Chapters 6-11 Flashcards
Ebbinghaus
- Experimented on self
- Learned thousands of nonsense syllables
Savings in relearning
A list can be memorized faster a second time.
Formula for savings
Original learning- relearning
———Over ————
Original learning
Curve of forgetting
The longer time the less savings
Serial learning
Repeat in exact order
Anchor points
The first and last words are distinctive due to their position
Rehearsal patterns
First word has less competition
Last word has more time before recall
Proactive (forward) interface
Early words interfere with later words
Retroactive (backwards) interference
Later word interfere with earlier words
Paired associate learning
Similar to classical conditioning
People are made to form associations
Connecting one word with another
Free recall
Recall words in any order
Primacy effect
More rehearsal moves first words into long term memory
Recency effect
Dump from short term memory
Last few words will be remembered best
Associative Clustering
Putting words into categories
Black with white
Stop with go
Categorical cluster
animals with animals
Subjective clustering
Makes sense to you
Schemas
Fire truck, red, apple
General frame work about a thing
Recall
List all the words you saw
Less sensitive
Recognition
Which words were on the list
More sensitive test of memory
Mnemonics
Remember large amounts of information by organizing it into stories
Disassociation
A demonstrated difference between memory systems
Double Disassociation
One variable affects one memory system, but not the other and vis a verse for the other variable
Sensory memory
Very short term
You hold simple information for small periods of time
Memory system that retains purely sensory information in a short period
Iconic and echoic
Short term memory
Working memory
Duration= short, 15-30 seconds
Capacity small, 7ish items
Long term memory
Long storage
Long capacity
Episodic
Personal memories
Semantic
Knowledge
Source amnesia
Knowing something, but not where you learned it
Implicit memory
Performance that occurs independently of conscious attempts to recall
Procedural learning
How to do things
Perceptual
Cognitive skills
Motor skills
3 stages of memory
Encoding
Storage
Retrieval
Levels of memory
Craig and Lockhart
Shallow processing and deeper processing
Shallow processing
Superficial
Deeper processing
Meaning
Connectionist models
Neural networks
Neuron= the functional unit of the brain
Retrograde amnesia
You forget what happened before the accident
Causes: concussion, traumatic event, Alzheimer’s, krosakaoffs syndrome
Anterograde amnesia
You can’t remember after the accident
Inability to form new memories
Typically affects declarative memory
Korsakoff syndrome
Cause: lack of thiamine
Damage to diencephalon
Patient N.A.
Accident with fencing foil
Damage to mid brain
H.M
Surgical removal of hippocampus
Declarative memory almost completely gone
Procedural mostly intact
The modal model
Atkinson and schiffrin
Features: sensory registers, short term store, long term store
George miller
7+/-2 items can fit into short term memory
Chunking
Information together increases the amount you can remember
Chunks of inforamtion
Gives time for rehearsal
Also more meaningful
Brown-Peterson experiment
Hear 3 words, hear 3 numbers, count backwards from the digit, recall words
Shows decay of STM overtime with no rehearsal
Interference
Earlier items (proactive interference)
Things to be remembered
Later items (retroactive interference)
Forms of short term memory
Acoustic (how words sound )
Semantic (what words mean)
The suffix effect
Meaningless extra items impairs recall on a list
Transfer from LTM— neural
Rehearsal=strengthening connections
Disruptive transfers
Concussion
Electroconvulsive shock
Modalities of memory
Auditory
Visual
Oder
Spatial
Actions
Alan baddeley’s working memory model
Working memory= where thinking happens
More precise than Atkinson
Spa rates visual and auditory memory
Articulatory suppression
Stops memory from being encoded
Working memory in brain
Prefrontal cortex: problem solving and manipulating info
Broca’s area: language and sub vocal rehearsal
Aging and STM
Once encoded, decays at same rate
Due to slower processing and more interference from older memories
Alzheimer’s disease and stm
Problems with multitasking
General cognitive impairment
Patient K.F
Motorcycle accident caused closed head injury with widespread damage to left hemisphere
Had impaired STM and intact LTM
What is stm for
Reading ability
Problem solving
Problem solving in stm
Requires retention and manipulation of information
Efficient use includes deciding what not to rehearse
Baddeley’s central executive in working memory duties well
Problems with permanent memory hypothesis
Most don’t show recovered memories
Maybe imaginations or daydreams
Many memories unverifiable
Some elicited memories doesn’t indicate all memories are there
The computer method
STM= RAM
LTM= Hard-drive
Lashley
The more brain lessened the greater impairment
Semantic networks
Idiosyncratic
Models association pathways
Connections vary in strength
Spreading activation
Hierarchical network
Animals
Birds Fish
Canary Ostrich Shark salmon
Nonhierarchical models
Connection= association
Distance= strength
Biological basis
Modular semantic networks
LTP
Prosopagnosia
Not being able to recognize a face
Long term potential (LTP)
Neurons that fire together, wire together
Habits form in
2 months
Repeated production (Bartlett)
Style, rhythm, mode of contraction rarely faithfully reproduced
Story is rationalized
More reproduction-> more omission
Route maps
Navigation
Take a left at 42 st
Survey maps
Aka cognitive maps
Map of Wheaton
Radial mazes
Rats learn to navigate efficiently without retracing steps
What maps do humans use
Both
Species difference
Dogs: sound, smell, cognitive map
Pigeons: sun position
Gender differences
Men slightly better at some spatial tasks
Differences have decreased over the years
Men use cognitive maps, woman use route maps
Effects of schemas
Help organization
Distort recall
Motor skill learning
The acquisition of precisely adjusted movements
Factors of motor skill learning
Practice
Feedback
Feedback works best when
Frequent, immediate, detailed
Implicit learning
The process by which knowledge of the structure of a complex environment is acquired largely independently of conscious awareness of specific components of that environment
Automaticity
From conscious effort to unconscious fluidity
Anderson ACT model
Stage 1: declarative
Stage 2: procedural
