| A | B |
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| INFORMATION PROCESSING THEORY | Cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind. |
| SENSORY REGISTER | Component of the memory system in which information is received and held for very short periods of time. |
| PERCEPTION | A person's interpretation of stimuli. |
| ATTENTION | Active focus on certain stimuli to the exclusion of others. |
| SHORT TERM (STM)/ WORKING MEMORY (WM) | The component of memory in which limited amounts of information can be stored for a few seconds. |
| REHEARSAL | Mental repetition of information which can improve its retention. |
| LONG TERM MEMORY (LTM) | The components of memory in which large amounts of information can be stored for long periods of time. |
| EPISODIC MEMORY | A part of long-term memory that stores images of our personal experiences. |
| SEMANTIC MEMORY | A part of long-term memory that stores facts and general knowledge. |
| PROCEDURAL MEMORY | A part of long term memory that stores information about how to do things. |
| FLASHBULB MEMORY | Important events that are fixed mainly in visual and auditory memory. |
| SCHEMATA | Mental networks of related concepts that influence understanding of new information, the singular is SCHEMA. |
| LEVELS-OF-PROCESSING THEORY | Explanation of memory that links recall of a stimulus with the amount of mental processing it receives. |
| DUAL CODE THEORY OF MEMORY | Theory suggesting that information coded both visually and verbally is rememberd better than information coded in only one of those two ways. |
| INTERFERENCE | Inhibition of recall of certain information by the presence of other information in memory. |
| RETROACTIVE INHIBITION | Decreased ability to recall previously learned information, caused by learning of new information. |
| PROACTIVE INHIBTION | Decreased ability to learn new information, caused by interference from existing knowledge. |
| PROACTIVE FACILITATION | Increased ability to learn new information based on the presence of previously acquired information. |
| RETROACTIVE FACILITATION | Increased comprehension of previously learned information because of the acquisition of new information. |
| PRIMACY EFFECT | The tendency for items at the beginning of a list to be recalled more easily than other terms. |
| RECENCY EFFECT | The tendency for items at the end of a list to be recalled more easily than other items. |
| AUTOMATICITY | A level of rapidity and ease such that tasks can be performed or skills ultilized with little mental effort. |
| MASSED PRACTICE | Technique in which facts or skills to be learned are repeated often over a concentrated period of time. |
| DISTRIBUTED PRACTICE | Technique in which items to be learned are repeated at intervals over a period of time (several practice sessions). |
| ENACTMENT | A learning process in which individuals physically carry out tasks. |
| VERBAL LEARNING | Learning of words or facts expressed as words. |
| PAIRED-ASSOCIATE LEARNING | Learning of items in linked pairs so that wehn one member of a pair is presented, the other can be recalled. |
| SERIAL LEARNING | Memorization of a series of items in a particular order. |
| FREE-RECALL LEARNING | Learning a list of items in any order. |
| IMAGERY | Mental visualization of images to improve memory. |
| MNEMONICS | Devices or strategies for aiding the memory. |
| KEYWORD METHOD | A strategy for improving memory by using images to link pairs of terms. |
| LOCI METHOD | A strategy for remembering lists by picturing items in familiar locations. |
| PEGWORD METHOD | A strategy for memorization in which images are used to link lists of facts a familiar set of words of numbers. |
| INITIAL LETTER STRATEGIES | Strategies for learning in which initial letters of items to be memorized are made into a more easily rememberd word or phrase. |
| ROTE LEARNING | Memorization of facts or assocaitions that might be essentially arbitrary. |
| MEANINGFUL LEARNING | Mental processing of new information that relates to previously learned knowledge. |
| INERT KNOWLEDGE | Learned information that could be applied to a wide range of situations, but whose use is limited to restricted, often artificial, applications. |
| SCHEMA THEORY | Theory stating that information is stored in long-term memory in schemata (networks of connected facts and concepts), which provide a structure for making sense of new information. |
| METACOGNITION | Knowledge about one's own learning or about how to learn (thinking about thinking). |
| METACOGNITIVE SKILLS | Methods for learning, studying, or solving problems. |
| SELF-QUESTIONING STRATEGIES | Learning strategies that call on students to ask themselves who, what, where, and how questions as they read material. |
| NOTE-TAKING | A study strategy that requires decisions about what to write. |
| SUMMARIZING | Writing brief statements that represent the main idea of the information being read. |
| OUTLINING | Representing the main points of material in hierarchical format. |
| MAPPING | Diagramming main ideas and the connections between them. |
| PQ4R METHOD | A study strategy taht has students preview, question, read, reflect, recite, and review material. |
| ADVANCED ORGANIZERS | Activities and techniques that orient students to the material before reading or class presentation. |
| ANALOGIES | Images, concepts, or narratives, that compare new information to information students already understand. |
| ELABORATION | The process of connecting new material to information or ideas already in the learner's mind. |
