Test 2 Flashcards
Information Processing Theory
Group of cognitive theories, focuses on how people process information, early versions said brains are computers, knowledge is organized and interrelated
Learning
Acquisitions of mental representations
Assumptions of IPT
unique human learning, formation of mental representations or associations, learners actively participate and control learning, observable behaviors allow inference about mental processes
What are the three components of memory? (Dual store model)
Sensory register, working memory, long term memory
Two paths after sensory register
Attention - working memory or information lost after 1-2 seconds
Three paths after working memory
unrehearsed information lost, maintenance rehearsal to keep memory, rehearsed information gets encoded to the long term memory,
memory
ability to recall previously acquired information (not learning)
Attention
path from SR to WM
Encoding
path from WM to LTM
Maintenance rehearsal
WM
Retrieval
path from LTM to WM
Central Executive
Memory
SR
subconscious, 5 senses, large capacity, stored in form that it is sensed in
perception
the process of assigning meaning to stimuli, we match input to known information
Bottom - up
perceiving the stimulus as is (chocolate chip cookies)
Top - down
applying prior knowledge to interpret the stimuli (Dr. Seuss Trees)
Gestalt Psychology
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
4 Laws of perception
Law of closure, simplicity (pragnanz), similarity, proximity
attention
limited capacity
WM capacity
very limited, 7 +/- 2, cognitive load
WM storage
often auditory, also visual, spatial, or tactile
primacy effect
remembering the first things
recency effect
remembering the most recent things (last)
multiple exposures
remembering the most repetitive things
isolation effect
remembering the weirdest things (the ones that don’t fit in)
associative memory
remembering by associating a group of things together
automaticity
when responses are produced without conscious thought
LTM capacity
unlimited
LTM storage
language, images, sensations, abstractions, etc (interconnected)
selection
choosing what to encode into LTM,
maintenance rehearsal
repeating information over and over to keep information in the working memory
elaboration
rehearsal that helps learners associate make associations between new information and information that they already know
rote learning
learning information via maintenance rehearsal
meaningful learning
relating new information to knowledge already stored in LTM (same as elaboration for our purposes)
internal organization
when pieces of new information are connected in some way (graphic organizers, hierarchies, etc)
Chunking
breaking down new information into meaningful and manageable chunks to better understand/recall
visual imagery
mental pictures that capture new information (powerful for encoding, more powerful than visual)
forgetting
loss of information do to storage failure or retrieval failure
decay
the gradual fading of memory over time
proactive interference
new information is lost because it is mixed up with previously learned information
retroactive interference
old information is lost because it is mixed up with newly learned information
central executive
monitors the flow of information, matures with age, vast individual differences, controls metacognition
metacognition
thinking about thinking (planning, evaluating, monitoring, reflecting)
where does organization take place
in the WM or during encoding
declarative knowledge
Knowing “that”
episodic knowledge
personal life experiences
semantic knowledge
general knowledge of the world
procedural knowledge
knowing “how”
conditional knowledge
knowing “when” if…. then…
conceptual knowledge
knowing “why” - combines declarative and procedural knowledge
explicit knowledge
knowledge you can easily recall and explain
implicit knowledge
knowledge that you can’t consciously recall or explain
multitasking
doing two tasks simultaneously, one task usually has to be automatic in order to be successful
switch tasking
switching back and forth between tasks in order to save time
Person knowledge
understanding your own strengths and weaknesses
task knowledge
how we perceive the task, does it appear to be difficult or easy
strategy knowledge
awareness of strategies to help improve learning and where to apply these strategies
MC Declarative knowledge
aware that you possess the knowledge
MC procedural knowledge
aware of the process
MC conditional knowledge
knowing when and how to use the knowledge
meta cognition strategies
goal setting/planning, monitoring (assessing), affecting (changing approach), evaluating
self regulation
controlling your own actions, motivations and thoughts
what do self regulated learners do
set goals, plan an approach, control their attention and effort, use effective strategies, monitor their progress, self evaluate and self reflect
study strategies
the intentional use of cognitive processes to accomplish a learning task
situated cognition
knowledge is situated within authentic activity, context, and culture (field trips)
distributed cognition
knowledge is distributed across objects, individuals, artifacts, and tools
embodied cognition
all aspects of cognition are shaped by the body
cognition
originated by internalizing external processes, cultural norms,
Learning is (3 things)
situated, participation, tangible skill set
communities of practice
communities of people can be characterized based on their shared domain, notion of community, and practice
legitimate peripheral participation
how newcomers become oldtimers by first participating in low risk tasks and moving up to central tasks over time
cognitive apprenticeship
learning through guided experience on cognitive and metacognitive skills and processes
affinity spaces
a virtual or physical space where informal learning takes place based on a shared interest or common activity
enculturation
the ways in which people consciously or unconsciously adopt the behavior and belief systems of new social groups
apprenticeship
form of learning where the expert teaches the novice through demonstration and practice
affinity space
is a place of set of places where people affiliate with others based primarily on shared interests, activities, and goals
Affinity space vs CoP
space vs belonging and membership
Spaces have 3 things
content, generators, interaction/portal
portal
how you get into or out of an affinity space
distributed cognition
a theory of learning in which cognition is distributed across people, tools, time and space (intelligence occurs beyond the confines of the head)
DC was influenced by
vygotsky and constructivist viewpoints (learning happens socially, rejects isolationists views)
cognitive artifacts
mediate thinking, human made devices constructed to enhance cognition
affordance
those fundamental properties that determine just how the thing could properly be used (clues about how to use a tool, example door handles)
constraints
characteristics that prevent us from using tools in certain ways
representations
abstraction of a real thing or event
naturalness principle
things should be designed in a way that increases the mapping between the representation and the real thing (map key)
perceptual principle
spatial and perceptual representations (graphs and tables)
Good representations (4 thing)
- turn a problem into an experiential task, not a reflective task
- capture only the essential elements
- addresses the needs of the person using the representation
- are appropriate for the task at hand
what is the connection between SCog and DCog
they both take environment into account
embodied cognition (3 things)
- body
- gesture
- language
