Study Guide for Test 4 PDF

Study Guide for Test 4 60-65 multiple choice items from: Class discussions Powerpoint slides Textbook readings from Chapters 6, 7, 8, 13, 16 1.​ How do students learn, according to...

Study Guide for Test 4 60-65 multiple choice items from: Class discussions Powerpoint slides Textbook readings from Chapters 6, 7, 8, 13, 16 1.​ How do students learn, according to cognitivism or cognitive psychology? -​ Students learn from thinking and can learn from their experiences and they can change their behaviors based on new information. 2.​ Assumptions of cognitivism or cognitive psychology -​ Humans process information from their environment before responding, cognitive processes should be studied scientifically, and changes in feelings and behavior occur as a result of thought and beliefs. 3.​ How do we respond to the multitude of stimuli that we encounter at one time, according to cognitivism or cognitive perspective? -​ Heavily influenced by our cognitive processes such as perception, attention, memory, and problem-solving. 4.​ Storage: the process of “putting” new information in memory 5.​ Encoding: the process of modifying information in some way in order to store it in memory (changing its form or adding to new information using one’s existing knowledge) 6.​ Retrieval: the process by which people “find” information they’ve previously stored so they can use it again 7.​ Identifying a statement that correctly describe the three-component model of memory presented in the textbook -​ All information that enters long-term memory must pass through the sensory register and working memory. 8.​ Examples of the three characteristics (duration, capacity, forms of representation] of the sensory register, working memory, and long-term memory – many questions Duration - information remains in the sensory register for only a brief period. Capacity - the maximum ability of an individual to receive or retain information and knowledge or to function in mental or physical tasks. Forms of representation - a good deal of the information in working memory is encoded in an auditory form, especially when the information is language-based. Sensory register - the brain obtains information from the environment. Working memory - the small amount of information that can be held in the mind and used in the execution of cognitive tasks. Long-term memory- Unlimited storage of information to be maintained for long periods, even for life. 9.​ Role attention plays in the three-component model of memory presented in the textbook -​ Moves information from the sensory register into working memory. 10.​ Nature of attention and the factors that affect it -​ The types of stimuli, the number of stimuli, any mental or medical problems, and age are all factors that can influence a person's attentional process. 11.​ How to win over and maintain students’ attention -​ Include a variety of presentation styles -​ Provide frequent breaks -​ Ask questions -> low level and high level questions -​ Minimize distractions when independent work is assigned- Also minimize distractions during whole class lessons -​ If certain students have trouble staying focused, seat them near a teacher -​ Monitor students behavior -​ Learners can process only a limited amount of information at a time: cognitive load -​ Learners must be selective about the info they study and learn - signals 12.​ The meaning of the interconnectedness of long-term memory -​ Memories from related experiences are stored as overlapping representations in the brain, forming memory networks that span events. 13.​ How information is stored in long-term memory, the different forms -​ Explicit and implicit memory. 14.​Distinguishing between examples of declarative knowledge and procedural knowledge -​ Declarative knowledge (facts, data, pieces of info) - concerns the nature of how things are, were, and will be. EX: a car has four tires. You ate a piece of banana for your breakfast (explicit) -​ Procedural knowledge - involves knowing how to do things. EX: remembering how to swim or how to do a cartwheel (implicit) 15.​ Distinguishing between explicit and implicit memory Explicit memory - knowledge that you can easily recall and explain. EX: remembering information learned when taking a test, recalling memories from events that happened in your lifetime. Implicit memory - knowledge that you can’t consciously recall or explain but that nevertheless affects behavior. EX: singing a familiar song, knowing how to play the piano or ride a bike. 16.​ Distinguishing between semantic and episodic (autobiographic) memory Semantic memory - one’s general knowledge of the world independent of those experiences (memory of acquired knowledge, memorized facts or information). EX: remembering the capital of Cuba Episodic (autobiographic) memory - one’s memory of personal life experiences. EX: remembering your first day of school, a friend’s birthday, first kiss. 17.​Understanding concepts of rehearsal (maintenance rehearsal), elaboration, meaningful learning, organization, rote learning, automaticity – several questions Rehearsal (maintain rehearsal) - the straight retreating of information to memorize it. Elaboration - learning strategy that involves any enhancement of information that clarifies or specifies the relationship between information to be learned and related information. Meaningful learning - learning new information by relating it to the learner’s experience or existing knowledge base. Organization - the collective ability to accumulate, store, and retrieve knowledge and data. Rote learning - memorization by repetition without any elaboration or other deep processing of the material/ Automaticity - allows people to perform tasks in a fast, efficient, and effortless manner after sufficient practice. 18.​Instructional strategies and related concepts such as prior knowledge activation, meaningful learning set, advance organizers, etc., etc. Prior knowledge activation - the process of reminding learners what they already know relating to a new topic. Meaningful learning set - attitude one can make sense of the information one is studying. Schema - cognitive framework or concept that helps organize and interpret information. EX: Your schema for your friend might include information about her appearance, her behaviors, her personality, and her preferences. Script - a person’s prior knowledge about the sequence of events expected in a specific setting. EX; greeting a family at a funeral to pay your condolences. Theory - a principle or body of interrelated principles that purports to explain or predict several interrelated phenomena. 19.​ Theories of forgetting - several questions Decay. Interference and inhibition. Repression and suppression. Failure to retrieve. Construction error. Insufficient self-monitoring during retrieval. Failure to store or consolidate. 20.​Types of concepts and how concepts are learned; concrete, abstract, defining, correlational, etc. features; undergeneralization, overgeneralization – several questions Concrete concept - easily identified by physical appearance. Abstract concept - involve similarities that are not readily observable on the surface. Defining concept - characteristics that must be present in all positive instances. Correlational concept - characteristics frequently found in positive instances but not essential for concept membership. Undergeneralization concept - reflects an inability to recognize all positive instances. Overgeneralization concept - reflects an inability to reject all negative instances. 21.​Distinguishing between examples of different types of transfers – several questions Positive transfer - occurs when something learned in one situation facilitates or inhibits learning or performance in another situation. EX: learning a language can be beneficial when learning a second language, learning how to throw a football can facilitate learning how to throw a baseball. Negative transfer - occurs when something learned in one situation interferes with or performance in another situation. Driving on right-sided vehicles hinders learning to adapt on left-sided vehicles. Vertical transfer - occurs when the acquisition of new knowledge or skills builds on and benefits from previously acquired more basic information and skills. The skills and knowledge acquired from prior learning are used as the basis for solving more complicated situations. EX: a boy who can drive a bicycle is going to drive a motorcycle. Lateral transfer - occurs when the acquisition of new knowledge makes use of previously acquired information that isn’t necessarily a prerequisite for mastering the new knowledge. It occurs when learners are able to solve different but similar problems of equal complexity as soon as they have learned to solve one of them. Specific transfer - the original learning task and the transfer tasks overlap in content. General transfer - the original learning task and the transfer task are quite different in content. 22.​Distinguishing between well-defined, ill-defined problems, algorithms, and heuristics – several questions Well-defined problems - problems in which the desired result is clearly stated, all needed information is readily available, and a particular sequence of operations will (if properly executed) lead to a correct solution. Ill-defined problems - problems in which the goal is ambiguous, some essential information is missing, and there are no guaranteed means of achieving the goal. Algorithms - typically domain-specific. Heuristics - general problem-solving strategies that may or may not yield a correct solution.