D664 WGU
Questions and Answers, (A+ Guarantee)
1. Encoding: Process that involves transforming sensory input into useable information
2. Storage: Holds processed information for later use.
3. Feedback: Receiving information about performance.
4. Retrieval: Accessing information that is being held.
5. Metacognition: Understanding own thought process
6. Retrieval practices: Intentionally remembering stored information
7. Interleaving: covering multiple types of problems during ONE study session- like getting multiple flavors of
ice cream in one cup.
8. Retrieval Practices: Students quiz one another on important concepts to prepare for an exam.
9. Spacing: Studying 30 to 45 minutes every morning.
10. Desired difficulty: Designing task for a lesson opener so students have to use the concepts they already
know in a new way. "Right amount of challenge."
11. Managing time effectively: Executive function. Think of it as your jobs executer- expects what? Your
time being managed ettectively.
12. Limited brain capacity: Concept from neuroscience that CONTRICDICTS the myth of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star, ribbon, garland, ornaments all on at
one time.
13. Cognitive styles: Refute the myth of normality.
Example:
Ditterent cognitive styles otter unique advantages depending on the situation. For example, someone with a more visual
cognitive style might excel in spatial reasoning, while an individual with a more analytical style might excel in complex
problem-solving.
14. Embodied mind: disprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
15. Encourage consistent study habits: An appropriate strategy to fight the myth of cramming.
1/6
, Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller bites of food, will not choke you.
2/6
Questions and Answers, (A+ Guarantee)
1. Encoding: Process that involves transforming sensory input into useable information
2. Storage: Holds processed information for later use.
3. Feedback: Receiving information about performance.
4. Retrieval: Accessing information that is being held.
5. Metacognition: Understanding own thought process
6. Retrieval practices: Intentionally remembering stored information
7. Interleaving: covering multiple types of problems during ONE study session- like getting multiple flavors of
ice cream in one cup.
8. Retrieval Practices: Students quiz one another on important concepts to prepare for an exam.
9. Spacing: Studying 30 to 45 minutes every morning.
10. Desired difficulty: Designing task for a lesson opener so students have to use the concepts they already
know in a new way. "Right amount of challenge."
11. Managing time effectively: Executive function. Think of it as your jobs executer- expects what? Your
time being managed ettectively.
12. Limited brain capacity: Concept from neuroscience that CONTRICDICTS the myth of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star, ribbon, garland, ornaments all on at
one time.
13. Cognitive styles: Refute the myth of normality.
Example:
Ditterent cognitive styles otter unique advantages depending on the situation. For example, someone with a more visual
cognitive style might excel in spatial reasoning, while an individual with a more analytical style might excel in complex
problem-solving.
14. Embodied mind: disprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
15. Encourage consistent study habits: An appropriate strategy to fight the myth of cramming.
1/6
, Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller bites of food, will not choke you.
2/6
