EPSY 2130 1nd Edition Lecture 6 Outline of Last Lecture I. Quiz over Chapter 8II. Mindfulness Exercise: Inhale/ExhaleIII. Cognitive Theory of Learning IV. Two Forms of KnowledgeV. Sensory MemoryVI. PerceptionVII. AttentionOutline of Current Lecture VIII. Quiz over Chapter 8IX. Mindfulness ExerciseX. Clarification of Piaget and Vygotsky XI. Concept MapXII. Working MemoryXIII. Cognitive LoadCurrent LectureQuiz: In our groups, we completed a short multiple-choice quiz over Chapter 8Mindfulness Exercise: Today’s exercise was a repeat of last class. We focused on paying attention to our breathing by inhaling and exhaling slowly.Clarification of Piaget and Vygotsky: -Both are constructivists (children construct knowledge)-Piaget believed development leads to learning-Vygotsky believed learning leads to development-Vygotsky’s Zone of Proximal Development: area where a kid can do something with just a little bit of help. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. What child does not knowZone of Proximal Development-Vygotsky’s Scaffolding: more knowledgeable person provides foundation for other learning to occur Concept Map: We created a concept map with aspects of memory (personal or psychological)Working Memory:-Leads to Long-Term Memory-Central Executive—where attention is controlled-Phonological Loop—rehearse sounds in the Short-Term Memory-Visuospatial Sketchpad—refresh images-Episodic Buff—getting everything ready, synthesizing all other info-Decay—confused/lost information with time; once it’s gone, it’s gone-Interference—prevent old thoughts from staying in memory when new memories are formed. Or, old can block the new memories-One definition of Working Memory: “apply Short-Term Memory to a specific task, use ofattention in Short-Term Memory”-3 ways to retain Working Memory:-Maintenance Rehearsal: keeping info in memory by repeating it to yourself-Elaborative Rehearsal: adding and extending meaning by connecting new info to existing knowledge-Chunking: grouping individual bits of data into meaningful larger unitsCognitive Load: volume of resources necessary to complete a task-Extraneous- imposed by manner in which info is presented to learners//resources required to process stimuli irrelevant to the task-Intrinsic- resources required by the task itself, regardless of other stimuli (unavoidable)What child knows-Germane- deep processing of data related to the task, including the application of prior knowledge to a new task or
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