siena heights university chapters 9, 10 & 11 dr. s.talbot
TRANSCRIPT
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Siena Heights UniversityChapters 9, 10 & 11
Dr. S.Talbot
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Memory Construction
Perception v. Sensation◦ Sensation:◦ Perception:
Construction(constructive processing):Re-organizing or updating long-term memories on the basis of _______, _____or ______ new information
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Long – Term Memory Storage Processes
◦ Selection/ Attention – takes the information from sensory to STM.
◦ Rehearsal – ______repeating something over and over. Elaborative rehearsal - Recitation –
◦ __________Learning – information that is meaningful is stored more readily. What makes it to long term memory?
◦ __________Organization – does it makes sense? Info with internal connection and organization is remembered more readily. Changes in the Catholic Mass.
◦ Elaboration - using prior knowledge in the storage and perception of new information.
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Long – Term Memory Storage Processes
◦ Selection – takes the information from sensory to STM.◦ Rehearsal – silently repeating something over and over.
Elaborative rehearsal - Look for connections to existing knowledge
Recitation – Repeating out loud.◦ Meaningful Learning – information that is meaningful is
stored more readily. What makes it to long term memory?◦ Internal Organization – does it makes sense? Info with
internal connection and organization is remembered more readily. Changes in the Catholic Mass.
◦ Elaboration - using prior knowledge in the storage and perception of new information.
◦ Visual Imagery – information presented in verbal and visual terms is remembered more readily.
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Procedural Knowledge
◦ How is procedural knowledge acquired?
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New Knowledge and Consolidation
◦ Consolidation – the time required for memory formation to become __________. Retrograde Amnesia:
Anterograde Amnesia:
Electroconvulsive Shock (ECS): Mild electrical shock passed through the brain, causing a convulsion; one way to prevent consolidation
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Factors Affecting Long – Term Storage
◦ Working memory◦ Prior knowledge & misconceptions◦ New information (misinformation effect)◦ Expectations (can’t find your own typos?)
Halo effect Richard Stanz
◦ Verbalization◦ Enactment – Do it.◦ Repetition & Review
Spacing Effects Overlearning
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Chapter 10 Long – Term Memory: The Nature of Knowledge
◦ Define?◦ Declarative knowledge – what we know we know or
the nature of how things are, were or will be. Episodic – Semantic –
◦ Procedural knowledge – knowing how to do. Conditional knowledge – Conceptual knowledge –
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Explicit v. Implicit Knowldge
◦ Explicit – knowledge that is…◦ Implicit – knowledge that…
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How do we encode?
◦ Physical characteristics◦ Actions◦ Symbols – verbal codes◦ Meaning – remembering the “gist”
◦ Are these forms mutually exclusive?
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The organization of memory
◦ Is it associations?◦ Is it a hierarchy?◦ Is it a network?◦ Is it a paralleled distribution?
◦ Why do we care?
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Thinking with concepts.◦ Concept: Generalized idea representing a class of related
objects or events Concept Formation - Process of classifying world into
meaningful categories◦ Positive Instance:
◦ Negative Instance:
Conceptual Rule: Prototypes/ Ideal Models Can lead to schemas and scripts about our world.
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Our theories about our world v. Reality
◦ World views – a general set of beliefs and assumptions about reality that influence understanding of a wide variety of phenomena.
◦ What affects these world views?
◦ Should we encourage the development of theories?
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Once theories and concepts have developed conceptual change is affected.
◦ Existing beliefs affect the interpretation of new information.
◦ Most people experience confirmation bias.◦ Existing beliefs are often consistent with daily
experiences and supported by the environment.◦ People may fail to see inconsistency between
current and past beliefs.◦ There may be an emotion or personal investment
in maintaining current beliefs.
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So how do we promote conceptual change?
◦ Understand what beliefs exist and why they exist.◦ Learn information at a meaningful rather than
emotional level.◦ Individuals must believe that revision of beliefs or
theories is appropriate or beneficial.◦ Change behavior first. (Development of a
problem). Can you legislate morality?
◦ We must want to learn what is real.
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Stereotypes, Discrimination and Prejudice.
Prejudice:
Discrimination:
Personal Prejudice:
Group Prejudice:
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Chapter 11 – Retrieval and Forgetting
◦ Retrieval Cues or Cue dependent learning
◦ State Dependent Learning __________State __________State
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Construction in Retrieval
Flashbulb Memories:
Includes both positive and negative events
Not always accurate
Great confidence is placed in them even though they may be inaccurate
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Implications?
1. .2. .3. .
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Forgetting
◦ How permanent is long term memory?
◦ Decay◦ Interference
Retroactive Interference:
Proactive Interference:
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More on Forgetting
◦ Repression
◦ Failure to Retrieve – ◦ Construction at retrieval –
◦ Failure to encode, store or consolidate
◦ Infantile Amnesia
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Implications?
◦ School?
◦ Your current job or future job?