Lec 1: Study Strategies Lec 2: History & Meth Readings: Putnam, Bjork, Sternberg
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| show | better performance = more learning
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| what is long-term learning? | show 🗑
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| show | when you learn something and immediately recall the info in a practice context
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| training methods that are most effective for long-term learning term tend to | show 🗑
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| Simon & Bjork experiment | show 🗑
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| show | 4
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| what are the 4 strategies for evaluating learning strategies? | show 🗑
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| show | highlighting & rereading
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| show | generating questions/explanations & interleaving practice
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| show | distributed practice & testing
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| Fowler & Barker | show 🗑
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| show | initial reading & review strategies that did/didn't involve highlighting had similar retention rates
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| why doesn't highlighting work? | show 🗑
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| Rothkopf | show 🗑
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| show | doesn't improve comprehension/performance on inference-based questions
rereading more than twice doesn't help
gives false impression of mastery without long term storage
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| recall | show 🗑
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| recognition | show 🗑
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| show | coming up with explanations for why concepts are true, or how they relate to what you already know
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| show | generating explanations is effective because you are making more connections between content & what you already know
allows you to form deeper memories about the content itself
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| what is blocked practice? | show 🗑
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| show | mix up problems and jump back and forth from one topic to another
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| show | studied the effects of interleaved practice on concepts relating to geometry
blocked had better practice performance
interleaved practice had better exam performance
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| show | spread out study over time with breaks
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| show | distributed practice
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| show | learning English translation of Spanish words through distributed practice
longer time between study sessions scored better on final test
no time between sessions had good short term performance but poor long term retention
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| testing is... | show 🗑
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| Butler | show 🗑
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| students learn more when | show 🗑
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| successful strategies encourage students to | show 🗑
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| read-recite-review method | show 🗑
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| show | directly enhances your memory for what you just read & gives you a clear picture of the concepts on which you might need to spend more time
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| show | reading about a concept at home & hearing it in class after a delay will make it much more likely that you will be able to remember that concept in the future
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| spaced practice | show 🗑
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| cramming works but doesn't help with | show 🗑
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| show | retrieving info from memory which makes it easier to do so in the future
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| sleep affects your learning/memory by | show 🗑
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| show | certain proteins that build up & eventually contribute to the onset of Alzheimers
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| successful learning requires | show 🗑
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| learning | show 🗑
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| considerable learning can occur with | show 🗑
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| show | without significant learning
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| show | reflects the current activation or accessibility of that representation
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| retrieval strength is heavily influenced by | show 🗑
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| show | trigger encoding & retrieval process that support learning, comprehension, & remembering
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| learning tends to be | show 🗑
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| when testing after training takes place under novel conditions | show 🗑
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| massing practice supports | show 🗑
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| show | long-term retention
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| show | superior long-term retention & transfer of skills
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| show | learning by example
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| having to resolve the inference among the different things under study forces learners to | show 🗑
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| show | long-term benefit of generating an answer, solution, or procedure
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| retrieval is a powerful | show 🗑
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| show | mapping new things we are trying to learn onto what we already know
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| retrieval acts to modify your memory by making the info you practice retrieving | show 🗑
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| the way we attempt to understand concepts, interpret contemporary ideas & determine what seems reasonable about these concept is shaped by | show 🗑
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| show | the process of evolving ideas through theses, antitheses & synthesis
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| dialectic depends on | show 🗑
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| even when we reject outdated ideas they | show 🗑
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| the study of cognition has hosted | show 🗑
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| show | understand the structure of the mind by analyzing the mind into its constituent components or contents
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| structuralism is generally considered to be | show 🗑
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| German psychologist Wilhelm Wundt believed psychology & the study of cognition | show 🗑
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| show | introspection which is a form of self-observation
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| show | all consciousness can be reduced to three elementary states: sensation, images, affections
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| sensations are | show 🗑
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| images are | show 🗑
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| affections are | show 🗑
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| the thinking of most scientists & other good thinkers | show 🗑
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| functionalism is an alternative to | show 🗑
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| show | fundamentally different questions they asked
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| functionalism viewed humans/organism as | show 🗑
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| James Rowland suggested 3 fundamental percepts of functionalism | show 🗑
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| show | the answers they found of the methods they used for finding those answers
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| show | functionalism
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| show | knowledge is validated by its usefulness & is concerned with knowing what people do & what we can do with our knowledge of what people do
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| show | functionalism toward pragmatism
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| show | a single book: Principles of Psychology
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| John Dewey is credited with | show 🗑
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| scientist disagree regarding how how much of scientific research should be | show 🗑
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| associtionism is an | show 🗑
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| associationism examines | show 🗑
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| show | mental association
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| Hermann Ebbinghaus was the first experimenter | show 🗑
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| Herman Ebbinghaus used his self observations to | show 🗑
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| scientists views on introspection are mixed | show 🗑
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| Edwin Guthrie elaborated on Ebbinghaus's ideas | show 🗑
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| Edward Lee Thorndike held that the role of "satisfaction" is | show 🗑
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| law of effect | show 🗑
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| behaviorism focuses entirely on | show 🗑
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| show | with only observable behavior & that any conjectures about internal thoughts & ways of thinking are nothing more than speculation
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| John Watson is the father of | show 🗑
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| John Watson was influenced by functionalists | show 🗑
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| historically much behavioristic work has been conducted with | show 🗑
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| show | endure behavioral control & to establish stimulus-response relationships
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| show | involuntary learning with voluntary learning
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| Clark Hull was influential for his belief that | show 🗑
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| B.F. Skinner was a proponent of | show 🗑
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| environment controls behavior | show 🗑
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| Gestalt psychology | show 🗑
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| Gestalt psychology is traced to | show 🗑
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| show | the belief that much of human behavior can be understood if we understand first how people think
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| show | the whole is different from the sum of its parts & attempts to determine precisely which mental mechanism & elementary elements of thought make that conclusion true
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| Ulric Neisser defined cognitive psychology as | show 🗑
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| show | what kinds of thinking occurs in each of the two halves of the brain
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