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Valdosta State University |
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Valdosta State University |
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Information Processing
Name ____________________ 33 pts.
1. Define memory. (2)
2. In the chapter on learning,
one of the concepts I presented to you was the idea of "fluency."
That by carefully using conditioning methods in our instruction, students
can quickly (without conscious effort) remember information they have learned.
Which term associated with memory is most associated with fluency? (2)
__________________________. (hint: Remembering is to memory as fluency
is to ___).
3. There are three types of long term memory. List/describe the remaining two types. (6)
Episodic: where one's detailed
autobiographical (personal experiences) information is stored.
4. For the other 2 "types" of memory indicate about how long each stores information. (2)
sensory STM/WM LTM
.25-2 sec.s
5. Cognitive educational psychologists
believe that information stored in LTM is stored hierarchically (i.e.,
general to specific) in schemas. There was an example using BISONS
to illustrate this in the chapter. On the back of this page develop an
original example that illustrates how schemas are organized. (3)
6. Define ONE of the following
Gestalt principles: Closure or Figure-ground (2)
7. Five information processing
models were described in the book. On the back of this page, describe any
2 of the 5 models. The models are: Craik-Lockharts; Atkinson-Shiffrin;
Paivio's dual code theory; Bransford's transfer-appropriate theory; and
parallel distributed processing. (6)
8. "Previously learned material
makes it difficult to remember NEWER material." Which type of interference
is this? (2)
9. Describe TWO things teachers
or students can do that will improve students' memory. (4)
10. What are the recency and primacy
effects? (2). Describe the possible cause(s) of one of the two. (1).
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Last Updated: July 15, 1997