1/24
Exam 2 covers chapters 6-10
Name | Mastery | Learn | Test | Matching | Spaced |
---|
No study sessions yet.
encoding
initial recording of information
storage
information saved for future use
retrieval
recovery of stored information
cognitive architecture
basic, enduring structures and features of information processing that are relatively constant over development
working memory
stresses the active processing occurring in the second memory stage
retrieval cues
stimuli that allow people to recall information
automatization
degree to which an activity requires attention
concepts
categorization of objects, events, or people that share common properties
attention
information processing involving the ability to strategically choose among and sort out different stimuli in the environment
attention-getting stimuli
exogenous of bottom-up attention
attention-holding stimuli
endogenous or top-down attention
planning
the ability to allocate attentional resources on the basis of desired goal (AKA prospective memory)
infantile amnesia
lack of memory for experiences that occurred prior to age three
explicit memory
conscious memory
mainly processed in hippocampus and frontal lobes
episodic memory
memory that includes sensory experiences (i.e., vision, sounds) of the event
autobiographical memory
memory of one’s own life
semantic memory
memory for facts/abstract information
operating efficiency hypothesis
increasing speed and efficiency of processing with age
metamemory
an understanding about the processes that underlie memory, with emerges and improves during middle childhood
keyword strategy
pairing similar-sounding words for better retention
scripts
general representation in memory of a sequence or series of events
mnemonics
formal strategies for organizing material in ways that make it more likely to be remembered
code-based approaches
emphasize components of reading and how letters and sounds are combined to make words (supports information processing theory or cognition)
whole-language approaches
learn to read through exposure to complete writing (supports Chomsky’s Universal Grammar theory)
critical thinking
thinking that makes use of cognitive skills and strategies that increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully