EXAM 3- Ed Psych

Educational Psychology- Nicole Nickens

cognition

Mental phenomena that underlie human behavior

learning

Long-term change in mental representations or associations as a result of experience

information processing theory

a perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output

memory

the ability to store and retrieve information over time

sensory register

a temporary storage device for holding sensory memories

short-term memory (STM)

A limited-capacity store that can maintain unrehearsed information for about 20 to 30 seconds.

working memory

a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory

long-term memory

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences.

attention

focusing awareness on a narrowed range of stimuli or events

central executive system

controls the deployment of attention, switching the focus of attention and dividing attention as needed

semantic knowledge

verbal information; facts; "knowing that" something is the case

two types of declarative knowledge

semantic and episodic

episodic knowledge

long-term memory for information tied to a particular time and place, especially memory of the events in a one's own life (autobiographical memory)

procedural knowledge

knowing how to do something

Concepts

a mental grouping of similar objects, events, ideas, or people

Schemas

Concepts or mental frameworks that organize and interpret information.

Schemas

Concepts organized into general understandings

Scripts

ways of behaving socially that we learn implicitly from our culture

Theories

abstract propositions that explain the social world and make predictions about the future

prototype

a mental image or best example of a category/concept

rote learning

learning by repetition rather than through understanding

meaningful learning

Cognitive process in which learners relate new information to things they already know.

mnemonics

learning aids, strategies, and devices that improve recall through the use of retrieval cues

Encoding

the processing of information so that it can be stored in long-term memory

Retrieval

the process of getting information out of long-term memory storage

retrieval cues

stimuli/triggers that aid the recall or recognition of information stored in memory

Metacognition

thinking about thinking

learning strategies

general plans for approaching learning tasks

overt learning strategies

specific behaviors you can teach, like taking notes, creating summaries

covert learning strategies

more general and abstract approaches to learning that involve internal cognitive processes like identifying important information, regularly monitoring learning, self-explanation, self-questioning

epistemic beliefs

beliefs about the nature of knowledge and learning

(cognitive) transfer

shifting of a learned skill from one domain (f.e. first language use) to another domain (second language use)

positive transfer

when old information facilitates the learning of new information

negative transfer

mastery of one task conflicts with learning or performing another

general transfer

the ability to apply knowledge or skills learned in one context to a variety of different contexts

specific transfer

the ability to apply information in a context similar to the one in which it was originally learned

factors affecting transfer

•Meaningfulness of original learning

•Similarity to original learning

•Material

•Relevance

•Opportunities to practice

Cultural environment, expectations

convergent thinking

a type of critical thinking in which one evaluates existing possible solutions to a problem to choose the best one

divergent thinking

expands the number of possible problem solutions (creative thinking that diverges in different directions) aka brainstorming

well-defined problem

a problem with a well-stated goal, a clear starting point, and a relatively easy way to tell when a solution has been obtained

ill-defined problem

A problem lacking clear specification of either the start state, goal state, or the processes for reaching the goal state.

issues

problems that affect large numbers of people and have emotional groundings; this type of problem seems unsolvable

mental set

A tendency to approach a problem in a particular way, especially a way that has been successful in the past but may or may not be helpful in solving a new problem

Algorithm

A methodical, logical rule or procedure that guarantees solving a particular problem (usually a well-defined problem).

Heuristic

a problem solving approach to find a satisfactory solution where finding an optimal or exact solution is impractical or impossible (usually for an ill-defined problem).

critical thinking

thinking that does not blindly accept arguments and conclusions. Rather, it examines assumptions, discerns hidden values, evaluates evidence, and assesses conclusions.

Forms of critical thinking (4)

-verbal reasoning

-argument analysis

-probabilistic reasoning

-hypothesis testing

challenges to critical thinking

-hearing claims often enough to assume they are true

-Claims are consistent with prior beliefs about a topic

-Claims are made by family, close friends, or seeming "experts"

-Claims intertwine accurate information with inaccuracies

-Seem to provide "easy" solution to complex issues

Motivation

the reason or reasons one has for acting or behaving in a particular way.

Situated motivation

a form of extrinsic motivation when a student is motivated, but only within the particular context of the situation

intrinsic motivation

a desire to perform a behavior effectively for its own sake and/or for one's own satisfaction

extrinsic motivation

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

Maslow's Deficiency Needs

physiological, safety, love/belonging, esteem (those needs which motivate most highly when we lack in those areas)

Maslow's Growth Needs

Cognitive- knowledge/understanding

Aesthetic-appreciation of beauty/order

Self-Actualization- fulfillment of one's potential

(needs which do not arise from deficiencies but from need to be a better human)

Self-actualization (Maslow)

the process of fully developing personal potentials

Need for arousal

a need for some degree of stimulation which motivates behavior to seek that level of stimulation

expectancy motivates us under these conditions (5 things)

-prior history of success/failure

-perceived difficulty of task

-availability of resources and support

-quality of instruction

-necessary effort

self-determination theory (name the 3 needs)

-competence

-autonomy

-relatedness

need for competence (self determination theory)

Belief that one is capable within one's environment and desire to protect sense of self-worth

Need for autonomy (self-determination theory)

Basic need for independence.

Need for relatedness (self-determination theory)

fundamental need to feel socially connected to, and loved and respected by, other people

fixed mindset

the idea that we have a set amount of an ability that cannot change

growth mindset

the idea that our abilities are malleable qualities that we can cultivate and grow

affect

Refers to emotions; specifically, a general mood that a learner brings to bear on a task

how is affect related to emotion?

People act in ways they think will help them feel happy and comfortable

hot cognition

learning or cognitive processing that is emotionally charged

cognitive dissonance

Inner tension that one experiences after recognizing an inconsistency between behavior and values or opinions, or between expectations/beliefs and reality

confirmation bias

a tendency to search for information that confirms one's existing or preconceived beliefs

anxiety

Feelings of uneasiness and apprehension concerning a situation with an uncertain outcome

state anxiety

temporary feeling of anxiety elicited by a threatening situation