LSK 1023 Test #2

soothing mask technique

involves using your imagination to create and pull a mask over your face to block out reactions to stress

relaxation blanket technique

involves visualizing yourself pulling a soft, warm blanket up to your neck to release tension

information processing model

is a cognitive model that consists of three memory centers: sensory memory, working memory (which includes short-term memory), and long-term memory. The Information Processing Model provides a foundation for understanding the kinds of thinking activities, connections, and processes that are necessary for learning to take place. This model, which includes working memory, provides a more comprehensive and contemporary model to use to discuss thinking, learning, and memory

short-term memory (STM)

is a temporary storage center in working memory that receives information from the sensory center and briefly holds that information for further processing or encoding.

sensory memory

is a temporary storage center that receives and holds sensory input for 1 or 2 seconds.

long term goal

is a well-defined plan of action to achieve a specific result after two or more years. To complete a long-term goal usually involves completing a series of smaller subgoals called intermediary goals.(ex-four year degree)

Encoding

the processing of information into the memory system—for example, by extracting meaning.

Self-quizzing

Is the process of testing yourself so you can receive feedback about the accuracy and completeness of your understanding

perfect place technique

involves taking a mental vacation and visualizing a perfect, stress-free place to relax

What some ways or things procrastinators say?

*"I'll do it when I am in the mood," *"I have plenty of time to do it later," *"I can let it slide a few more days," or *"I will wait because I work better under pressure,"

Details about Information Processing Model

*A large area called working memory includes short-term memory. *A variety of processes move information into long-term memory. *A variety of processes pull information out of long-term memory and place it back into working memory where it can be used, integrated, and applied to new situations. *Output demonstrates that learning has taken place; output may be the ability to provide an answer to a test question, problem solve, or perform a specific task.

Procrastinators and their characteristics

*Accept and even boast about being procrastinators *Pride themselves on being able to do things quickly, at the last minute, and under pressure *Often wait for a "push," a threat of a specific consequence, a crisis, or some outside force to get the momentum to do what needs to be done *Focus on proving they can complete a task in a short time frame but may show little concern about the quality of the final product *Use their procrastination as a legitimate excuse for not performing on high levels or not completing projects

Ways to use associations and retrieval cues

*Connect and integrate new information with previously learned or familiar information. Ask yourself: What do I already know about this? How is this similar to something I already know? Where have I experienced or seen something like this before? What schema does this belong in? What is familiar and what is new? *Identify key parts of the information that you need to learn. Use these details, such as colors, sounds, or movement, to create clearer, more detailed images linked together in memory. *Create and practice paired associations so recalling one part of the association triggers recall of the other part. *Create an association between information and where you learned the information. Ask yourself: Did I learn this from the textbook? Was this a part of a lab project or homework assignment? Did we discuss this in class? Do I have this in my notes or handouts? *Create chains of associations to use in memory searches to recall information. *Use associations to create mnemonics (memory tools). (See Chapter 6.)

Self quizzing and feedback

*Feedback is the process of verifying how accurately and thoroughly you have or have not learned specific information. Feedback provides you with strategies to monitor your learning progress and assess the effectiveness of the learning strategies you chose to use. *Positive feedback is a response that shows you accurately understand specific information. Receiving positive feedback increases confidence, interest, concentration, and motivation. It also reinforces or strengthens the mental impression of the information. *Negative feedback is a response that shows you have a limited or inaccurate understanding of specific information. It makes you aware of faulty or incomplete memory of information. If you receive negative feedback, you have the opportunity to adjust your strategies to achieve higher levels of performance and positive feedback.

Goals

*Goals are well-defined plans of action aimed at achieving specific outcomes or results. *Effective goal setting requires effective time management because you need to be aware of time and allocate sufficient time to work through the steps to complete your goals. *Your goals become your road maps to guide you to your desired outcomes.

Reasons why we don't meet our goals

*I have a fear of failure, or I have a fear of success. *It's better not to try than to try and not succeed. *I'll just get discouraged, frustrated, or embarrassed, so why bother? *I've never been a goal setter and I'm doing okay. *I have never learned how to set goals and don't know where to start.

How to Practice Selectivity

*Identify and select which concepts, main ideas, and significant supporting details are important to attend to and learn *Decide what to survey in a chapter, highlight in a textbook, write in your notes, and what to study for a test *Identify what information you can ignore or do not need to process *Avoid cluttering long-term memory schemas with insignificant, disorganized, and nonessential information *Avoid overloading working memory

intristic motivation

*Intrinsic motivation is the driving force to take action that comes from within oneself. Intrinsic motivation, also known as self-motivation, uses intrinsic rewards (emotions or feelings that a person experiences when a goal is achieved). *Intrinsic motivation is the most powerful and effective form of motivation because you "own" it, give it personal meaning, importance, and conviction. The outcome is rewarding and personally fulfilling. Intrinsic motivation often provides the platform for achieving peak performance, striving for a new, meaningful experience, or embracing personal growth

Declarative Knowledge (DK)

*Knowledge about facts and things: an understanding of a given task's requirements (facts, principles, goals, self-knowledge) *For declarative knowledge, select rehearsal strategies that involve working with factual information in new ways. Rearrange the information, create associations, use mnemonics or memory tools, recite the information, or practice quizzing yourself or a partner.

Traits of Long Term Memory

*LTM has unlimited capacity; it never runs out of storage space. *Encoded information is imprinted in LTM so it becomes permanent, but not necessarily always accessible. *Variables, such as injury, medications, stress, anxiety, or partial encoding can block access to the imprinted information. *Information is categorized and organized, not randomly scattered throughout long-term memory. *Schemas are sets of memories or clusters of related information that form large concepts or frameworks to which other related ideas, facts, and details can be attached. *As new information enters long-term memory and connects with existing schemas, the schemas expand and strengthen. Because schemas include personal experiences or understanding of concepts, schemas among people will vary. *The number of schemas in a person's memory system is unlimited.

Reasons for Procrastination

*Lack of interest, motivation, or purpose *Lack of confidence or low self-confidence *Lack of strategies or skills for the assignment *Difficulty, complexity, or length of an assignment *Confusion or lack of know-how *Weak time-management skills *Poor judgment of time needed (overestimate or underestimate) *Fear of failure or fear of success

procedural knowledge

*Procedural knowledge(process knowledge) is information that involves steps or processes used to solve problems or create specific products with accuracy and speed. Every time you perform a series of steps (balance your checkbook), apply a sequence of rules (subtract a double-digit number from a triple-digit number), unconsciously perform a procedure (ride a bike or rollerblade), or repeat a habit without having to think consciously about the individual steps (conduct Internet searches), you are working with procedural knowledge in working memory. *For procedural knowledge, select rehearsal strategies that emphasize repetition of the original process multiple times over a period of several days and often over several months until it becomes automatic.

procrastination

*Procrastination is a learned behavior that involves putting off or postponing something until a later time. *Chronic procrastinators have ingrained certain behavioral and cognitive patterns into their way of "doing life." *They consistently choose low-priority tasks over high-priority tasks. *Fortunately, because procrastination is a learned behavior, it can be unlearned, reduced, or eliminated.

Retrieval

*Retrieval cues are forms of information used to conduct memory searches to locate information in long-term memory. *They are an essential element of the learning process. *Words, phrases, pictures, graphics, familiar objects, numbers, tunes, personal experience, familiar situations, or mnemonics (memory tricks) associated with units of information are forms of retrieval cues. *To attach or associate new information to your existing schemas, your working memory first uses retrieval cues to seek and locate related information in long-term memory. *Associations are powerful retrieval cues to link together chunks of information. Paired associations, questions that activate associations, and chains of associations (semantic schemas) give you access to your long-term memory. *Multisensory learning strategies create multiple retrieval cues and sensory paths into long-term memory.

time on task

*Time on Task is the process of allocating sufficient time and using spaced or distributed practice effectively to learn, rehearse, and retrieve information in memory. Researchers also have found a high correlation between the amount of time spent studying and the grades earned in courses. *Study habits: Eliminate ineffective study habits, such as cramping, spending insufficient quality time studying, spending the minimal amount of time studying with hopes to simply "get by," or using time-wasting strategies instead of direct, step-by-step strategies proven to be effective. *Time management: Use time-management strategies, such as the 2:1 ratio or the 3:1 ratio, 50-minute study blocks for one subject, spaced practice, and weekly and daily schedules.

Stress management techniques

*Use coping strategies. *Use positive self-talk, affirmations, and visualizations. *Seek social support from family and friends. *Use time management and goal setting to organize yourself. *Avoid chaos, clutter, and confusion by setting priorities. *Engage in physical activity. *Choose a healthy lifestyle. *Use relaxation strategies. *Calm yourself with meditation, guided imagery, Visualizing Success, yoga, or soothing environments. *Keep a journal; sort your feelings out by writing and expressing ideas.

Four Kinds of Encoding

*Visual encoding, also called imaginal coding, processes visual information: Colors, brightness, shapes, locations of objects in space Pictures, diagrams, images of objects and people, written symbols *Linguistic encoding, also called acoustical or auditory coding, processes sounds and language information: Letters, words, phrases, sentences, syntax, meanings Sounds, volume, pitch, rhythms *Kinesthetic encoding, also called physical or motor coding, processes large-muscle and small-muscle movement: Actions performed by full-body movement Actions performed by hand or foot movements *Semantic encoding, also called conceptual or abstract coding, processes general meanings of basic knowledge, objects, events, or personal experiences: Categories, big pictures, units, or generalized concepts Episodic memories Emotional reaction or significance

Forms of self quizzing

*Visualize, recite, or use the Look-Away Technique *Rework math problems without looking at the original problems *Mentally rehearse or mentally summarize details

working memory

*Working Memory is all cognitive processes or activities that occur in our conscious mind. •aware of doing or thinking *Working memory searches related information in long-term memory, activates it, and brings it back into the working memory. *Working memory works with the new information and the recalled information to allow you to build a more comprehensive meaning. *As you process the new information, you are able to understand it on a deeper level. *As you work with the new information, it moves back and forth into long-term memory.

short term goal

*short-term goal is a well-defined plan of action to achieve a specific result within a length of time ranging from 1 week to 3 months. *For some short-term goals, using the chunking down technique helps you break the short-term goal into manageable, clearly-organized steps or a series of immediate goals.

selective attention

*the focusing of conscious awareness on a particular stimulus, as in the cocktail party effect *If you use selective attention to attend to the information, the information moves forward into short-term memory. If you do not give attention to the information, it is dumped or discarded; in other words, it will not be processed further—it is gone.

Examples of intrinsic motivation

-A desire to fulfill a basic need, such as food, shelter, or financial security -A personal commitment to take action to change and improve some area of your life that is significant and important to you -A personal challenge to move outside your comfort zone to take on something new without a fear of failure or self-doubt -An internal desire and personal choice to engage in behaviors or actions that bring feelings of pride, joy, victory, sense of accomplishment, increased self-esteem, or uplifting personal satisfaction (intrinsic rewards) -A desire to affirm your self-image, live by your values, and prove your abilities to yourself

Important points of extrinstic motivators

-To work effectively, the incentives need to be meaningful and valued. Incentives with low value or interest are not motivators. Incentives with high value are motivators that energize individuals to apply effort and perform. -Incentives become goals as individuals strive to excel or to receive an award, recognition, praise, pay raise, promotion, or prize. -Extrinsic rewards such as praise, positive feedback, or acknowledgment need to be sincere, honest, and based on genuine accomplishments to work as extrinsic motivators. -Extrinsic motivation often relies on someone else to provide the motivation; consequently, individuals may focus their attention on extrinsic rather than intrinsic rewards. -You can convert extrinsic motivation to intrinsic motivation by shifting your focus and attaching a personal value, interest, or importance to the goal. In other words, strive to convert your extrinsic motivation to intrinsic motivation so your main purpose is to achieve for yourself and for intrinsic rewards—not for the main purpose of pleasing others.

Memory Processes to boost memory

1. Selective Attention- •Use to narrow focus to specific stimuli •Use your focus as a filter to screen out sights, sounds, people, etc. 2.Encode information more deeply •Use visual, auditory, kinesthetic •Semantic encoding - concepts/categories •Episodic memory - episodes (no details) •Work with information in a new way to hold it in memory longer •Critical Thinking 3. Work immediately with stimuli- •Keep new information active •Move it further - chunk the information •Work with information •Choose an action plan 4. Magic 7+/-2 method •Immediate memory span is 7 items •+ or - 2 •5-9 items or chunks of information •Small amounts (important when reading to pause and make associations) 5. Connect and Expand Schemas- •Schema - a cluster of related information that form large concepts •How are things related or connected? What larger category does this belong to? •Create visual notes, visual mappings, categories or lists to show relationships among information 6. Elaborative Rehearsal-•Make information personalized ways to strengthen your understanding and ability to recall information at a later date •Copy and rearrange information, group items together in new ways, convert information to pictures, create visual mappings, timelines, etc. •Question the information you are reviewing 7. Multisensory strategies-•Ask questions, verbalize, recite frequently, and create rhymes, jingles, or songs •Visualize information as objects, charts, printed materials, step by step processes •Use Look-Away Technique and See-Say-Do Strategy •Use flashcards to rehearse definitions and factual information 8. Self Quizzing 9.Associations 10.Do not rush learning 11. Procedural and declarative knowledge 12.learn immediately

Intermediary Goal

A well-defined plan to achieve specific results within a time period of one or two years.(ex-completing a 2-year transfer degree)

deep muscle relaxation technique

involves tensing and releasing different groups of muscles as a way to reduce stress

immediate goals

An immediate goal is a well-defined plan of action to achieve a specific result within a few hours to a few days. You can then use the series of immediate goals as a checklist to keep the process moving forward.

Importance or Retrival Cues and associations

Creating associations and retrieval cues holds new information longer in your working memory to provide time to begin encoding the information in new ways. Keep information in long-term memory active and accessible by rehearsing and using retrieval cues on an ongoing basis. With ongoing practice, you will be able to increase the speed and accuracy of locating and recalling information from long-term memory to demonstrate

extrinsic motivation

Extrinsic motivation is the driving force to take action that comes from incentives outside of oneself. Extrinsic motivation uses extrinsic rewards: material things, incentives, feedback, or activities awarded when a goal is achieved. (ex-Rewards, recognition, praise, prizes, or income are typical motivators for extrinsic motivation. Another common form of extrinsic motivation is a desire to please or meet the expectations of parents, family members, friends, employers, or colleagues. You look to them for approval, praise, positive feedback, and acknowledgment of your own value.)

sensory input

Information gathered by sensory receptors about internal and external changes

Two flaws in short term memory

Limited Duration: STM holds stimuli for 30 seconds or less. You have very little time to encode and process the information. Limited Capacity: STM holds and processes an average of seven items or chunks of information at one time. You cannot process large amounts of information at one time or in the short period of time available.

long-term memory

Long-term memory (LTM) is a permanent storage center that holds chunks of information received from working memory. Long-term memory is your personalized mental filing cabinet, data center, or memory warehouse that permanently "files away" and stores coded information received from short-term memory.

rehearsal

Rehearsal means practice. Rehearsal is important for imprinting, locating, and retrieving information from long-term memory. *Even when you have effectively learned and imprinted information in long-term memory, failure to practice retrieving the information through a process called Ongoing Review may hinder your ability to access and use the information at a given time. *Ongoing Review not only increases your ability to locate and recall chunks of information from memory schemas, but it also increases the speed and accuracy of locating and pulling needed information back into working memory.

retrival cues

Retrieval cues are forms of information used to conduct memory searches to locate information stored in long-term memory. Words, phrases, pictures, graphics, familiar objects, numbers, tunes, personal experiences, familiar situations, or mnemonics (memory tools) are common kinds of retrieval cues.

Twelve Principles of Memory

Selectivity Association Visualization Elaboration Concentration Recitation Intention Big and Little Pictures Feedback Organization Time on Task Ongoing Review (SAVE CRIB FOTO)

Intrapersonal Skills to Reduce Stress

Shifting your focus from the outside world to your inner world. (1) Take time to center yourself. Mind-calming activities (2) Keep a journal. (3) Strive to strengthen self-esteem. Use positive self-talk, affirmations, visualize success, create goals and plans of actions

Strategies to control procrastination

Strategy 1: Use your intrapersonal intelligence. Explore when and why you procrastinate about a specific task. Use those insights to identify appropriate strategies to deal directly with the underlying issues. Strategy 2: Identify a purpose and meaning. Avoid labeling a task as "meaningless, stupid, or boring" or expressing a negative attitude toward a task, as these attitudes and behaviors lower motivation and create a negative mindset. Find a purpose or a valid reason for the task. Use a goal organizer and use the GPS Strategy; identify the benefits. Strategy 3: Create an interest. Engage a family member, a tutor, or a study group to work with you on the task. Seek alternative sources of information, such as a video, Internet searches, magazines, or books related to the topic. Once you become familiar with the topic, interest often increases. Strategy 4: Take charge of the situation. Identify and list the steps you need to perform to break the cycle of procrastination about a specific task. Gather up all the supplies or materials you need to get started. Create a goal or a plan of action. Select an appropriate work environment. Take charge and take responsibility of the situation. Strategy 5: Prioritize and stick to the order. When you feel overwhelmed or overextended, make a list of tasks that must be done. Use the ABC Method to prioritize them by their importance or prioritize them by completion date requirements. Tackle the high-priority tasks first. Schedule time on your weekly schedule to work on these tasks. Strategy 6: Use the GPS Strategy to set goals. Set goals with due dates and timelines. Identify the goal, the purpose or importance, and the steps to use to get you started and keep you going. Strategy 7: Relax your personal standards. If you tend to be a perfectionist, lower your unrealistically high standards or expectations. You can continue to produce quality work without always having to be the "best." Avoid spending excessive time redoing parts of a task or the final outcome, such as a paper, when your work already shows quality. Strategy 8: Be flexible and willing to change. Be willing to give up the attitude that "I have always done things this way" or the false belief that "I work best under pressure or stress." Be willing to try new strategies and to create new behavior patterns that have the potential to produce higher quality work and reduce stress. Strategy 9: Face your fear of failure. Focus on your positive traits, your accomplishments, and the skills you have acquired. Use positive self-talk to negate self-doubts, silence self-criticism, and combat the fear of failure. Build your self-confidence by mentally rehearsing the steps of the task several times before you begin. Strategy 10: Visualize success. Create a mental picture of yourself working through a task, feeling positive about your work, and completing the task on time. Strategy 11: Make a contract with yourself. Make a contract with yourself to stop using excuses for not getting things done. Begin by creating a plan of action (a goal). Push yourself to "just do it." Finish your contract with an incentive, such as an extrinsic or an intrinsic reward. Strategy 12: Use your interpersonal skills. Seek the help, advice, and support of friends, family, and other students in class. If you feel you lack the skills or the know-how to do an assignment, meet and discuss the assignment with other students. If your work environment is not conducive to getting tasks done, discuss the situation with family or friends and make the necessary adjustments.

The GPS Strategy for Setting Goals

The GPS Strategy is a systematic three-step goal-setting process to create a plan of action to achieve desired outcomes or goals. *G = GOAL with target date and time of completion *P = PURPOSE stating importance, relevancy, value *S = STEPS to complete to achieve the outcome

Concentration

The ability to block out external and internal distractions in order to stay focused on one specific item or task. •Learning environment •Use selective attention •Avoid multitasking

time on task

The process of allocating sufficient time and using spaced or distributed practice effectively to learn, rehearse, and retrieve information in memory. •Eliminate ineffective study habits •Use time management strategies

organization

The process of creating a meaningful, logical structure or arrangement of ideas and information. •Reorganize •Personalize •Clarify •Imitate patterns •Draw it out •Use headings

intention

The process of creating a purpose or a goal to act or perform in a specific way. •What and how of metacognition •Differentiate between declarative and procedural knowledge •GPS System

Recition

The process of explaining information clearly, out loud in your own words, and in complete sentences without referring to printed materials. •Teach to someone else •Pair reciting with visuals •Use the See-Say-Do Strategy and the Look Away Technique

Selectivty

The process of identifying and separating main ideas and important details from a larger body of information. -Main ideas, concepts, or themes- use course syllabus -Important details- use chapter features -Examples- use to help you grasp concepts -Study tools- Visual maps -Textbook skills- survey to decide what to highlight

Big and Little Pictures

The process of identifying different levels of information. See the forest and the trees. •Ask questions to focus on levels of information. •Highlight carefully •Create outlines •Use study tools (visual mappings, categories, and hierarchies)

association

The process of linking together two or more items or chunks of information •Create clear and vivid associations •Link images (2 images in 1 picture) •Rehearse association •Create mnemonics

Ongoing Review

The process of practicing previously learned information days and even weeks after the initial learning occurred. •Retrieval practice •Final review •Overlearn

elaboration

The process of thinking about, pondering, or working with and encoding information in new ways. •Use creativity •Similarities and differences •Weave big ideas and details together in meaningful ways

Visualization

The process of using visual encoding to make pictures or "movies" in your mind. •Create a strong image •Personalize the meaning •Visualize comparisons •Test the accuracy •Mental rehearsal

Feedback

The process of verifying how accurately and thoroughly you have or have not learned specific information. •Use strategies- Reciting, the Look-Away Technique, self-quizzing, and partner quizzing •Write it out •Rework •Practice test questions

Can you overcome procrastination?

Yes, habitual or chronic procrastinators can create new behavioral and cognitive patterns that place a higher value on working first on high-priority tasks—even when they may not be as exciting or enjoyable as the low-priority tasks

primacy and recency effect

You can overload working memory by attempting to process information too quickly or units too large for working memory to handle effectively. oPrimacy-you recall the first few items studied or memorized better oRecency-you recall the last items you studied better

ABC Method

a goal-setting strategy to prioritize your goals according to the rank of importance =A is the most important tasks to get done -C lowest priority tasks

deep breathing

expanding the diaphragm to increase one's intake of air to assist with relaxation and enhance vocal delivery

behavioral coping strategies

involve changing patterns or behaviors to overcome stress

emotional coping strategies

involve identifying and expressing your emotions to others

physical coping strategies

involve the use of physical activity to reduce or eliminate your responses to specific stressors

breathing by threes technique

involves inhaling and exhaling slowly as a way to reduce stress

Selectivity

is the process of identifying and separating main ideas and important details from a larger body of information

association

is the process of linking together two or more items or chunks of information to process into long-term memory. Associations are an essential component of cognitive processing as long-term memory is organized around schemas and associations. Paired associations are two items linked together in working memory and sent to long-term memory to be imprinted

Metacognition

is the process of understanding how you learn, what you need to learn, and finally, which strategies or techniques would be the most effective or best matched to the learning task. Understanding key memory processes is the first step to using the powerful process of metacognition.