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Depth of processing falls on a shallow to deep continuum. [citation needed] Shallow processing (e.g., processing based on phonemic and orthographic components) leads to a fragile memory trace that is susceptible to rapid decay. Conversely, deep processing (e.g., semantic processing) results in a more durable memory trace. [1]
They claimed that the level of processing information was dependent upon the depth at which the information was being processed; mainly, shallow processing and deep processing. According to Craik and Lockhart, the encoding of sensory information would be considered shallow processing, as it is highly automatic and requires very little focus.
For example, Bengio and LeCun (2007) wrote an article regarding local vs non-local learning, as well as shallow vs deep architecture. [ 231 ] Biological brains use both shallow and deep circuits as reported by brain anatomy, [ 232 ] displaying a wide variety of invariance.
Deeper learning is based on the premise that the nature of work, civic, and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning, complex problem solving, and teamwork.
Therefore, semantic processing produces memory traces that last longer than those produced by shallow processing, since shallow processing produces fragile memory traces that decay rapidly. Proper semantic cognition requires 1) knowledge about the item/word and its features or associations, 2) retrieving the proper information that fits one's ...
Some people are argue that it's better to be interesting than happy. But that's a false choice. It's true that if you're trying to tell an interesting story, unhappiness makes a much easier subject.
Some researchers include a metacognitive component in their definition. In this view, the Dunning–Kruger effect is the thesis that those who are incompetent in a given area tend to be ignorant of their incompetence, i.e., they lack the metacognitive ability to become aware of their incompetence.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.