Terry 11 Flashcards
landmarks
using a feature of your environment as an anchor; spacial navigation skills build on this
route knowledge
knowing the path through an environment(younger people use this)
survey knowledge/cognitive map
know a map and you decide which route to take (test by blocking a pathway) (older people use this)
radial arm maze
arms radiate out from the central location; used to test cognitive mapping
morris water maze
put a rat in a large tank of water, can find a platform to stand on
preferred perspective
the way your body is facing determines where you think you are
motor skills learning
associating certain stimuli/orders of movement. ex: learning how to type
pursuit rotor task
put a disc on something that rotates…
mirror task
drawing or reading in a mirror
power law
the more effort you put into it, the less return you get as time goes on
alternating spaced schedule
spaced practice for several skills, study several each day for a short time each and then do this for several days
critical study: had subjects use their finger to follow an arc on the screen
dfdf
metacognition
knowledge about how well you understand what works in developing motor skills
artificial grammar
make up a language and see how well participants learn it
errorless training
never allow the learner to make a mistake
perseveration
keep doing the same thing over and over again
declarative knowledge
memory for verbalizable knowledge or propositions
semantic memory
word meanings/general facts (declarative)
episodic memory
autobiographical memory of events (declarative)
procedural knowledge
ability to perform behaviors
extramaze cues
cues outside the maze to help rats know which arms they’ve already been in
practice-dependent learning
skill improvement that comes with practice
practice-independent learning
improvement in skill that comes with sleep after training
knowledge of results
outcome information- feedback
self-guidance hypothesis
feedback is necessary but if it’s too consistent the person won’t learn how to correct themselves
priming effect
fragment completion is improved by previous exposure to that word
declarative stage
stage of skill learning when information is learned
knowledge compilation
groups of operations that are used together are put into chunks to recall to improve efficiency
procedural stage
skills are refined through generalization (presenting to new situations) and discrimination (restricting to only appropriate situations)
skilled memory theory
encode knowledge in an organized, meaningful way; well-developed retrieval routines; practice encoding and retrieval speed
good map learners
break up map into sections and focus on one part at a time; less verbal rehearsal, more visual imagery; more self-testing
