Flashcards in Chapter 6 - Information Processing and Cognitive Theories of Learning Deck (50):
Cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind.
Component of the memory system in which information is received and held for very short periods of time.
A person's interpretation of stimuli
Active focus on certain stimuli to the exclusion of others
Short-Term of Working Memory
The component of memory in which limited amounts of information can be stored for a few seconds.
Mental repetition of information, which can improve its retention.
The components of memory in which large amounts of information can be stored for long periods of time.
A part of long-term memory that stores images of our personal experiences.
A part of long-term memory that stores facts and general knowledge.
A part of long-term memory that stores information about how to do things.
Important events that are fixed mainly in visual and auditory memory.
Mental networks of related concepts that influence understanding of new information; the singular is schema.
Explanation of memory that links recall of a stimulus with the amount of mental processing it receives.
Dual Code Theory of Memory
Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways.
Inhibition of recall of certain information by the presence of other information in memory.
Decreased ability to recall previously learned information, caused by learning of new information.
Decreased ability to learn new information, caused by interference from existing knowledge.
Increased ability to learn new information based on the presence of previously acquired information.
Increased comprehension of previously learned information because of the acquisition of new information.
The tendency for items at the beginning of a list to be recalled more easily than other items.
The tendency for items at the end of a list to be recalled more easily than other items.
A level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort.
Technique in which facts or skills to be learned are repeated often over a concentrated period of time.
Technique in which items to be learned are repeated at intervals over a period of time.
A learning process in which individuals physically carry out tasks.
Learning of words (or facts expressed in words)
Learning of items in linked pairs so that when one member of a pair is presented, the other can be recalled.
Memorization of a series of items in a particular order.
Learning of a list of items in any orders.
Mental visualization of images to improve memory.
Devices or strategies for aiding the memory.
A strategy for improving memory by using images to link pairs of items.
A strategy for remembering lists by picturing items in familiar locations.
A strategy for memorization in which images are used to link lists of facts to a familiar set of words or numbers.
Strategies for learning in which initial letters of items to be memorized are made into a more easily remembered word or phrase.
Memorization of facts or associations that might be essentially arbitrary.
Mental processing of new information that relates to previously learned knowledge.
Learned information that could be applied to a wide range of situations but whose use is limited to restricted, often artificial, applications.
Theory stating that information is stored in long-term memory in schemata (networks of connected facts and concepts), which provide a structure for making sense of new knowledge.
Knowledge about one's own learning or about how to learn ("thinking about thinking").
Methods for learning, studying, or solving problems.
Learning strategies that call on students to ask themselves who, what, where, and how questions as they read material.
A study strategy that requires decisions about what to write.
Writing brief statements that represent the main idea of the information being read.
Representing the main points of material in hierarchical format.
Diagramming main ideas and the connections between them.
A study strategy that has students preview, question, read, reflect, recite, and review material.
Activities and techniques that orient students to the material before reading or class presentation.
Images, concepts, or narratives that compare new material to information students already understand.