Chapter 6 – Information processing and cognitive theories – Flashcards
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Information-processing theory
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cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind
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sensory register
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component of the memory system in which informaiton is received and help for very short periods of time
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perception
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a person's interpretationn of stimuli
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attention
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active focus on certain stimuli to the exclusion of others
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short-term or working memory
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the component of memory in which limited amounts of information can be stored in a few seconds
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long term memory
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the components of memory in which large amounts of informaiton can be stored for long periods of time
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flash bulb memory
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important events that are fixed mainly in visula and auditiory memory
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schemata
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mental networks of related concepts that influence understanding of new information
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procedural memory
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ability to recall how to do something--expecially physical
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level-of processing theory
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explanation of memory that links recall of a stumulus with the amount of mental processing it recieves
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dual code theory
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theory suggesting the information coded both visually and verbally is remembered better than information coded in only one of those ways
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paralled distrubuted processin model
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a model based on the idea that informaiton is processed simultaneously in the sensory register, working memory and long term memory
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connectionist model
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theories proposing that knowledge is stored in the brain in a network of connections, not in systems of rules or in individual bits of information
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retractive inhibition
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decreased ability to recall previously learned information, caused by learning of new information
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proactive inhibition
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decreased ability to learn new information, caused by interference form exisitng knowledge
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retroactive facilitation
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increased comprehension of previously learned information due to the acquisition of new information
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primary effect
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the tendancey for items at the beginning of a list to be recalled more easily than other items
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recency effect
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the tendency for the items at the end of alist to be recalled more easily than other items
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automatricity
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a level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort
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massed practive
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technique in which facts or skills to be learned are repeated often over a concentrated period of time
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distributed practice
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technique in which items to be learned are repeated at intervals over a period of time--better retention
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enactment
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a learning process in which individuals physically carry out tasks
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verbal learning
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learning of words (or facts expressed in words)
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imagery
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mental visualization of images to improve memory
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mnemonics
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devices or strategies for aiding memory
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keyword method
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a stategy for improving memory by using images to link pairs of items
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loci method
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a stategy for remembering lists by picturing items in a familiar locations
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pegword method
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a strategy for memorization in which images are used to link lists of facts to a familiar set of words or numbers
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initial letter strategies
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strategies for learning in which initial letter of items to be memorized are made into a more easily remembered work or phrase
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rote learning
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memorization of facts or associations that might be essentially arbitrary
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meaningful learning
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mental processing of new information that relates to previously learned knowledge
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inert knowledge
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learned information that could be applied to a wide range of situations but whose use is limited to restricted, often artificial applications
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schema theory
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theory stating that information is stored in long term memory in schemata (networks of connected facts and concepts), which provied a structure for making sense of new information
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metacognition
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knowledge about one's own learning or about how to learn
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self-questioning strategies
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learning strategies that call on students to ask themselves who, what, where and how questions as they read
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note taking
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a study strategy that requires decisions about what to write
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summarizing
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writing brief statements that represent the main idea of the infor being read
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outlining
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representing the main points of material in hierarchal format
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mapping
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diagramming main ideas and the connections between them
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PQ4R
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the study strategy that has students preview, question, reflect, recite and review material
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advance organizers
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activities and techniques that orient students to the materail before reading or class presentation
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analogies
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images, concepts or narrative that compare new information to information the students already understand
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elaboration
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the process of connceting new materail to information or ideas already in the learners mind
