Term
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Definition
Deep Processing
Rote Learning
Mneumonic-ing
Organizing
Visualizing Imagery
Elaborating
Rehearsing |
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Term
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Definition
-Reperception
-Meshing
-Suppressing |
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Term
| "Memory is as Thinking Does" |
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Definition
-Rote Knowledge
-"Shallow" Knowledge
-"Deep" Knowledge |
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Term
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Definition
| (re-experience) remembering events from past |
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Term
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Definition
| using past memories to perceive stimuli |
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Term
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Definition
| Suppressing stimuli to recall information |
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Term
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Definition
| no content or deep understanding |
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Term
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Definition
| some content understanding (not deep) no relationship knowledge |
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Term
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Definition
| Know content relations and significant |
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Term
| Concept of "Shallow" vs. "Deep" Knowledge |
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Definition
| "Shallow" is like seeing and understanding individual trees, while "Deep" is seeing the whole forest and the relationships within it. |
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Term
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Definition
| Information Processing Approach |
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Term
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Definition
| small changes in one or more components of the dynamic system can lead to reorganization and to large differences in behavior. |
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Term
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Definition
| the coming into existence of new forms through ongoing processes intrinsic to the system. |
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Term
| Characteristics of the Dynamic Systems Theory |
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Definition
| very much non-linear; many factors (multicausality); accumulating parts grow to point of them all "falling" |
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Term
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Definition
| behaviors are not "pre-wired," behaviors emerge |
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Term
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Definition
| the sum of an individual's total experiences, memories, habits, and typical patterns of behavior |
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Term
| Good and bad aspects of learning history |
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Definition
good: automaticity
bad: less able to adapt |
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Term
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Definition
| When an infant ages 8-10 months old is placed in front of two locations with an interesting object placed in the first multiple times. The response when the object is placed in the second location, after being placed repeatedly into location one is for the infant to reach for the first location. |
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Term
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Definition
| You can remember beginning and end of a list but the middle is harder to remember. |
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Term
| Three theories as to why we forget |
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Definition
| Decay theory, cue dependent, and interference theory. |
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Term
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Definition
| memories created by "whole experiences," all five senses are involved, no symbolic memory, must reproceive in order to remember. |
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Term
| Information Processing approach |
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Definition
| symbols represent data in memories, these symbols were embedded to allow access to further information about memory. |
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Term
| Reasons to have "shallow" knowledge |
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Definition
| early stages of learning, quitting prematurally, focus on only "being correct," thinking about something else |
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