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Chapter 9 Notes

by: Kenziej218

Chapter 9 Notes CEP 315

GPA 4.0

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About this Document

These notes are from the powerpoint and cover the important material from Chapter 9 of the textbook
Educational Psychology
Cathy Parisi
Class Notes
Cognitive Psychology, cognitive, Education, Psychology
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This 2 page Class Notes was uploaded by Kenziej218 on Saturday July 23, 2016. The Class Notes belongs to CEP 315 at Rhode Island College taught by Cathy Parisi in Spring 2016. Since its upload, it has received 4 views. For similar materials see Educational Psychology in Psychology at Rhode Island College.


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Date Created: 07/23/16
Chapter 9: Complex Cognitive Processes Metacognition • Knowledge of our thinking processes:  regulates thinking and learning • 3 skills:  planning, monitoring, evaluating • Can be taught:  Learning strategies such as KWL charts, storymaps  Self­reflection Problem Solving • Formulating an answer by going beyond the simple application of rules to achieve a goal • General problem solving strategies vs. those specific to a domain • IDEAL method:  Identify the problem  Define the goal  Explore possible solutions  Anticipate and act  Look back and learn Hindering Problem Solving • Functional fixedness—inability to look at things in new ways • Response set—looking at a problem in only one way • Representative heuristic—judgment based on what you think is representative of the  category • Availability heuristic—judgment based on memory of events assumed to be common • Confirmation bias—search for information that supports ideas or beliefs • Belief perseverance—holding on to beliefs, even in the face of contradictory evidence Creativity • Production of original thinking • Creative in certain area • Divergent thinking—propose many different ideas or answers • Convergent thinking—identify one answer • Torrance—verbal and graphic testing:  originality, fluency (# of responses), flexibility (#  of categories) Sources of creativity • Amabile’s model (1996) • Domain­relevant skills—competencies in working within the area • Creativity­relevant processes—habits and personality traits unique to individual • Intrinsic task motivation—deep curiosity with task • Need ability to restructure problem (see it in new way) and insight (sudden  understanding). Brainstorming  To support creativity:  Do not initially judge ideas.  Encourage all ideas.  Allow tangential ideas.  Allow ideas to be “group owned.” Critical Thinking • The ability to evaluate a situation by logically and systematically examining the  evidence. • Sourcing—decide what to use • Corroboration—connect information from different areas • Contextualization—imagine background that is context for event Transfer of Learning • Previously learned information influences current learning • General and specific transfer (similar to general and specific knowledge) • High road and low road transfer:  Abstract vs. automatic • Backwards and forwards transfer:  Already learned material that use in new situation  Material will be used in future situation • Overlearning:  practice of a skill beyond the point of mastery Stages of Transfer • Phye: • Acquisition phase—receive instruction about strategy • Retention phase—practice with feedback • Transfer phase—new and different problems able to be solved with same strategy


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