week 11 - learning

Question 1

rate of learning

Answer 1

more time spent, better retention

ebbinghaus - law of repetition

Question 2

learning
distributed practice

Answer 2

little and often
spaced distributed learning
breaks between study sessions
rest/sleep - relates to benefit of sleep

better than cramming!

Question 3

learning
value of simple repetition

Answer 3

aka rate learning/type 1
rehearsal / maintenance rehearsal
- low level mechanical process of recycling
- little effort
- no interest in “meaning”

Question 4

learning
value of simple repetition
is time spent in STM/WM crucial?

Answer 4

craik + watkins 1973
Ss listen to long list of words, at the end had to report the last word beginning with “G”
“daughter, oil, rifle, garden, grain, table, football, anchor, giraffe”
–> does time spent in WM make a difference?
surprise q: recall all “G” words
hang onto gain longer because held in WM longer
garden only in WM until grain heard (because of original task)

but this does not affect recall (much)

Question 5

learning
value of simple repetition
helpful?

Answer 5

rate learning doesn’t help much

eg. coin - which way does the queen face?
cannot remember although seen it many times
because have not processed it

Question 6

learning
value of simple repetition
does this contradict with Ebbinghaus?

Answer 6

no
important is what is being done with material (how its processed)

Question 7

level of processing theory?

Answer 7

ebbinhausian learning more elaborate

(mere repetition is not beneficial)

Question 8

learning
importance of testing and feedback

Answer 8

better to have a test trial than an extra learning trial
the generation effect: better memory if you came up with the answer yourself
feedback necessary so (self-generated) errors dont persist

Question 9

learning
importance of testing and feedback
evidence

Answer 9

categories
1. learned foreign vocab with repeated study and test tials
2. repeatedly tested but dropped from learning
3. repeatedly learned but dropped from testing
4. dropped from study and testing

1. and 2. best
   once you learn something can drop learning it but need to continue testing it

Question 10

learning
motivation
direct effect?

Answer 10

goran-nilsson 1987
no direct effect of motivation
- if full attention given to task

group 1: no pressure
group 2: no motivation during study, at time of recall substantial cash prize offered for best learner
group 3: cash prize mentioned before learning

no differences between goups

Question 11

learning
motivation
intentions

Answer 11

intention to memorize contributes little
focus on understanding the material
- effect is indirect
- it affects time and attention to learning

Question 12

learning
arousal

Answer 12

yerkes-dodson law
- relates arousal to efficiency of memory

Question 13

learning
arousal
implicit learning?

Answer 13

implicit learning depends less on arousal

some learning while inder anesthesia (andrade 2005)

Question 14

learning
arousal
low

Answer 14

tired / sleep

can still learn, but not as well

Question 15

learning
arousal
high

Answer 15

highly anxious / stressed

can learn but not as well

Question 16

learning
arousal
graph

Answer 16

curve
———-
—– ——-

Question 17

learning
meaningfulness

Answer 17

material easier to learn if meaningful and can be relates to what is already known

Question 18

learning
meaningfulness
evidence

Answer 18

sharp et al 1999
list of 40 words
presentation: at random or in categories

better memory if categorised

Question 19

learning
meaningfulness
organisation principle

Answer 19

memory as function of how things / events relate to each other

Question 20

learning
Dual (re)encoding

Answer 20

paivio 1969
verbal info stored in a “symbolic” verbal code
visual info represented in an “analogue” mental image

better retention if something is represented in both codes
- enhanced memory for concrete (vs abstract) words
- better memory if words is paired with a (real or imagined) visual image (andersom and bower 1973)

Question 21

learning
study with a friend

Answer 21

explain things to each other
- active role

listen to new insights:
new connections between ideas
- new retrieval paths therefore easier to recall
(generating information)

Question 22

learning
levels of processing

Answer 22

craik + lockhart 1972
amount of info in LTM depends on how “deeply” it is processed during learning
- continuum from “shallow” (perceptual) to “deep” (meaningful) processing
- level of processing affects memorability

Question 23

learning
levels of processing
shallow

Answer 23

produces fragile memory traces which are susceptible to rapid forgetting

Question 24

learning
levels of processing
deeper

Answer 24

meaning/understanding

produces more elaborate, longer lasting, and stronger memory traces

Question 25

learning
levels of processing
evidence

Answer 25

asked these qs
rhymes with shark? type of fruit? starts with P?
each q has a different level of processing
craik + lockhart 1975
60 words, one question per word
SHARK
- orthographic: starts with “s”?
- phonemic: rhymes with “park”?
- semantic: is a type of fish?
(in order of getting deeper)
surprise task: 60 original words and 120 new words
which ones seen before?

Question 26

learning
encoding specificity principle

Answer 26

tulving
relation between acquisition and retrieval
each item is encoded with respect to the context in which it is studied
unique trace with info from target and context
better retrieval when cueing info. (test) matches the trace of the item in context (learning)

Question 27

learning
encoding specificity principle
context-dependent memory

Answer 27

better memory when accidental features match between encoding and retrieval

Question 28

learning
encoding specificity principle
context-dependent memory
4 subtypes

Answer 28

1. external, spatiotemporal environment
2. state dependent (physiological
3. mood dependent
4. cognitive context dependent

(looking for a match)

Question 29

learning
encoding specificity principle
environmental context dependent

Answer 29

influence of external factors
godden and baddeley 1975

suba divers
underwater and on land
better when in same place

Question 30

learning
encoding specificity principle
state dependent memory

Answer 30

influence of internal environment (drugs, alcohol)
goodwin et al 1969: recall errors after drinking 10oz 80 vodka or placebo

only found in recall tasks not in recognition tasks

aerobics

Question 31

learning
encoding specificity principle
mood dependent memory

Answer 31

memory for emotionally non-neutral material
(positive or negative)
better if learned in congruent mood
- kinealy 1997
- eich et al 1994

please or unpleasant mood
merry or melancholy music

better if encoding and retrieval match

Question 32

learning
encoding specificity principle
conclusion

Answer 32

better results when context of coding and retrieval match

Question 33

learning
encoding specificity principle
cognitive context-dependent memory

Answer 33

internal context also includes ideas, thoughts, convictions, etc. one had during encoding
eg. language context

Question 34

learning
encoding specificity principle
cognitive context-dependent memory
evidence

Answer 34

language context
- marian and fausley 2006

bilinguals better at remembering info (eg chemistry) if tested in the same language as when info was acquired
- extra challenges when studying in foreign language

Question 35

learning
LTM
organisation

Answer 35

info in LTM is not organised in a haphazard fashion
– it is highly organised
—> much of the info. we cannot retreive is mislaid not lost

Question 36

learning
LTM
key challenge

Answer 36

key challenge with LTM is getting access to the appropriate retrieval key to access info stored their

so important to store info in organised fashion with connections between info,