Chapter 1 and 2 Terminology
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38 terms
Terms | Definitions |
|---|---|
 Sensory input | refers to all the sensory stimuli from the physical world that we receive through our five senses-sight,sound,touch,taste,and smell. |
| Sensory memory | Is a temporary storage center that receives and holds sensory input for on or two seconds before beginning to encode the informations for further processing. |
| Encoding | Is the process of attaching codes to stimuli so your long-term memory can accept, understand, use , and store the sensory information. |
| Linguistic coding | You hear the new information . Acoustical or auditory coding . |
| Semantic coding | You instantly think about a time you saw or went inside a cave and saw a stalagmite . |
| Visual coding | Is when you repeat the word to yourself and draw a picture and practice picturing it in your mind . |
| Kinesthetic coding | With the finger your trace a shape the shape in the air . To help you memorize . |
| Selective attention | Is the process of focusing on or attending to specific sensory input that is important to process further . |
| Working memory | Refers to all cognitive processes or activities that occur in our conscious mind. |
| Short-Term Memory | Is a temporary storage center in working memory that receives and briefly holds sensory memory for further processing. |
| The Magic 7 + 2 Theory | States that immediate memory span is 7 items plus 2. |
| Central Executive | Is the part of working memory that manages and coordinates the cognitive functions and the flow of information throughout the processing system . |
| Long-term memory | Is a permanent storage center that holds chunks of information received from working memory . |
| Schemas | Are sets of memories (clusters of related information) that form large concepts or frameworks in which other related ideas, facts, and details can be attached. |
| Memory Search | Involves linking together a series of facts, concepts, or previously learned associations in order to locate information stored in your long-term memory. |
| Retrieval cues | Are words, phrases, pictures, graphics, or memory tricks associated with units of information sent to long term memory . |
| cognitive learning styles | refers to the general way people prefer to have information presented in order to problem-solve,process,learn,and remember new information. |
| learning modalities | Three commonly recognized cognitive learning styles are visual , auditory, and kinesthetic. |
| learning style preference | The tendency to use a visual, auditory, or kinesthetic modality. |
| Visual Learners | Prefer to process and learn information in visual forms such as pictures,charts, or printed information. |
| Auditory learners | Prefer to process and learn by hearing and discussing information. |
| Kinesthetic learners | Prefer to process and learn information through large and small muscle movements and hands on experiences . |
| Multisensory strategies | Are learning strategies that combine two or more modalities . |
| Verbalizing | Includes speaking or reading out loud to activate your auditory channel and build auditory memory. |
| Reciting | Involves explaining information out loud, in complete sentences, and in your own words without looking at printed information . |
| Linear learner | Is a person who initially processes information through the left hemisphere of the brain , which deals with logic, structured and verbal information . |
| Brain Dominance Theory | Is a cognitive model that identifies specific functions of the left hemisphere and the righ hypersphere of the brain |
| Theory of Multiple Intelligences | Is a cognitive theory that proposes that individuals have at least eight different kinds of intelligences . |
| an intelligence | Is the potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. |
| subintelligences | Are core abilities that are part of a larger individual intelligence . |
| linguistic intelligence | Is the ability to use verbal and written language effectively. |
| Logical-mathematical intelligence | Is the ability to use logic, problem solving, analysis, and mathematical calculations effectively. |
| Musical intelligence | Is the ability to show an acute sensitivity and appreciation of musical patterns and elements . |
| Bodily-kinesthetic intelligence | Is the ability to use precise body rhythms and movements, motor coordination skills, and other skills such as timing, balance, and flexibility. |
| Spatial intelligence | Is the ability to use keen perceptions of patterns, shapes, textures, and visual skills . |
| Interpersonal intelligence | Is the ability to use effective communication, social, leadership, and cooperative teamwork skills. |
| Intrapersonal intelligence | Is the ability to use skills related to personal growth, self understanding, and self-motivation and to use intuition and spirituality . |
| naturalist intelligence | Is the ability to show a sensitivity to the physical world, which includes the balance of plants, animals, and environment. |
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