Cognitive Learning Theory--anticipation Guide

Explanation
In order for students to learn effectively, it is crucial for them to be paying attention. When students are attentive, they are more likely to absorb information, understand concepts, and engage in the learning process. Attention helps students to focus on the subject matter, actively participate in discussions, and ask questions when needed. Without attention, learning becomes difficult as students may miss important details, fail to comprehend the material, and struggle to retain information. Therefore, it is essential for students to be attentive in order to facilitate their learning experience.

Explanation
The given statement suggests that brain capacity is determined by genetics and is fixed at birth. However, this is not entirely true. Current research indicates that while genetics do play a role in determining brain capacity, environmental factors and experiences also have a significant impact on brain development. The brain is highly malleable and has the ability to change and grow throughout a person's lifetime, a concept known as neuroplasticity. Therefore, brain capacity is not solely determined by genetics and is not fixed at birth.

Explanation
Instructional strategies that actively involve students in lessons have been proven to enhance learning and improve long-term retention. When students are actively engaged in the learning process, they are more likely to be motivated, attentive, and able to make connections between new information and their prior knowledge. This active involvement can include activities such as discussions, hands-on experiments, group work, and problem-solving tasks. By actively participating in their learning, students are more likely to remember and apply what they have learned in the long term.

Explanation
The brain cannot easily tune out new or different stimuli in the environment. It is designed to constantly process and analyze incoming information, making it difficult to ignore or disregard stimuli. This ability is crucial for survival and adaptability, as it allows us to remain aware of potential threats or changes in our surroundings. Therefore, the statement that the brain can easily tune out new or different stimuli is false.

Explanation
When information is presented both visually and verbally, it activates multiple sensory channels in the brain, enhancing the encoding process. This dual coding allows for a richer and more diverse representation of the information, making it easier to remember and retrieve later on. The combination of visual and verbal cues provides redundancy, increasing the chances of successful recall. In contrast, when information is presented in only one modality, there is a higher likelihood of forgetting or experiencing difficulties in retrieval. Therefore, the statement is true.

Explanation
The statement suggests that there is strong evidence to support the left brain vs. right brain theory. However, this is not true. While it is true that certain functions are predominantly controlled by one hemisphere of the brain, such as language being processed in the left hemisphere, the idea that people are either left-brained or right-brained and that it affects their personality and behavior has been debunked by scientific research. Studies have shown that both hemispheres of the brain work together and are interconnected, and that individuals do not have a dominant side. Therefore, the correct answer is false.

Explanation
Information is not stored for a long period of time in the sensory register. The sensory register is a temporary storage system that holds sensory information from the environment for a very short duration, typically less than a second. It acts as a filter, allowing only important information to be passed on to the next stage of memory processing. Therefore, the statement that information is stored for a long period of time in the sensory register is false.

Explanation
Short-term memory, also known as working memory, is the part of our memory system that temporarily holds and manipulates information. It has a limited capacity, typically ranging from 5 to 9 items or chunks of information. This means that we can only hold a small amount of information in our short-term memory at any given time. Therefore, the statement that short-term memory can hold about 5-9 bits of information at any given time is true.

Explanation
Using mental strategies consciously can indeed enhance the efficiency of working memory. When individuals actively employ techniques such as chunking, visualization, or mnemonics, they can better organize and process information, leading to improved memory performance. By consciously applying these strategies, individuals can optimize their working memory capacity and retrieval processes, ultimately enhancing their cognitive abilities. Therefore, the given answer, "True," aligns with the statement provided.

Explanation
The given statement is false. The average person's long term memory does not have a limited capacity for storage. Research has shown that the human brain has an almost unlimited capacity to store information in long term memory. This means that individuals are capable of remembering a vast amount of information throughout their lifetime.

Explanation
A high school prom is not an example of a procedural memory. Procedural memory refers to the memory of how to perform different tasks or skills, such as riding a bike or tying shoelaces. Attending a prom is not a skill or task that requires procedural memory. It is a social event that involves interaction and enjoyment, but it does not require the use of procedural memory. Therefore, the correct answer is false.

Explanation
Semantic memory refers to the long-term memory system that stores general knowledge and concepts about the world, including facts, meanings, and concepts. Class lessons typically involve the acquisition and understanding of new information, which is then stored in semantic memory. Therefore, it is reasonable to conclude that most learning from class lessons is stored as semantic memory.

Explanation
This statement suggests that the information we remember 12-24 weeks after receiving instruction has the potential to be retained indefinitely. It implies that long-term memory consolidation occurs within this time frame, and the information becomes more resistant to forgetting. However, it is important to note that individual differences, the significance of the information, and the effectiveness of the initial instruction can also influence long-term retention.