Concept
Schema theory posits that all knowledge is organized into units or frameworks, known as schemas, which help individuals understand and interpret information by providing a structure for experiences and expectations. These schemas are dynamic, evolving with new information and experiences, and play a critical role in cognitive processes such as memory, perception, and learning.
Concept
Prior knowledge refers to the information and understanding a person already possesses before learning new information, significantly influencing how new information is processed and integrated. It plays a crucial role in learning, as it can facilitate comprehension, memory, and the ability to apply new knowledge effectively.
Concept
Cognitive Load Theory suggests that learning is hindered when the working memory is overwhelmed by too much information at once, emphasizing the need to design instructional materials that optimize cognitive processing. It differentiates between intrinsic, extraneous, and Germane Cognitive Loads to enhance learning efficiency and retention.
Concept
Constructivism is a learning theory that posits knowledge is actively constructed by learners through experiences and interactions with the world, rather than passively received from external sources. It emphasizes the importance of context, prior knowledge, and social interaction in the learning process, promoting a learner-centered approach to education.
Concept
Contextual learning is an educational approach that connects the material being taught to real-world situations, enhancing understanding and retention by making learning relevant to students' lives. It emphasizes active engagement and the application of knowledge in practical settings, fostering deeper comprehension and critical thinking skills.
Concept
Metacognition is the awareness and regulation of one's own thought processes, enabling individuals to understand, control, and improve their learning and problem-solving abilities. It involves self-reflection, self-monitoring, and self-regulation, which are crucial for effective learning and adapting to new challenges.
Concept
Transfer of learning refers to the application of knowledge or skills acquired in one context to new and different contexts, enhancing problem-solving and adaptability. It is crucial for effective education and training, as it enables individuals to leverage past experiences to tackle novel challenges efficiently.
Concept
Knowledge activation refers to the process by which relevant information stored in long-term memory is retrieved and brought into working memory to be used in cognitive tasks. This process is crucial for problem-solving, decision-making, and learning, as it enables individuals to apply prior knowledge to new situations and challenges.
Concept
Reading comprehension is the ability to process text, understand its meaning, and integrate it with what the reader already knows. It involves a complex interaction of cognitive processes, including decoding, language skills, and prior knowledge to construct meaning from written material.
Concept
Shared context refers to the mutual understanding and common ground that people leverage to communicate effectively. It encompasses prior knowledge, experiences, and implicit cues that are essential for interpreting messages accurately and efficiently.
3