1. The Classification of Knowledge Declarative Propositions Linear orderings Images Schemas Procedural Domain-general strategies Domain-specific –Strategies –Skills

2. Encoding ______________ ____________ information for storage The more ______________ the information, the better it is stored

3. Retrieval Recall; remembering Based on cues: –_________________________ Cue effectiveness is based on its occurring frequently with the to-be-remembered event –________________________ Cue effectiveness is based on how specifically encoded the cue was with the to-be- remembered event

4. Retrieval (cont.) ____________________ e.g., multiple choice Encoding specificity Powerful cues _____________________ e.g., fill-in-the-blank Generation-recognition Process of narrowing down possibilities

5. Forgetting Often information is not forgotten, but rather is never learned (education is more than mere exposure) 3 possibilities: –______________________

6. Concept Learning Definition: mental abstractions that categorize sets of objects, events, or ideas Characteristics Number and concreteness of characteristics The key: __________________________ _________________________________

7. Teaching Strategies for Concepts Rule-Example Example-Rule Concept mapping Conceptual change (Piaget) Assimilation Accommodation

8. Concept Map

9. Elaboration The process of __________________ to the information being learned Assists recall in two ways: –Provides alternate retrieval pathways –Provides extra info from which knowledge can be constructed ____________ elaborations are preferred to _______________ elaborations (but not for creative thinking)

10. Elaborations for Basic Tasks Mnemonics Loci method Acronyms Peg-word method Key-word method Images

11. Elaborations for Complex Tasks Paraphrasing Summarizing Creating analogies Explaining Asking questions Answering questions Images

12. Organization _________________________________ based on perceived specific relations among the items People organize ____________________ (but not always correctly) Facilitates recall by _________________ Can be both ________________-induced and ______________

13. Clustering: For Basic Tasks Rock Types IgneousSedimentaryMetamorphic Pumice GraniteShale LimestoneSlate Marble

14. Mapping: For Complex Tasks

15. Support for Organization ______________ formation (good with familiar, concrete material) Presentation of _____________ (good with more abstract information) Instructions to ___________________ ________________ _________________ of ideas/concepts

16. Schema Formation Learner is looking for __________________ across examples. Very important to provide examples and matched non-examples. Students must be _____________, conscious processors of information, not merely passive recipients.

17. Schema Formation (cont.) Involves –comparing examples, –identifying similarities, and –building a representation of those similarities. Uses a great deal of ___________ resources

18. Schema Refinement Person notes he/she has _________ a schema He/She recalls situations in which the schema was applied ___________________ Compares the situations with the misapplication to identify crucial differences The ___________ are encoded as part of the schema