lecture 1 - Learning

Question 1

memory

Answer 1

multi-faceted function

Question 2

short term memory

Answer 2

temporary storage for small amounts of information

Question 3

episodic and semantic memory

Answer 3

declarative forms of memory

Question 4

Associationism

Answer 4

• termed by Aristotle as a data-orientated approach
• memory dependent on the association between events, sensations, ideas
• 3 principle associations

Question 5

3 principle asssociations

Answer 5

• contiguous
• frequently
• similar

Question 6

Ebbinghaous

Answer 6

• german psychologist did first study on memory
• used non-words
• developed verb-learning approach
• contributed to behaviorism movement and study of stimulus-response associations

Question 7

Gestalt psychology

Answer 7

• emphasis on role of active learner
• internal representations (non-observed memories) as opposed to observed behavior

Question 8

Bartlett

Answer 8

• internal representations
• information processing approach based on computer analogy

Question 9

Information processing approach

Answer 9

• computer analogy to explain learning and memory
• encoding, storage, retrieval

Question 10

modal model

Answer 10

• Atkinson and Shiffrin
• sensory, short-term, long-term

Question 11

explicit/implicit

Answer 11

• larry squire
• declaritive / non-declarative

Question 12

explicit / declarative memory

Answer 12

intentional retrieval
- personal events or facts
- episodic memory (events)
- semantic memory (facts)

Question 13

implicit / non-declarative memory

Answer 13

retrieval of long-term memory through performance rather than explicit conscious recall
- conditioning, skills, priming

Question 14

Ebbinghaus

Answer 14

• tested on himself
• nonsense syllables e.g. caz
• avoided associations with real words
• constant rate

Question 15

total time hypothesis - from Ebbinghaus

Answer 15

• amount learned is a function of time spent learning
• practice drives brain plasticity

Question 16

Maguire et al. 2000

Answer 16

• posterior hippocampus of taxi drivers was consistently larger
• proportional to time spent being a taxi driver
• expertise plasticity

Question 17

Draganski et al.

Answer 17

• medical students scanned at 3 intervals
• grey matter increased in parietal cortex and posterior hippocampus sustained 3 months after learning something new
• learning plasticity

Question 18

practice + structural plasticity

Answer 18

• plasticity is part of the process that optimizes learning, not perpetual (long lasting)

Question 19

expansion normalization hypothesis

Answer 19

• some structural changes related to learning a task may be selected and others dropped
• useful is kept rest eliminated

Question 20

distributed practice/spacing effect

Answer 20

• leads to better retention of information
• takes longer over a period of time, not convenient
• may feel ‘less efficient’

Question 21

Melton 1970

Answer 21

• spaced learning of word stimuli increases subsequent recall
• longer presentation has better recall
• increasing intervening words the better recall

Question 22

lag effect

Answer 22

benefit of repeated study increases as lag between study occasions increases

Question 23

Kornell and Bjork

Answer 23

• showed that participants with spaced learning showed better identification of painting to painter / better application of knowledge
• but massed learning was more efficient

Question 24

testing/ generation effect

Answer 24

• when you retrieve information yourself you have a better outcome for retention

Question 25

Karpicke and Roediger

Answer 25

• importance of testing
• factorial design
• tests increases retention
  BUT
• errors in recall when training may affect later recall unless corrected with feedback
• erroneous retrieval strengthened by memory

Question 26

Expanding Retrieval method; Landauer & Bjork 1978

Answer 26

• spacing effect
• testing effect
  combined
• once successful at testing soon after study, distribute practice

Question 27

Spacing effect

Answer 27

• spaced presentation enhances memory
• study and test separated

Question 28

testing effect

Answer 28

• successfully generating items enhances memory more than passive presentation
• sooner an item is tested after initial presentation, more likely recall strengthened

Question 29

motivation

Answer 29

• makes learning more efficient in both automatic and strategic ways

Question 30

automatic motivation

Answer 30

• external (reward) or internal (curiosity) motivates prior to exposure to stimuli and improves memory when strategies are controlled

Question 31

strategic motivation

Answer 31

people use deeper and more elaborate memorization strategies for high value items

Question 32

curiosity: Gruber et al. 2014

Answer 32

internal curiosity/motivation to learn affects later memory
- higher = better recall
- curiosity favors encoding of new information
- similar with external incentives