Learning and Memory Flashcards
What are the 3 levels of memory according to the multi-store model of memory?
sensory memory, short-term memory, and long-term memory
Define sensory memory, short-term memory, and long-term memory according to the multi-store model
sensory memory- we can store a large amount of incoming sensory memory for a brief period. iconic (visual) for about half a second and echoic (auditory) for about 2 seconds
short-term (primary) memory- stores limited amount of info for about 20 seconds unless the info is rehearsed. made up of :
-memory span (can hold 7 plus or minus 2 items, or more with chunking) and
-working memory is processing and manipulating info like for simple math problems
long-term- info from short-term memory is move to long-term once it is encoded, such as relating it to something already stored in long-term memory. recent (secondary) long-term memory is the past minutes to years and remote (tertiary) long-term memory is years to decades. secondary most susceptible to changes as we age
explain Baddeley’s Model of working memory
WM aspect of short-term memory consists of a central executive (which controls subsystems and directs attention to relevant info and coordinates other cognitive processes) and 3 subsystems:
-phonological loop-temp storage of verbal info
-visuo-spatial sketchpad- temp storage of visual and spatial info
-episodic buffer- integrates verbal, visual, and spatial info and links working memory to long-term memory
classification of long-term memory as Procedural and declarative long-term memory
procedural-nondeclarative- memories for learned skills and actions (also sometimes called implicit memory)
declarative memories- semantic (facts and knowledge) or episodic (autobiographical memory) (declarative memory is also sometimes called explicit memory)
Describe techniques used to study false memories
-Deese-Roediger-McDermott (DRM) procedure: shown a list of related words (cake, honey, sugar) and asking to recall the words after a delay. this creates a false memory for words with many subjects recalling a critical lure (sweet) and being confident it was on the list - criticized for not applying to false memories in the real world
-false memory induction: researcher tells participant a family member told them about an experience from their childhood (but it didnt really happen) subjects initially deny the event but with more questioning, subjects will often start to recall the event and details of the event that were never stated
-imagination inflation: researcher asks subject to imagine an event that did not really occur, people will rate their confidence that this event did actually happen as high and confidence increases with the number of times they imagined the event
Proactive and retroactive interference
Proactive interference: previously learned info interfers with ability to learn or recall new info (List A interferes with learning of list B)
Retroactive interference: newly acquired info interferes with ability to recall previously learned info (List B intereferes with recall of List A)
Techniques for improving memory
elaborative rehearsal- making info meaningful (semantic encoding) or relating it to something else you already know
verbal mnemonics- acronyms (OCEAN) or acrostics (please excuse my dear aunt sally)
visual imagery- keyword method for paired associates (imaging a duck with a pot on its head to remember spanish word pato for duck) OR method of loci is linking each word to a specific object in a familiar location
encoding specificity- conditions at time of learnign are same at the time of recall. conditions serve as recall cues . context -dependent learning and state dependent learning
practice testing- practice recall info by testing or flashcards (testing effect). mediator effectiveness hypothesis- practice testing generates effective cues that facilitate future retrieval
practice testing and distributed practicing have the greatest utility of learning techniques
Tolman’s latent learning theory
Rats in group 1 reinforced when they reached the end of the maze everyday, group 2 was never reinforced, group 3 only began to be reinforced on day 11. Group 1 performance improved in terms of speed and errors starting day 1, group 2 never improved, and group 3 looked like group 2 days 1-11 but began to perform similarly to group 1 on day 12. He attributed group 3 rats forming cognitive maps of the maze in their heads to latent learning which occurs without reinforcement or being demonstrated
Kohler’s insight learning
influenced by gestalt psychology. Sultan the chimpanzee was in a cage with banana hanging from the ceiling and a box in the corner. he paced back and forth for a while and then grabbed the box, put it below the banana, and stepped up to grab it. he had an ah-ha moment or sudden insight into the solution
Bandura’s social cognitive theory
kids and the bobo doll.
kids who watched grown-ups model being aggressive to bobo were more likely to be aggressive to bobo whether they watched a live model, recorded model, or a cartoon model.
kids were more likely to imitate a model of the same gender, boys were more aggressive than girls unless rewarded for aggression then there were no gender differences
Bandura’s 4 mediational processes of observational learning
attention- have to notice and pay attention to the models behavior
retention- have to store the models behavior in memory
production- must be capable of imitating the model’s behavior
motivation- must be motivated to perform the behavior
reinforcement increases motivation. can be self-reinforcement, external reinforcement, or vicarious reinforcement (seeing the model be reinforced)
