D664 WGU Q&A
D664 WGU
Study online at https://quizlet.com/_hhbf6d
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 prac- Intentionally remembering stored information
tices
7. Interleaving covering multiple types of problems during ONE study session- like getting mul-
tiple flavors of ice cream in one cup.
8. Retrieval Prac- Students quiz one another on important concepts to prepare for an exam.
tices
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 ef- Executive function. Think of it as your jobs executer- expects what? Your time being
fectively managed effectively.
12. Limited brain ca- Concept from neuroscience that CONTRICDICTS the myth of multitasking..
pacity
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:
1/8
, D664 WGU Q&A
D664 WGU
Study online at https://quizlet.com/_hhbf6d
Different cognitive styles offer 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 con- An appropriate strategy to fight the myth of cramming.
sistent study
habits Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent
smaller bites of food, will not choke you.
16. Varied instruc- Strategy teacher can use to counteract the common myth of normality
tional methods
Example: No one learns the same.
17. Help students A teacher wants to counteract the myth of cognitive rigidity.
face challenges
with enthusiasm
18. Incorporating Counteract the myth of the brain as a computer.
physical activity
in learning The brain can not do physical activities.
19. The brain needs Contradict the myth of cramming.
time to combine
information and
process it.
20. Proof that multitasking is not a beneficial learning habit.
2/8
D664 WGU
Study online at https://quizlet.com/_hhbf6d
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 prac- Intentionally remembering stored information
tices
7. Interleaving covering multiple types of problems during ONE study session- like getting mul-
tiple flavors of ice cream in one cup.
8. Retrieval Prac- Students quiz one another on important concepts to prepare for an exam.
tices
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 ef- Executive function. Think of it as your jobs executer- expects what? Your time being
fectively managed effectively.
12. Limited brain ca- Concept from neuroscience that CONTRICDICTS the myth of multitasking..
pacity
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:
1/8
, D664 WGU Q&A
D664 WGU
Study online at https://quizlet.com/_hhbf6d
Different cognitive styles offer 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 con- An appropriate strategy to fight the myth of cramming.
sistent study
habits Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent
smaller bites of food, will not choke you.
16. Varied instruc- Strategy teacher can use to counteract the common myth of normality
tional methods
Example: No one learns the same.
17. Help students A teacher wants to counteract the myth of cognitive rigidity.
face challenges
with enthusiasm
18. Incorporating Counteract the myth of the brain as a computer.
physical activity
in learning The brain can not do physical activities.
19. The brain needs Contradict the myth of cramming.
time to combine
information and
process it.
20. Proof that multitasking is not a beneficial learning habit.
2/8
