belonging and membership

78
Q

Spaces have 3 things

A

content, generators, interaction/portal

79
Q

portal

A

how you get into or out of an affinity space

80
Q

distributed cognition

A

a theory of learning in which cognition is distributed across people, tools, time and space (intelligence occurs beyond the confines of the head)

81
Q

DC was influenced by

A

vygotsky and constructivist viewpoints (learning happens socially, rejects isolationists views)

82
Q

cognitive artifacts

A

mediate thinking, human made devices constructed to enhance cognition

83
Q

affordance

A

those fundamental properties that determine just how the thing could properly be used (clues about how to use a tool, example door handles)

84
Q

constraints

A

characteristics that prevent us from using tools in certain ways

85
Q

representations

A

abstraction of a real thing or event

86
Q

naturalness principle

A

things should be designed in a way that increases the mapping between the representation and the real thing (map key)

87
Q

perceptual principle

A

spatial and perceptual representations (graphs and tables)

88
Q

Good representations (4 thing)

A
  1. turn a problem into an experiential task, not a reflective task
  2. capture only the essential elements
  3. addresses the needs of the person using the representation
  4. are appropriate for the task at hand
89
Q

what is the connection between SCog and DCog

A

they both take environment into account

90
Q

embodied cognition (3 things)

A
  1. body
  2. gesture
  3. language

Ed Psych 301 (3 decks)

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