# Flashcard Formulation: Minimum Information Principle, Cloze Deletions & Atomic Cards > Master Flashcard Formulation: Minimum Information Principle, Cloze Deletions & Atomic Cards with 32 active-recall flashcards covering core definitions, equations, mechanisms, and high-yield problem solving. - **Canonical URL:** https://flashcards.world/flashcards/sets/d2ae26cf-c5b2-4bdd-add9-b282a332ad43/ - **Markdown URL:** https://flashcards.world/flashcards/sets/d2ae26cf-c5b2-4bdd-add9-b282a332ad43.md - **Level:** intermediate - **Languages:** en → en - **Total Cards:** 32 ## Flashcards (32 Cards) | # | Front (Term / Prompt) | Back (Definition / Answer) | Example | Multiple-Choice Options | | :--- | :--- | :--- | :--- | :--- | | 1 | What makes a case vignette a focused flashcard? | It supplies the relevant facts and asks for one explicit judgment, with the answer's reasoning available for checking. | | | | 2 | What is the minimum information principle in card design? | Give each card a focused, clearly assessable target while keeping enough context to make the question meaningful. | | | | 3 | What is a cloze deletion? | A passage with a selected part hidden, requiring the learner to supply the missing information from the remaining context. | | | | 4 | When is it useful to divide a long list into several cards? | When its parts need separate practice or partial recall is hard to grade; retain whole-list practice if that is a learning objective. | | | | 5 | Why revisit prerequisites when an advanced card is confusing? | The difficulty may come from a missing foundational concept rather than the new fact itself. | | | | 6 | What makes a programming card focused? | Ask about one behavior, contract or edge case in a small, sufficient example instead of requesting an entire source file. | | | | 7 | What can a label-hiding image card assess? | Recall of a hidden label or identification of a location; it does not by itself assess the structure's function. | | | | 8 | How should you shorten a wordy card front? | Remove irrelevant wording while preserving the context and conditions needed to answer correctly; there is no universal line limit. | | | | 9 | How should a pharmacology topic be divided into cards? | Use separate, verified targets such as mechanism, indication or adverse effect, with the relevant drug and conditions specified. | | | | 10 | How can you strengthen a yes/no knowledge question? | Ask for a reason or a discriminating fact when the goal is understanding, since a correct guess alone is weak evidence. | | | | 11 | What makes a personal example suitable for a card? | It should be accurate and relevant to the concept; personal familiarity does not guarantee learning. | | | | 12 | Do “why” questions guarantee transfer to new problems? | No. They can ask for an explanation, but application to unfamiliar problems needs its own practice and assessment. | | | | 13 | What should you do before memorizing an unfamiliar concept? | Study a reliable explanation until you can explain its meaning and how it relates to what you already know. | | | | 14 | What is the purpose of concise formatting on a card back? | To make the required answer and relevant reasoning easy to check, without imposing a universal grading time. | | | | 15 | How can you repair an ambiguous prompt such as “bank”? | Specify the intended meaning or domain so the expected answer can be identified. | | | | 16 | How should a card back separate grading from explanation? | Make the required answer easy to find and put supporting explanation apart from it. | | | | 17 | Where do examples belong in this catalog's vocabulary cards? | Keep the target word on the front and its translation on the back; put the bilingual contextual sentence in the examples field. | | | | 18 | When is reversing a question–answer pair useful? | When each direction tests a useful, unambiguous relation; reversing one-to-many answers may require added context. | | | | 19 | Why connect individual facts to an overview? | An overview supplies context for understanding how the facts fit together. | | | | 20 | What should repeated failure on a card prompt you to inspect? | Check understanding, ambiguity and excessive scope, then revise or suspend the card as needed; no universal failure count applies. | | | | 21 | Should an easy card automatically be deleted? | No. Decide whether it remains useful and correct; current ease does not establish permanent retention. | | | | 22 | What status do SuperMemo's Twenty Rules have? | They are practical recommendations for formulating study material, not a law assigning card design a fixed share of learning success. | | | | 23 | Does deck quality require a fixed number of non-overlapping cards? | No. Match coverage and useful redundancy to the learning goals; this catalog's card-count rules are a format convention. | | | | 24 | How can a card distinguish two easily confused concepts? | Ask about one meaningful difference under stated conditions, with an accurate comparison on the back. | | | | 25 | What context helps make a legal-rule card accurate? | State the relevant jurisdiction, date and conditions, and verify the rule against an authoritative source. | | | | 26 | How should etymology be used on a technical vocabulary card? | As a memory cue; verify the term's actual meaning rather than assuming its word roots give a complete definition. | | | | 27 | What should accompany a formula on a study card? | Definitions of variables, appropriate units and assumptions; financial formulas may need currency, time period and rate conventions. | | | | 28 | What makes a multiple-choice card useful for learning? | A clear task, a defensible best answer, plausible alternatives and feedback explaining the important distinctions. | | | | 29 | What should study-card tags describe? | Relevant content and curriculum categories; CEFR levels describe language proficiency, not general academic difficulty. | | | | 30 | How should you choose chunks when learning a sequence? | Use meaningful groups suited to the task, and practice the full sequence if required; no fixed chunk size fits every task. | | | | 31 | When should a grammatical clue be removed from a prompt? | When it reveals the answer without testing the intended knowledge; retain grammar cues when grammar is the learning target. | | | | 32 | How can overlapping cloze cards support sequence learning? | They practice linked parts of a sequence; add whole-sequence recall when performing the complete sequence is the goal. | | | --- Study this deck interactively with FSRS-6 spaced repetition, audio review, and multiple-choice mode at [Flashcards World](https://flashcards.world/flashcards/sets/d2ae26cf-c5b2-4bdd-add9-b282a332ad43/).