Educational Psychology Chapter 7 & 8 – Flashcards
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central executive
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a supervisory component of working memory that controls the flow of information to and from the other components
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phonological loop
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a short-term storage system for words and sounds in working memory
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rehearsal
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the process of repeating information over and over, either out loud or silently, without altering its form.
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visual-spatial sketchpad
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a short-term storage system for visual and spatial information in working memory
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short-term memory
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the part of our memory system that temporarily holds information until it can be processed
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cognitive load
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the amount of mental activity imposed on working memory
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chunking
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the process of mentally combining separate items into larger, more meaningful units
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automaticity
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the ability to perform mental operations with little awareness or conscious effort
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long-term memory
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the permanent information store in our human memory system
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declarative knowledge
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knowledge of facts, definitions, procedures, and rules
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semantic memory
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memory for concepts, principles, and the relationships among them.
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episodic memory
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memory for personal experiences.
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procedural knowledge
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knowledge of how to perform tasks
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conditional knowledge
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knowledge of where and when to use declarative and procedural knowledge
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schemas
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cognitive structures that represent the way information is organized in our long term memory
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meaningfulness
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the extent to which information in long-term memory is interconnected with other information
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scripts
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schemas for events that guide behavior in particular situations
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attention
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the process of consciously focusing on a stimulus
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perception
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the process people use to find meaning in stimuli
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encoding
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the process of representing information in long-term memory
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rote learning
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learning that involves storing information in isolated pieces, most commonly through memorization
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imagery
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the process of forming mental pictures of an idea.
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dual-coding theory
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a theory suggesting that long-term memory contains two distinct memory systems: one for verbal information and one that stores images.
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organization
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an encoding strategy that involves the clustering of related items of content into categories that illustrate relationships.
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schema activation
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an encoding strategy that involves activating relevant prior knowledge so that new knowledge can be connected to it.
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elaboration
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an encoding strategy that increases the meaningfulness of new information by connecting it to existing knowledge.
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analogies
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descriptions of relationships between ideas that are similar in some but not all respects.
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mnemonic devices
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memory strategies that create associations that don't exist naturally in the content.
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forgetting
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the loss of, or inability to retrieve, information from long-term memory
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interference
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the loss of information because something learning either before or after detracts from understanding.
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proactive interference
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the loss of new information because of the influence of prior learning.
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retroactive interference
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the loss of previously learned information because of the influence of new learning.
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retrieval
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the process of pulling information from long-term memory into working memory.
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metacognition
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our awareness of and our control over out cognitive processes
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meta-attention
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our knowledge of and control over our ability to pay attention
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metamemory
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knowledge of and control over our memory strategies
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unconscious processing
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the tendency to make conclusions and decisions without thinking about them.
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equitable distribution
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the practice of calling on all students in a class equally.
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characteristics
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a concept's essential elements
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concepts
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mental constructs or representations of categories that allow us to identify examples and non-examples of those categories.
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prototype
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in concept-learning theory, the best representation of the category
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exemplars
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in concept-learning theory, the most highly typical examples of a concept.
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problem
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the presence of a goal but the absence of an obvious way to achieve it
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well-defined problem
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a problem that has a clear goal, only one correct solution, and a certain method for finding it.
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ill-defined problem
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a problem that has an ambiguous goal, more than one acceptable solution, and no generally agreed-upon strategy for reaching a solution.
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algorithm
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a specific step or set of steps or finding the solution to a problem
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heuristics
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general, widely applicable problem-solving strategies.
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means-ends analysis
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a heuristic that breaks the problem into subgoals and works successively on each.
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drawing analogies
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a heuristic that is used to solve unfamiliar problems by comparing them with those already solved.
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experts
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individuals who are highly knowledgable or skilled in a specific domain, such as math, history, chess, or teaching.
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interspersed practice
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the process of mixing the practice of different skills.
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blocked practice
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the process of practicing one skill extensively and then moving to a different skill.
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worked examples
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problems with completed solutions that provide students with one way of solving problems
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creativity
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the ability to produce original works or solutions to problems that are productive
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divergent thinking
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the ability to generate a variety or alternate, original solutions to questions or problems.
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problem-based learning
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a teaching strategy that uses problems as the focus for developing content, skills, and self-regulation.
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study strategies
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specific techniques students use to increase their understanding of written materials and teacher presentations.
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guided notes
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teacher-prepared handouts that "guide" students with cues and space available for writing key ideas and relationships.
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text signals
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elements included in written materials that communicate text organization and key ideas.
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summarizing
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the process of preparing a concise description or verbal or written passages.
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comprehension monitoring
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the process of checking to see if we understand what we have read or heard.
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elaborative questioning
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the process of drawing inferences, identifying examples, and forming relationships.
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concept map
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a visual representation of the relationships among concepts that includes the concepts themselves, sometimes enclosed in circles or boxes, together with relationships among concepts indicated by lines linking the concepts.
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conceptual hierarchies
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types of concept maps that visually illustrate superordinate, subordinate, and coordinate relationships among concepts.
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critical thinking
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an individual's ability and inclination to make and asses conclusions based on evidence.
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belief preservation
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people's tendency to make evidence subservient to belief, rather than the other way around.
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confirmation bias
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people's tendency to focus only on evidence that supports their beliefs.
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transfer
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the ability to take understanding acquired in one context and apply it to another.
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general transfer
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the ability to apply knowledge or skills learned in one context to a variety of different contexts.
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specific transfer
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the ability to apply information in a context similar to the one in which it was originally learned.
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model
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a representation that helps us visualize what we can't observe directly
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