Information Processing Study Guide.

Module 11
      Describe each element of the information-processing model, including its purpose and duration.
      Discuss ways to support working memory and long-term memory encoding in the classroom.
      Explore methods of promoting complex cognition in the classroom.
Key Terms:
Learning- Applications of how we take our knowledge in. Different information comes from a variety of ways. There are three different things dealing with learning, 1. Cognitive processes influencing learning      
2. People are selective about what they pay attention to and learn
3. Meaning is personally constructed by the learner and is influenced by prior knowledge, experiences, and beliefs
Memory- There are many different things that have to do with memory, it is the information we hold in our brain. Long-term, short-term and the process in which we remember information. 
Model of Human Memory (Information processing model - draw it!)
Input            perception       
Input    sensory          &        working    retrieval    long-term
Input    memory    attention    memory    storage    memory   
Information is lost form the system.
Encoding- Stores and retrieves information when needed, our mind does this. There are three steps in this, sensory memory, working memory and long-term memory.
Sensory memory- When your senses work together in registering and processing information.
Attention- your sensory memory does not take all of your attention, many things all together are what you are thinking, processing and doing. 1. Size 2. Intensity 3. Novelty 4. Incongruity 5. Emotion 6. Personal significance.
Perception- How we understand and take things in, it’s our point of view.
Working memory- When we pay attention we transfer the information being learned into our working memory. Where it processes the info from the sensory memory and maintains new information.
Central executive- Deals with sensory and long-term memory acts as the supervisor and decides what strategies to use when processing.
Phonological loop- stores auditory information for seconds, rehearses information increasing the chance of memory.
Maintenance rehearsal- repeating information so it can become a part of our working memory.
Elaboration (Elaborative rehearsal)- connecting new information to prior information you are trying to remember.
Mnemonics- this helps us make information more meaningful, keywords etc. (Rov G. Biv)
Organization- there are several ways to process and remember the information we are learning, when we organize it in one way or another it helps us to remember.
Advance organizers- things such as mnemonic devices, chunking etc.
Chunking- grouping information into a meaningful way. (2,4,6,8)
Hierarchies- putting broad concepts into narrow concepts.
Visual imagery- creating mental pictures, we are then able to have a better connection to something and able to remember it better.
Long-term memory- third memory stage, where we can store large amounts of info and hold on to it for long amounts of time.
Implicit knowledge- we are not aware of this, it can include conditioned responses, memories, or trigger related concepts in our long-term memory.
Episodic knowledge- where we remember a certain events or episode we have already experienced.
Declarative knowledge- (semantic knowledge) compilation of verbal facts.
Procedural knowledge- knowing how to do something, deals with skills.
Conceptual knowledge- explains why something is, an understanding of information.
Conditional knowledge- Where we only remember some information.
Network theory- Networks are created like true and false where information is stored.
Schema theory- Explains that new information can fit into a schema, and is easily remembered.
Cueing- clues and things to help us remember or retrieve information for an event. 
Retrieval- hints about where to look for piece of information.
Decay- Where our information begins to leave our immediate retrieval. 
Retrieval failure- information is unavailable; it cannot be pulled from our mental record. 
Interference- this has to do with retrieval, interference gets in the way something occurs when learning.
Proactive interference- when you mix up some prior knowledge with new information.
Retroactive interference- this is more negative, new information is being stunted by old information.
Reconstruction error- retrieval failer, recalling only limited information.
Automaticity- when something connects fast and is just understood. 
Meaningful learning- Is helpful in our continual knowledge, when information helps us with connections and remembering.
Wait time- the time we have to wait for retrieval of information.

Emotional and Moral Development Study Guide.

Module 4
Emotional intelligence- to be able to understand, express, and take control of emotions.
Emotional understanding- to be able to understand your emotions and others, differentiate and interpret.
Self-awareness- (18-24 months) when you can recognize your own thoughts and feelings. Then you can make decisions and act on them.
Emotional regulation- When you can regulate/ manage emotions. You are able to take control of them.
Social referencing- A strategy in helping other people with their emotions and reactions.
Self-motivation- When you can generate enthusiasm and confidence during something challenging. 
Social-emotional learning (SEL)- goes with a school setting, and talks about social and emotional influences for success. Three important things 1) caring relationships are the foundation of all lasting learning 2) emotions affect how and what we learn & 3) goal setting and problem solving provide focus, direction and energy for learning.
Module 5
Morality- What we perceive to be right and wrong.
Moral reasoning- when we rationalize things in our choices in making right and wrong decisions.
Piaget's theory of moral development- a two-step process of cognitive and moral development.
Moral realism- first stage, what children see to be right and wrong, is determined by consequence of behavior that is given by adults.
Morality of cooperation- autonomy, when you understand that in certain circumstances rules can be bent. Understanding more of the complexities of right and wrong.
Kohlberg’s stages of moral development- piaget’s student, his belief was that the two-step process was much more to be involved his process has three stages.
Gilligan's criticisms of Kohlberg- He believes his theory to be too focused on “justice as the overarching  theme” , a lot of what he believes theorist do it focuses mostly on men, when women and men are very different.
Moral dilemmas- a situation in which there is a problem dealing with our moral reasoning and reactions.
Caring orientation- deals with other peoples needs, helping our interpersonal relationships.
Justice orientation- deals with the rights of individuals, focusing on independence and individuality.
Prosocial behavior- voluntary actions that are sopose to help others through sharing. 
Perspective taking- stage 0, egocentric viewpoint stage 1, social-informational role talking stage 2, self-reflective role taking stage 3, mutual role taking stage 4, social and conventional system role taking.

Soical Development Study Guide.

Terms:
Psychosocial crisis- In each developmental stage of Erickson’s theory a person goes through a challenge that turns out both positive and negative to help further their psychological development.
Erikson’s model of psychosocial development- There are eight stages, the first five develop in infancy through children in educational settings, and the others apply in the later years.
    Trust v. Mistrust- Parents and caregivers are the biggest role at this time, when a caregiver provides care for the baby’s needs this develops trust. When a baby’s needs are not met, they begin to develop a sense of mistrust, creating attachment issues.
    Autonomy v. Shame & Doubt- This occurs during toddlerhood, deals with responses. Dealing with capabilities, a child is developing autonomy or shame through the opportunities the parents are providing. Exploring with out guilt for mistakes, vs. disciplining or over protecting can hinder this development. 
    Initiative v. Guilt- Preschool age children, focuses more on interacting with peers. Children are rewarded for trying new things gaining a sense of initiative. You need to find a balance, too much of either initiative or guilt being where a child is over criticized can affect them.
    Industry v. Inferiority- Elementary and middle age children, learning to master many skills. Parents are still important but teachers and peers are become more of an influence. Industry deals with completing a task and inferiority is when a child feels in competent.
  Identity v. Role Confusion- Adolescence, individuality takes place. Psychological moratorium which is a time where teens need few responsibilities and more opportunities for exploring different roles. 
    Intimacy v. Isolation- In young adulthood, where you develop close personal relationships. Isolation happens when an individual goes through relationships with fear of rejection.
    Generativity v. Stagnation- Middle adulthood, deals with giving back to the next generation. In giving to the society they are helping to create this, people who feel board with life and feel they are not contributing is the opposite side of things.
    Integrity v. Despair- Elderly period of our lives, feeling that we lived a life worth living is integrity vs. despair feeling dissatisfaction with accomplishments. 
Social skills- Developing them in many stages, dealing with ability to work with others and interact is a process that helps with our over all social competence.
Sense of Self- An over all feeling and knowing of us.
Self-concept- Talks about our perception about ourselves.
Self-worth/Self-esteem- How a person evaluates themselves going along with feelings.
Marcia's Theory of Identity Development- Has to do with commitment and exploration.
    Identity achievement- Teens given opportunities dealing with occupations, skills etc. Related to better performance.  
    Identity diffusion- Teens have not yet begun the process of exploration, unable to make commitments.
    Identity foreclosure- Teens have parents using authority to tell them what to do.
    Moratorium- Teens are actively involved in exploring, but have yet to decide. DAP for most high schoolers.
Temperament- How a person acts, shy, excited etc. How there general person is.