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Questions and Answers
What is the primary goal of self-regulated learning?
Which process involves evaluating the accuracy and credibility of information?
What defines the phenomenon of negative transfer in learning?
Which of the following describes effortful control in learning?
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What is an illusion of knowing?
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What role do self-imposed contingencies play in learning?
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Which strategy is characterized by occasionally stopping to verbalize understanding?
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What is the purpose of co-regulated learning?
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What is the main characteristic of specific transfer in learning?
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Which of the following describes argument analysis?
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What distinguishes asynchronous online learning from synchronous online learning?
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What is the purpose of interleaved practice in an educational setting?
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Which statement accurately defines self-regulated problem solving?
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What role does emotion regulation play in learning?
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What is a proximal goal?
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How does cognitive load affect learning?
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Which strategy is most effective for enhancing students' learning and retention?
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What is a common misconception among students regarding their study habits?
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How can a manageable level of anxiety affect a student's performance?
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Which of the following statements accurately reflects effective assessment practices?
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What is one potential benefit of educational video games?
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Which practice is essential for effective studying and learning?
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What factor greatly affects the importance of assessment methods in education?
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What is a key requirement for becoming an effective teacher?
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Study Notes
Comprehension Monitoring
- Process of checking oneself to verify understanding and memory of newly acquired information.
- Essential for effective learning and self-regulated learning.
Self-Regulated Learning
- Regulation of one's own cognitive processes and studying behaviors in order to learn successfully.
- Includes self-monitoring, self-evaluation, and self-correction.
Distal Goals
- Long-term goals that students hope to reach over an extended period of time.
- Provide direction and motivation for learning.
Self-Regulated Behavior
- Self-chosen and self-directed behavior that leads to the fulfillment of personally constructed standards and goals.
- Key component of self-regulated learning.
Heuristic
- General strategy that facilitates problem solving but doesn't always yield a viable solution.
- Can be helpful but also lead to errors.
Illusion of Knowing
- Thinking one knows something that one actually does not know.
- Common pitfall in learning.
Effortful Control
- One's general ability to inhibit immediate impulses in order to think and act productively; believed to be a distinct aspect of temperament that has a biological basis in the brain.
- Important for learning and self-regulation.
Covert Strategies
- Learning strategy that is strictly mental (rather than behavioral) in nature and thus cannot be directly observed by others.
- Examples include elaboration and self-questioning.
Learning Strategy
- One or more cognitive processes used intentionally for a particular learning task.
- Can be overt (observable) or covert (mental).
Co-regulated Learning
- Process through which an adult and child share responsibility for directing various aspects of the child's learning; alternatively, collaborative process in which one or more learners jointly support and monitor one another's learning progress.
- Promotes collaboration and shared responsibility for learning.
Critical Thinking
- Process of evaluating the accuracy, credibility, and worth of information and lines of reasoning.
- Essential for making informed judgments and decisions.
Negative Transfer
- Phenomenon in which something learned at one time interferes with learning or performance at a later time.
- Can occur when new learning is similar but not identical to previous learning.
Self-Evaluation
- Process of judging one's own performance or behavior.
- Crucial for self-regulated learning and improvement.
Self-Explanation
- Process of occasionally stopping to verbalize to oneself (and hence to better understand) material being read or studied.
- Effective for promoting deeper understanding.
Self-Imposed Contingencies
- Self-reinforcement or self-punishment that follows a behavior.
- Can be used to motivate oneself to achieve goals.
Refutation Texts
- Identify a common misperception that students often hold, refute the misperception with evidence, and explain the new evidence in an easy-to-understand manner.
- Effective for correcting misconceptions.
Self-Questioning
- Process of asking oneself questions as a way of checking one's understanding of a topic.
- Enhances comprehension and retention.
Mental Set
- Inclination to encode a problem in a way that excludes potential solutions.
- Can hinder problem solving.
Specific Transfer
- Instance of transfer in which the original learning task and the transfer task overlap in content.
- Occurs when learning in one context is directly applicable to another.
Problem Solving
- Using existing knowledge and skills to address an unanswered question or troubling situation.
- Involves identifying problems, developing solutions, and evaluating results.
Argument Analysis
- Close inspection and evaluation of reasons (arguments) that do and do not support a particular conclusion; is a form of critical thinking.
- Essential for making informed decisions.
Asynchronous Online Learning
- Format of online learning in which the teacher and the students do not interact with each other in real time; often the teacher will record video or audio lectures that students can review whenever they choose to.
- Offers flexibility and convenience.
Interleaved Practice
- Instructional strategy in which a teacher mixes several different kinds of problems within a single learning activity, thereby requiring students to consciously think about which problem-solving strategy would be appropriate for each one; tends to minimize the influence of unproductive mental sets during the activity.
- Enhances learning and retention.
Synchronous Online Learning
- A format of online learning in which the teacher and the students interact with each other in real time, just as if they were in a regular face-to-face classroom.
- Allows for immediate feedback and interaction.
Self-Regulated Problem Solving
- Use of self-directed strategies to address complex problems.
- Requires metacognitive skills and self-monitoring.
Emotion Regulation
- Process of keeping in check or intentionally altering feelings that might lead to counterproductive behavior.
- Important for effective learning and performance.
Proximal Goals
- Concrete goal that can be accomplished within a short time period; may be a stepping stone toward a long-term goal.
- Provide immediate motivation and sense of accomplishment.
Transfer
- Phenomenon in which something a person has learned at one time affects how the person learns or performs in a later situation.
- Can be positive or negative.
Problem-Based Learning
- Classroom activity in which students acquire new knowledge and skills while working on a complex problem similar to one that might exist in the outside world.
- Promotes active learning and problem-solving skills.
Cognitive Load
- Cognitive burden that a particular learning activity places on working memory at any one time; includes both the amount of information learners must simultaneously think about and the specific cognitive processes learners must engage in to understand what they're studying.
- Important to manage load to optimize learning
Self-Regulation
- Process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to goal attainment.
- Central to effective learning.
Making Connections and Elaboration
- Students learn and remember information better when they connect it with things they already know.
- Elaboration involves expanding on new ideas.
Repetition
- Repeating information several times is better than doing nothing at all, but it's relatively ineffective.
- Elaboration is more effective.
Students' Misjudgment of Knowledge
- Many students think that long study hours guarantee learning.
- Ineffective study methods can lead to overestimation of knowledge.
Anxiety's Effects in Different Situations
- A manageable amount of anxiety can improve learning and performance, especially when students believe they can accomplish tasks with reasonable effort.
- Anxiety is not always detrimental; it can enhance performance.
- Students' perception of task difficulty influences anxiety's impact.
Potential Benefits of Appropriately Designed Video Games
- While excessive video game play can interfere with academic success, some educational video games can promote important cognitive abilities and problem-solving skills.
Assessment Practices and Student Learning
- The ways teachers assess students' learning significantly influence what and how students learn, encouraging cognitive processes essential for high-quality learning.
- Assessment methods convey messages about learning expectations.
- Good assessments promote integrated and meaningful learning.
Studying and Learning Effectively
- Set specific goals for study sessions.
- Relate new information to existing knowledge.
- Elaborate on and go beyond the information read.
- Periodically check comprehension and understanding.
Developing as a Teacher
- Becoming an effective teacher requires ongoing professional growth, understanding subject matter deeply, acquiring pedagogical content knowledge, and being culturally aware.
Studying That Suits You
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