EDUC 345 Chp. 8

Acronym

• Technique for remembering by using the first letter of each word in a phrase to form a new, memorable word.
• A best example or best representative of a category.
• Verbal information; facts; "knowing that" something is the case.

Attention

• Focus on a stimulus.
• A category used to group similar events, ideas, objects, or people.
• Typical structure or organization for a category of stories.

Automated basic skills

• Skills that are applied without conscious thought.
• A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge.
• Theory that recall of information is based on how deeply it is processed.

Automaticity

• Activating a concept in memory or the spread of activation from one concept to another.

• The weakening and fading of memories with the passage of time

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

Bottom-up processing

• Perceiving based on noticing separate defining features and assembling them into a recognizable pattern.
• Adding and extending meaning by connecting new information to existing knowledge.
• The volume of resources necessary to complete a task.

Central executive

• The tendency to remember the beginning and the end but not the middle of a list.

• An actual memory of a specific object.

• The part of working memory that is responsible for monitoring and directing attention and other mental resources.

Chain mnemonics

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

• An explanation for concept formation that suggests our classifications are based on ideas about the world that we create to make sense of things.

• Memory strategies that associate one element in a series with the next element.

Chunking

• Areas of the brain that fire both during perception of an action by someone else and when performing the action.

• Grouping individual bits of data into meaningful larger units

• The resources required to process stimuli irrelevant to the task.

Cognitive load

• The resources required by the test itself, regardless of other stimuli.

• Basic structures for organizing information; concepts.

• The volume of resources necessary to complete a task.

Cognitive Science

• Breaking a list of items into shorter lists.

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

• The process that occurs when remembering certain information is hampered by the presence of other information.