Memory and learning

Question 1

Declarative System

Answer 1

Long-term memory
Episodic knowledge, autobiographic knowledge, semantic knowledge
Consciously available

Question 2

Non-declarative system

Answer 2

Long-term memory
Perceptual knowledge (form of an object)
procedural knowledge (conditioning)

Question 3

working memory

Answer 3

Central execution

Subsystems: phonologic loop (Sprache wird in Laute umgewandelt); visual-spatial, episodic puffer

Question 4

Sensory register

Answer 4

visual, auditive, haptical,

Question 5

Associations

Answer 5

Associations are ALWAYS POSITIVE

Negations always require energy and motivation

Question 6

Creation of synopsis through learning

Answer 6

Bigger, faster, new way

Question 7

Associative network:

Answer 7

Associative network: activation can be automatic and unknowingly wondering between the knots.

Question 8

Taxonomic knowledge structure:

Answer 8

Taxonomic knowledge structure: pro positional knowledge the about a relationship between objects. Controlled and deliberate processing is required for the assignment of an object in the taxonomy.

Question 9

Recognition versus recall:

Answer 9

Recognition versus recall: recall is way more difficult and needs way more resources

Question 10

Type of memory contents:

Answer 10

Type of memory contents: Real objects (therefore sales with touch are increased) can be remembered better than pictures. Pictures are easier to remember then text.

Question 11

Processing depth:

Answer 11

Processing depth: do not only remember the content but also on the reason, why you remember it.

Question 12

Context dependency:

Answer 12

Context dependency: remembering the context for the memory provides tremendous help for remembering

Question 13

Intrusion effects:

Answer 13

Intrusion effects: if there is a gap in the memory, the missing information gets reconstructed ad hoc.

Question 14

Memory performance is context based:

Answer 14

Memory performance is context based:
People learn the contexts, in which they learn.
Emotional feelings are strongly stored

Question 15

Primacy effect:

Answer 15

Primacy effect: gets explain by saved memory that already exists in the long-term memory

Question 16

Recency effect:

Answer 16

Recency effect: gets explained by memory which still exists in the short-term memory (working memory)

Question 17

Memory and affective judgment: mere exposure effect:

Answer 17

Memory and affective judgment: mere exposure effect:
The simple exposition to an object raises the preference for this object —> facilitated categorization through an increase in processing fluency

Question 18

Smells

Answer 18

Smells are extremely emotional / bad tastings can last forever in the memory

Question 19

Amygdala:

Answer 19

Amygdala: emotions are the strongest memory filler (Flashbulb memories)

Question 20

Hippocampus:

Answer 20

Hippocampus: transfers memory from the short-term to the long-term.

Question 21

REM-Sleep:

Answer 21

REM-Sleep: small part of our daily sleep doses is the REM sleep. Over our lifetime the percentage of sleep gets reduced dramatically. But the REM phase gets reduced even more.

Question 22

Classical (evaluated) conditioning

Answer 22

Classical (evaluated) conditioning (Stimulus —> Stimulus): emotional advertisement, often shown (Pavlov Dog)
Measure and delete phase only shows the effective time.

Question 23

operant (instrumental) conditioning (Reaction —> Effect):

Answer 23

operant (instrumental) conditioning (Reaction —> Effect):
own behavior leads to positive emotions (bonus programs)

Operant conditioning of consumer behavior
Positive reinforcement: prison positive consequences (increase the probability of behavior —> has to be surprised)

Negative reinforcement: remove aversive
consequences(Increases the probability of behavior)

Extinction: Neutral consequences occure (decreases the probability of behavior)

Punishment: present aversive consequences (Decreases the probability of behavior)

Question 24

Continues reinforcement schedule:

Answer 24

Continues reinforcement schedule: after every single behavior and amplifier is presented (expensive)

Question 25

Fixed ratio schedule:

Answer 25

Fixed ratio schedule: and amplifiers presented after every n-times behavior.

Question 26

Variable ratio schedule:

Answer 26

Variable ratio schedule: an amplifier is presented in random order (empirical shown that this one has a high delete resistance —> people react strongly on surprises)

Question 27

Shaping:

Answer 27

Shaping: consumer behavior often requires a whole chain of behaviors. To amplify every single step is called shaping.

Question 28

Discriminative stimuli:

Answer 28

Discriminative stimuli: signals the consumer a certain contingency between behavior and rewards

Question 29

Learning by the model:

Answer 29

Learning by the model: observing others who are rewarded or being punished for their behavior is almost as efficient for the operant learning has their own experience (often used in advertisement)

Question 30

Single conditioning

Answer 30

Single conditioning (Reuss Puma / Reuss Puma / Reuss Puma) —> Risky

Question 31

Multiple conditioning

Answer 31

Multiple conditioning (Reuss Puma / Baine Puma / Jordan Puma) —> more stable and delete resistant.

Question 32

Conditioning sequence

Answer 32

Conditioning sequence
Simultaneously (effective —> unconscious conditioning)
(effective) Sequential (Puma —> Reuss; evolutionary: something neutral leads to something emotional)
(uneffective) Sequential (Reuss —> Puma; evolutionary: something emotional leads to something neutral)

Question 33

Neuro-scientific research on learning processes

Answer 33

Neuro-scientific research on learning processes
MRT only shows activation relative to one single dimensional control condition (not absolute)

With practice: the brain tries to safe resources and tries to do regular tasks automatically. (Foundation of heuristics)

Question 34

Cortical discharge:

Answer 34

Cortical discharge: weak brand (Sanofi) - strong brain activity versus strong brand(Coca-Cola) - low brain activity —> evolutionary: no brain activity needs list resources, which we think is positive.