Educ 220 Exam

a general approach that views learning as an active mental process of acquiring, remembering, and using knowledge

the interdisciplinary study of thinking, language, intelligence, knowledge creation, and the brain

information that is useful in a particular situation or that applies mainly to one specific topic

information that is useful in many different kinds of tasks

the human mind's activity of taking in, storing, and using information

system that holds sensory information very briefly

the result of learning to perform a behaviour or thinking process so thoroughly that the performance is automatic and does not require effort

the information that you are focusing on at a given moment

the part of working memory that is responsible for monitoring and directing attention and other mental resources

part of working memory

-a speech and sound related system for holding and rehearsing words and sounds in short term memory

part of working memory - a holding system for visual end and spatial information

the process that brings together and integrates information from the phonological loop, visuospatial sketchpad, and long-term memory under the supervision of the central executive

the volume of resources necessary to complete a task

the resources required by the task itself, regardless of other stimuli

the resources required to process stimuli irrelevant to the task

deep processing of information related to the task, including the application of prior knowledge to a new task or problem

keeping information in working memory by repeating it to yourself

keeping information in working memory by associating it with something else you already know

grouping individual bits of data into meaningful larger units

processing new information interferes or gets confused with old information

the weakening and fading of memories with the passage of time

verbal information; facts, knowing that something is the case

knowledge that is demonstrated when we perform a task "knowing how"

knowing how to manage your learning, or knowing how and when to use your declarative and procedural knowledge

long-term memories that involve deliberate or conscious recall

knowledge that we are not conscious of recalling, but that influences our behaviour or thought without our awareness

memory for meaning

set of interconnected concepts and relationships in which long-term knowledge is held

suggests that information is stored in long-term memory as either visual images or verbal units or both

an actual memory of a specific object

an explanation for concept formation that suggest our classifications are based on ideas about the world that we create to make sense of things

basic structures for organizing information

typical structure or organization for a category of stories

long-term memory for information tied to a particular time and place

clear, vivid memories of emotionally important events in your life

long-term memory for how to do things

schema or unexpected plan for the sequence of steps in a common event such as buying groceries

the contents of procedural memory

activating a concept in memory or the spread of activation from one concept to another

adding and extending meaning by connecting new information to existing knowledge

ordered and logical network of relations

theory that recall of information is based on how deeply it is processed

retrieval of pieces of information based on their relatedness to one another. -remembering one causes the retrieval of the next

Recreating information by using memories or expectations, logic, and existing knowledge

technique of associating items with specific places

remembering information by repetition -without necessarily understanding

the tendency to remember the beginning and the end,but not the middle of a list

skills that are applied without conscious thought

consciously applied skills to reach goals in a particular subject or problem

processes such as selective attention, rehearsal, elaboration, and organization that influence encoding storage and retrieval of information in memory

tools for concept mapping

failing to activate a learning strategy when it would be appropriate

recognizing a problem as a disguised version of an old problem for which one already has a solution

Step-by-step procedure for solving a problem

general strategy used in attempting to solve problems

rigidity, the tendency to respond in the most familiar way

judging the likelihood of an event based on how well the events match your prototypes

judging the likelihood of an event based on what is available in your memory

seeking information that confirms our choices and beliefs, while disconfirming evidence

influence of previously learned material on new material

practicing a new skill past the point of mastery

view that emphasizes the active role of the learner in building understanding and making sense of understanding

a focus on the individual and psycholoical sources of knowing, as in piaget's theory

knowledge is assumed to be the individual's construction

being able to internalize knowledge and skills

a focus on the social and cultural sources of knowing, as in Vygotsky's theory

how public knowledge in disciplines (e.g math or science) is constructed

the idea that skills and knowledge are tied to the situation in which they were learned -difficult to learn in new settings

aspect of learning process that relies on collaboration with others by finding common ground and exchanging interpretations

support for learning and problem solving that allows the student to grow as an independent learner

approach in which teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions

designed to help students understand and think deeply about what they read

situations in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group

students work in pairs or groups to ask and answer questions

theory that emphasizes learning through observation of others

theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory

An explanation of behaviour that emphasizes the mutual effects of the individual and the environment on each other

increasing the chances that we will repeat a behaviour by observing another person being reinforced for that behaviour

a person's sense of being able to deal effectively with a particular task

changes in behaviour that occur through seeing another person

willpower, self discipline, and work styles that protect opportunities to reach goals by applying self-regulated learning

a transitional phase during students gradually appropriate self-regulated learning and skills through modelling, direct teaching, etc..

Students working together to regulate each other through reminders, prompts, and other guidance

procedures based on both behavioural and cognitive learning principles for changing your own behaviour by using self-talk and self instruction

the location -internal or external - of the cause of behaviour

genuine involvement in the work of the group

the desire to have our own wishes, rather than external stimuli, determine our actions

suggests that events affect motivations through the individuals perception of the events as controlling behaviour

a personal intention to seem competent or perform well in the eyes of others

beliefs about the structure, stability, and certainty of knowledge and how the knowledge is best learned

belief that ability is a fixed characteristic that cannot be changed

descriptions of how individuals explanations, justifications, and excuses influence their motivation and behaviour

students who focus on learning goals

students who avoid failure by sticking to what they know, or claiming not to care about their performance

students may engage in behaviour that blocks their own success in order to avoid testing their true ability

students who believe their failures are due to low ability and there is little they can do about it

the contribution of a task to meeting one's goals

as a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version

classification system

in Bloom's taxonomy, memory and learning objectives

objectives focusing on attitudes and feelings

realm of physical ability and coordination objectives

view that emphasizes the active role of the learner in building understanding and making sense of information

teaching characterized by high levels of teacher explanation, demonstration, and interaction with students

statement of inclusive concepts to introduce and sum up material that follows

learning strategy in which two students take turns summarizing material and criticizing the summaries

questions that have a single correct answer

questions that have no single correct answer

teaching that takes into account student's abilities, knowledge, and challenges

system of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accomodate student differences

grouping and regrouping students based on learning needs

exeptional progress by a student as a result of high teacher expectations for that student

student performance maintained at a certain level because teachers don't recognize improvements

ungraded testing used before or during instruction to aid in planning and diagnosis

testing that follows instruction and assesses achievement

testing in which scores are compared with the average performance of others

large sample of students serving as a comparison group for scoring tests

testing in which scores are compared to a set performance standard

hypothetical estimate of variation in scores if testing were repeated

qualities of an assessment instrument that offend or unfairly penalize a group of students because of the student's gender, ses, race etc..

the question part of a multiple-choice item

a collection of the student's work in an area

a performance test or demonstration of learning that is public and usually takes an extended time to prepare

assessment of students achievement in relation to one another

standard score indicating the number of standard deviations above or below the mean

Standard score with a mean of 50 and a standard deviation of 10