Go on. Explore!

lvl 0 • 0 xp

lvl 1

Home Market Decks Interests

Ch 6 Lesson 5 (Schemata & Scripts) & 6 (Types of Information Transfer) & 7 (Cognitive Thinking: Creativity, Brainstorming and Convergent & Divergent Thinking) & 8 (Metacognition) & 9 (Advance Creativity in a Learning Envir) & 10 (prob-solving strategies)

memorize.ai (lvl 286)

Section 1

Preview this deck

Zero transfer

Front

1 / 40

TypeScript

0.0

0 reviews

5			0
4			0
3			0
2			0
1			0

Active users

All-time users

Favorites

Last updated

6 years ago

Date created

Mar 1, 2020

Cards (40)

Section 1

(40 cards)

Zero transfer

Front

- previous skills or information have zero effect on learning new skills or information (i.e. able to play piano and geography of Africa)

Back

Low-road transfer

Front

- ability to use a previous skill in a new setting that is similar to the setting where the skill was first learned (i.e. learning to drive in one car and once comfortable driving other cars)

Back

Two barriers to creative thinking & two ways to apply creative thinking

Front

Barriers: response sets and functional fixedness To apply: brainstorming and working backward strategy

Back

poorly formed/vague schemata

Front

- unclear and uncertain info and the person is unable to use/rely on previously learned information to make judgement and predictions about a current related situation/information (i.e. other families problems)

Back

Divergent thinking

Front

- type of thinking we do when solving an abstract or new problem that has many possible answers, solutions, or outcomes (i.e. writing a poem/story)

Back

response set

Front

the tendency for people to approach problems in a rigid, habitual manner or persistent pattern (i.e. fundraisers for college clubs always sell t-shirts)

Back

intelligence quotient (IQ)

Front

defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 [thus, IQ = (ma/ca) x 100] - mental age: a person's mental ability expressed as the age at which an average person reaches the same ability

Back

Robert Sternberg and 3 different types of intelligence

Front

1) synthetic intelligence (ability to see/analyze prob in a new, unique way) 2) analytic intelligence (ability to analyze the relationships or associations among ideas and then apply these associations to problem) 3) practical intelligence (ability to come up w/ new ideas or ways of solving a problem based on the feedback of other people or by learning from past experience) Ex] meeting your friend at a coffee shop in a new city, but lost paper with address 1) think of it as a way to see the city 2) you became friends bc both like coffee houses that sell used books 3) ask taxi driver for tips/coffee houses w/ books

Back

Eugenics (Englishman Sir Francis Galton)

Front

- meaning 'good genes,': refers to the goal of improving the genetic makeup of a population by reducing or eliminating allegedly inferior genes - thought Darwinian evo could be applied to rid the population of what they felt were 'undesirable' human social characteristics - this 'social Darwinism' resulted in artificial rather than natural selection for traits deemed most acceptable by high-status Americans and resulted in unfair treatment of racial minorities

Back

Negative transfer

Front

- when knowledge or skills about a previous topic hurt a student or interfere with learning about a new skill or topic (i.e. Chinese made it hard to learn French)

Back

brainstorming

Front

- the process of getting a group to quickly identify ideas for how to solve a problem - requires a group setting so people can bounce ideas off of each other - requires that no one criticizes any ideas at this stage

Back

heuristics

Front

- general strategies used to make quick, short-cut solutions to problems that sometimes lead to solutions but sometimes lead to errors (i.e. 'you get what you pay for,' meaning more expensive items will be of higher quality, but not always true)

Back

creativity

Front

- ability to come up with new, original, unique solutions to problems or ideas

Back

transfer of information

Front

- how skills or knowledge students have learned about one topic affect their learning of skills or knowledge in another topic or area - sometimes helps and sometimes hurts learning

Back

Problems with schemata

Front

1) can make assumptions about the world that turn out to be incorrect (i.e. wedding from a different culture and your expectations are incorrect- could end up making an embarrassing mistake)

Back

well-defined vs. poorly defined problem

Front

the first has a clear goal or solution and possible P-S strategies easily dev, the second is the opposite

Back

working backward strategy

Front

- students start with the end goal and work backward until reaching the original problem to be solved (i.e. doctors- to diagnose a particular disease, they might ask patient about life history and recent Bx, to get a fuller picture of what might be happening. Then, can realize correct solution to the problem & correct diagnosis)

Back

well-formed/specific schemata

Front

- Provides person with clear, useful expectations about situations and leads to comprehension/understanding of those situations (i.e. your family)

Back

Common problem-solving strategies:

Front

algorithms, heuristics, graphic representations and the IDEAL strategy

Back

the IDEAL Strategy (5-step strategy)

Front

1) identify: what the problem is, as clearly as possible 2) define: what the possible final goal/solution might be 3) explore: possible ways to reach the solution or goal (could use aforementioned strategies) 4) anticipate: look forward to possible outcomes of different solutions you've created, and try to see which will work the best. Choose one solution and ACT on it (anticipate and act) 5) look: after choose/act on solution, LOOK back and LEARN from what you did (look and learn)

Back

Two categories of metacognition

Front

1) metacognitive knowledge: (what people know about themselves as learners- i.e. study strategies for tests/solve problems, different learning styles and strategies to reach a goal) 2) metacognitive regulation (ways to direct thoughts & learning to achieve goals- i.e. planning/rehearsing for tests, reading in a quiet space, using charts and graphs to check on goals etc.) - basic knowledge of ourselves and our thoughts and how we use that knowledge to learn better

Back

subschemata

Front

- Lower levels within a schema (bits of info of schemata broken into smaller parts) (i.e. schema for tools- office tools, kitchen tools, and mechanic tools, hammer or screwdriver. Then can narrow down screwdriver) - also can refer to concepts that describe the larger concept (i.e. dog- when happy wags tail, likes to eat bones, bark @ strangers)

Back

metacognition

Front

awareness and understanding of one's own thought processes - deeper level of thinking that includes your ability to think about your thinking; how you understand, adapt, change, control, and use your thought processes - awareness of thought is what you know about yourself as a thinker and learner

Back

Earliest well-known intelligence test(Alfred Binet)

Front

French government wanted way to identify students w/ learning disabilities, so Binet conducted studies to determine the average performance levels for different school-age groups

Back

intelligence testing and discriminatory policies example (Henry Goddard)

Front

- He sought to limit the immigration of supposedly 'inferior people' into the U.S. He began testing immigrants at Ellis Island, and in 1917, he reported that 'as many as 40-50% of immigrants were feebleminded - results could be explained by the tests favoring Goddard's own culture and language

Back

Positive transfer

Front

- when knowledge or skills about a previous topic help a student learn a new skill or learn about a new topic (i.e. play guitar and know how to read notes will help you learn piano bc same notes)

Back

metacomponents

Front

-in Sternberg's triarchic model of intelligence, the higher-level intellectual abilities used to plan and regulate task performance - An important piece of metacomponents, and its link to intelligence, is the use of the knowledge to change or modify thinking - Ex] reading and something didn't make sense, if you stopped and tried to figure it out, you're on a higher intelligence scale than the reader who kept on reading

Back

algorithm

Front

- step-by-step strategies or processes for how to solve a problem or achieve a goal

Back

script

Front

- a very specific schema for a particular order of expected events in a particular context (i.e. fast food restaurant)

Back

3 types of metacognitive knowledge

Front

1) person variables: how individuals understand their own learning styles, strengths, and weaknesses 2) task Vs: When a person can predict and make a plan about how to complete a task (time and effort to study for test), focus is on task V 3) strategy Vs: knowledge of yourself as a learner to be more successful (i.e. get ready for a test, always go to the library or organize note cards)

Back

Attempt to move intelligence testing away from problematic, single-factor measurements example

Front

Psychologist David Wechsler created tests divided into two main areas: verbal-based questions and non-verbal tasks like pattern recognition, each of which are further subdivided (rather than measuring a single quantity-i.e. general intelligence on Binet-like tests)

Back

High-road transfer

Front

- using a rule, strategy or skill in a new task or problem that's very different from the original setting (i.e. driving a car vs. a helicopter- settings very difference, but some abstract ideas that apply to both- dashboard, gas etc.) - high-road transfer is more abstract, but there are still certain skills or ideas that can help you learn across settings

Back

Problem solving

Front

- application of ideas, skills or factual information to achieve the solution to a problem or to reach a desired outcome

Back

Routine vs non-routine problems

Front

- routine problem: one that is typical and has a simple solution -non-routine problem: more abstract or subjective and requires a strategy to solve (i.e. critical thinking skills and subjective solutions) Ex] the ethics of social issues like the death penalty, or the role of civil rights in laws

Back

Importance of schemata

Front

1) help you organize/predict the world 2) getting to know and understand other people (info about how we think) (i.e. word association- boxer)

Back

functional fixedness

Front

the tendency for people to use objects or tools in only a certain, specific way (i.e. use classroom supplies to depict famous scene from history, if only think of pencils as writing tools and post-it notes as notepaper, they are experiencing functional fixedness)

Back

schemata

Front

- mental frameworks or concepts we use to organize and understand the world - have schemata for every important category or structure that exists in our world (i.e. look at animal and know if bird, mammal, reptile or fish)

Back

graphic representations

Front

- visual-based illustrations of a problem that might lead to clarification of a problem or creative solutions - drawing problem out might help you see the problem in a new way

Back

Convergent thinking

Front

- type of thinking we do when solving a well-defined, straightforward, correct answer to a problem (used when there's a simple, correct answer to a problem- i.e. capital of England is London) - Creativity is not relevant to convergent thinking (i.e. multiple- choice test)

Back

History of Intelligence Testing in Psychology

Front

Chapter 6 Lesson 11

Back