Upgrade to remove ads
MZC1: Chapter 6 (DW)
Terms in this set (48)
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.
The same as 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 experience.
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.
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.
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.
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 order.
Mental visualization of images to improve memory.
Devices or strategies for aiding the memory.
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.
Theory stating that information is stored in long-term memory in schemata which provide a structure for making sense of new information.
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.
The process of connecting new material to information or ideas already in the learner's mind.
a thing or event that evokes a specific functional reaction in an organ or tissue (sight, sound, etc)
Used to promote student learning, should match the teacher's learning goals and require students to engaging in higher-level thinking.
the activities of thinking, understanding, evaluation, reasoning, learning, and remembering
Research that focuses on brain structure and function and its relationship to how people learn
repeated exercise in or performance of an activity or skill so as to acquire or maintain proficiency in it.
Steps of Atkinson-Shiffrin's IP model
Stimulus - sensory register - attention - processing - short term memory - rehearsal - long term memory - retrieval.
Differences between cognition and metacognition
metacognition deals with an individual's higher order cognitive processes, where a person has active control over his cognition.
YOU MIGHT ALSO LIKE...
Educational Psychology Chapter 6
WGU- FTC5- S.A.
ch. 3 RQ for EduPsy
MZC1: Chapter 6
OTHER SETS BY THIS CREATOR
MZC1: Chapter 12 (DW)
MZC1: Chapter 10 (DW)
MZC1: Chapter 9 (DW)
MZC1 Chapter 8 (DW)