Chapter 1 Intro Flashcards
Tolman
Rats form cognitive maps
Internal reps of enviro from exploration
Reductionism
The aim of science is to reduce each explanation to the level below
Social psyc to cognitive psyc
Physiology interpreted biochemically
Then physics
Introspection
The capacity to reflect and report on our thoughts
Galton
Didn’t know differences aren’t due to memory accuracy but nonconscious process
Ebbinghaus
Possible to plot systematic relations between conditions of learning and amt learned
Simplified experimental situation
Nonsense syllables
Verbal learning approach
Gestalt
Applied ideas developed in study of perception to understanding of human memory
Emphasized importance of internal representations rather than observable stimuli and responses
More emphasis on activity of learner in organizing material
Mandler, tulving
Bartlett
Folk tales
Craik
Human memory as computer storage systems
Requires capacity to encode, store, retrieve
Modal model
Mix of all current models
Sensory memory
Iconic memory
Echoic memory
Sperling - 3x4 letters - report 1 line with tone - delay means loss of info - iconic memory - model of visual sensory memory separating stages
Light interferes with memory trace - masking
Brightness masking - pattern masking (jumbled features of letters)
This suggest it influences a later stage of visual processing that occurs after
Iconic memory
2 early stages of process whereby info read off from retina, some of it fed through short-term visual store
Likelihood of error increases from beginning to end
Echoic memory
Neisser
Last 1 or 2 items are more likely to be correct than middle items
Can be undone by interposing another spoken item before recall
Buzzer doesn’t disrupt, speech does
Working memory
Linked to attention
Workspace
LTM
Explicit memory = events, facts
Implicit memory = performance
Explicit memory
Semantic and episodic
Tulving
Episodic = mental time travel
Clive Wearing amnesiac - episodic
