ALD 320

What is learning

What is performance

What are the indicators of performance

What are the indicators of learning

What is the forgetting curve

Why is memory as a video recorder a bad analogy

Encoding

Storage

Retrieval

Multi-store/dual-store model of memory

Draw each part of the multi-store model of memory

Explain each part of the dual-store model of memory

How does the dual-store model of memory apply to classroom learning

What is the working memory capacity

What is chunking

Examples of chunking

What factors affect working memory

Explain factors that affect working memory

What are the three types of cognitive load described in the cognitive load theory

Examples of the three type of cognitive load

What are Baddeley’s components of working memory

Explain Baddeley’s components of working memory

Explain how humans can multitask

Explain how humans cannot multitask

What is the cognitive theory of multimedia learning

What are the assumptions of the cognitive theory

What are the principles of multimedia learning

Define the principles

Link principles of multimedia learning to intrinsic and extraneous load

When have the six principles have been used and violated

Apply multimedia principles to instructional design and note-taking strategies

Organization of long-term memory

What are semantic networks

What are schemas

Define self-explanations and elaborations

Apply strategies for self-explanations and eleborations

Define concept maps

Apply strategies for concept maps

Define pre-testing

Apply pre testing strategies for integrating knowledge

Define retrieval practice/ testing yourself

Define spacing

Define interleaving

Why is testing yourself effective

Why is spacing effective for long-term memory

Why is interleaving effective for long-term learning

Apply testing yourself to real learning situations

Apply spacing to real learning situations

Apply interleaving to real learning situations

How can re-reading be more effective and why

How can highlighting/underlining be more effective and why

How can outline be more effective and why

How can note-taking be more effective and why

How can flash cards be more effective and why

What are desirable difficulties

why are they called desirable difficulties

Define explicit. Declarative memory

Define episodic memory

Define semantic memory

Define implicit/ non-declarative memory

Define preceptual memory

Define procedural memory

Explain how episodic and semantic memories are related

What differentiates experts from novices

How can you tell if someone is an expert

Break down task performance in terms of discovery (selectivity, unit) and fluency (speed, attentional load)

Give example of how terms differ between novices and experts

How can we train expertise

Define and identity components of deliberate practice

Describe examples of how a strategy might be beneficial for a novice but not an example

Give example of how training of movies might differ from the training of experts