Lecture 10 Flashcards
1
Q
10 rules of learning
A
- Rate of learning
- Distributed practice
- Rote learning
- Importance of testing and feedback
- Motivation
- Arousal
- Meaningfulness
- Dual coding
- Study with a friend
- Levels of processing and elaborative rehearsal
2
Q
Rate of learning
A
- More time spent the better retention
- Law of repetition
3
Q
Distributed practice
A
- Revise little and often
- Have breaks between study sessions
- Rest and sleep needed
4
Q
Rote learning
A
-Learning via rehearsal without thinking about deeper meanings
Study:
- Ppts given long list of words
- At the end had to report the last word beginning with G
- Had to do another task = given list of words and then as a surprise told to recall all words –> found time spent in working memory doesn’t affect recall so rote learning doesn’t help learning
5
Q
Importance of testing and feedback
A
- Better to have a test trial than an extra learning trial
- Because of the generation effect = better memory if you came up with answer yourself
- Feedback necessary
Study:
- Had to learn Somali vocabulary for repeated studies and test trials
- Tested 1 week after learning
- 4 groups:
- -> 1 = tested repetivitvly and had study phase
- -> 2 = didnt study same words they had already mastered, words would be dropped from study phase but still tested on
- -> 3 = words in study phase but not in the test phase
- -> 4 = when they learnt the words they were dropped from the study and test phase
- Results = if items dropped form study and test = poor recall at end of week
- Best recall was the group that didnt have items in the study phase but was repeatedly tested
6
Q
Motivation study
A
- Group 1 = no motivation for learning
- Group 2 = no motivation during study at time of recall but there was a substantial cash prize offered for best learning but weren’t told before
- Group 3 = cash price mentioned before learning
- Found no difference between groups
- External motivation prize didn’t effect learning or recall = no effect of motivation
- Effect is indirect, it affects time and attention spent
7
Q
Arousal
A
- Yerkes-Dodson law
- But implicit learning doesn’t depend on arousal
8
Q
Meaningfulness
A
-Material easier to learn if meaningful and related to what we already know
Study:
- List of 40 words which were presented at random or in categories
- Found they could recall more words when they were categorised
- Based on organisation principle = memory learnt better if placed into related categorises
9
Q
Dual coding
A
- Give yourself different pathways to access learning
- Verbal info is stored in symbolic verbal code
- Visual info is represented in analogue mental image
- Better attention if something is represented in both codes
10
Q
Study with a friend
A
- Explain things to each other
- Active role
- New insights
- New connections
- New retrieval paths
11
Q
Levels or processing
A
- Continuum between shallow and deep processing
- Deeper processing produced elaborative, longer lasting and stronger memory traces
- If trying to remember word pail and queue for it is starts with p = shallow processing
- But if looking trying to work out plum and queue for it is its a type of fruit = deeper processing
12
Q
Elaborative rehearsal
A
- When context is elaborate its more memorable as you can make more associations
- Based on the generation effect = actively involved in decision making, makes learning more likely
- Also based on elaboration principle = more you can connect existing knowledge, better the memory
13
Q
Evaluation of levels of processing
A
- Places emphasis on memory processes rather than memory structures
- True that elaborative processing leads to better retention
- The patter is clear in explicit and unclear in implicit
14
Q
General principles of retrieval
A
- Retrieval cues
- Memory traces = connected by associations
15
Q
4 types of context dependent memory
A
- Environmental-dependent
- State-dependent
- Mood-Dependent
- Cognitive dependent
16
Q
Environmental dependent forgetting
A
- Godden and Baddely
- Deep sea divers
Criticisms:
-Only found in recall tasks not recognition
17
Q
State dependent memory
A
- Recalled errors after drinking vodka
- Closer context and learning and retrieval = better recall
- Only for recall not recognition
18
Q
Mood-dependent memory
A
- Better if learnt and recalled in congruent mood
- Ppts either encoded in pleasant or unpleasant mood
- Recalled in merry or melancholy music
19
Q
Cognitive context dependent memory
A
- Cognitive context includes ideas, thoughts and convictions
- Found bilinguals better at remembering info if tested in the same language as encoding
20
Q
Schacter’s 7 sins
A
Sins of forgetting:
- Transience
- Absentmindeness
- Blocking
Sins of distortion
- Misattribution
- Suggestibility
- Bias
Sins in intrusive recollection
-Persistence
21
Q
Transience
A
- Memory for facts and evens
- Become less accessible over time
- Related to amount of work done during initial coding
- Value of transience = keeps info most likely to be needed
22
Q
Absentmindedness
A
-Forgetting because if inattention during encoding or retrieval
- Encoding
- -> Divided attention: large interference effect = competing for same general resources
- -> Change blindness = ppts shown pictures, picture changes but no change percieved
- -> Office study = inferences fill in the gaps
Retrieval:
- -> Event based prospective memory
- -> Time based prospective memory
Value:
–> Enables us to benefit on auto pilot for routine activity
23
Q
Blocking
A
- Info temporarily inaccessible
- Part set cueing = disruption of ones retrieval plan and inhibition of related info
- Tip of the tongue state
- Value = if all info associated with retrieval cue came to mind would be confused
24
Q
Misattribution
A
- Memory is present but attributed to wrong source
- Source amnesia = forgetting true source of memory
- Sleeper effect = info from an unreliable source but gains credibility because source forgotten
- Transferences = wrong source + subjective experience of the memory
- Cryptomnesia = wrong source + no experience of remembering
25
Q
Deese-Roediger-McDermott paradigm (misattribution)
A
- = false recall or recognition of something that never happened
- Ppts presented with list of words to recall e.g. bed and awake
- Found people recalled related but non presented words e.g. sleep
26
Q
More/less false memories happen when… (misattribution)
A
- More false memories when many associations exist, getting older and damage to frontal lobe
- Less false memories when pictures used, word has emotional connotations and damage to medial temporal lobe
27
Q
Value of misattribution
A
-The gist is more important than details
28
Q
Suggestibility
A
- When you accept false suggestions made by others
- Leading questions
- People who recall false memories also report lapses of attention and memory
- Value = gist more important than details
29
Q
Bias
A
- Encoding and retrieval dependent on pre-existing knowledge and belief
- Based on schemas and stereotypes
30
Q
Persistence
A
- Constantly remembering an event you want to forget
- PTSD
- Suicidal depression
- Related to activity in amygdala
- Value = need to recall life threatening events to stay alive
