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The Way The Mind Works. Thinking. Directed: Logical and goal oriented Given a problem with guidance to solve Non directed: Free flowing thoughts Day dreaming, no guidance. Problem Solving. Associative: Hit or miss. Behavior is learned from past attempts. Cognitive: - PowerPoint PPT Presentation
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THE WAY THE MIND WORKS
ThinkingDirected:Logical and goal orientedGiven a problem with guidance to solveNon directed:Free flowing thoughtsDay dreaming, no guidance
Problem SolvingAssociative:Hit or miss. Behavior is learned from past attempts.Cognitive:Trial and error basis. Mental reorganization of problem until solution is drawn. Person learns through attempts of what works and what doesn’t.
Memory 3 typesSensory- comes from 5 senses. Iconic,(visual)lasts 0.03 seconds and Echoic, (auditory) lasts 2-3 secs.Short Term- Conscious process of info,(working memory) can hold more with Chunking.Long Term- once memory goes through sensory and short term, its now in long term. Episodic, (personal experience); Semantic, (general knowledge). Lasts years, or forever.
*Chunking is unit of info (ex; a phone #)*
3 R’s of Remembering: Retrieval: How you get information
stored in your brain, out. Requires complex organization
• Recognition: retrieval in which items are presented to a person who must determine if they were previously encountered (is it familiar?)
Recall: active reconstruction of information, reconstruct memory and use specific facts
Sensory Memory Echoic memory
Sensory memory for auditory input that lasts only 2 to 3 seconds
Why do we need sensory memory?
Short-term Memory Function
Conscious processing of informationAttention is the key
○ Limits what info comes under the spotlight of short-term memory at any given time
AKA working memory
Working orShort-term
Memory
Sensory
Input
Sensory Memory
Attention
Short-term Memory Limited capacity
Can hold 7 ± 2 items for about 20 secondsMaintenance rehearsal
○ The use of repetition to keep info in short-term memory
CHUNKMeaningful unit of informationWithout rehearsal, we remember 4 ± 2 chunksWith rehearsal, we remember 7 ± 2 chunksEricsson & Chase (1982)
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MemoryStages: Encoding: info received through 5 senses.Central Processing: info stored in brainRetrieval: ideas or actions resulting from memory.*Eventually things are forgotten when they are of no use.*
MemoryEncoding
Selective Attention: Focus on what is interesting
Feature Extract: Focus on most important info
Long-term Memory
Working orShort-term
Memory
Sensory
Input
Sensory Memory
AttentionLong-termmemory
Retrieval
Once information passes from sensory to short-term memory, it can be encoded into long-term memory
Encoding
Long-term memory - Encoding
Elaborative rehearsalA technique for transferring information into
long-term memory by thinking about it in a deeper way
Levels of processingSemantic is more effective than visual or
acoustic processingCraik & Tulving (1975)
Self-referent effectBy viewing new info as relevant to the self, we
consider that info more fully and are better able to recall it
3 R’s of RememberingRetrieval: how info gets stored in the brain
Recognition: brain process to see if it is familiar
Recall: active reconstruction of info
Long-term memory Procedural (Implicit)
Memories of behaviors, skills, etc.○ Demonstrated through behavior
Declarative (Explicit)Memories of facts
○ Episodic – personal experiences tied to places & time
○ Semantic – general knowledgeSemantic network
Retrieval Retrieval
Process that controls flow of information from long-term to working memory store
Explicit memoryThe types of memory elicited through
the conscious retrieval of recollections in response to direct questions
Implicit memoryA nonconscious recollection of a prior
experience that is revealed indirectly, by its effects on performance
Retrieval – Explicit Memory Context-Dependent Memory
We are more successful at retrieving memories if we are in the same environment in which we stored them
State-Dependent MemoryWe are more successful at retrieving
memories if we are in the same mood as when we stored them
Retrieval – Implicit Memory Showing knowledge of something
without recognizing that we know it Research with amnesics Déjà vu
The illusion that a new situation is familiar Eyewitness testimony
Eyewitness transference Unintentional plagiarism
Memory Loss DisordersAmnesia- loss of memory due to trauma or injury.
Alzheimer’s- brain deteriorates due to age and progression of disease.
QUESTION How Many of you feel these notes are
familiar? What is the definition of the retrieval
method of Recognition?
Memory failure Confabulation: filling in the gaps in memory,
sometimes remembering information that was never there
Relearning: having to rehearse already learned information, (implicit memory)
Amnesia: inability to recall information often from brain trama
Déjà vu: illusion that a new situation is familiar. In a way, déjà vu is the opposite of amnesia. Whereas amnesics have memories without awareness or familiarity, the person with déjà vu has a sense of familiarity but no real memory. Estimates vary, but between 30 and 96% of people report having had such an episode.
Interference theory
Forgetting is a result of some memories interfering with othersProactive interference
○ Old memories interfere with ability to remember new memories
Retroactive interference○ New memories interfere with ability to
remember old memoriesInterference is stronger when
material is similar
Memory Construction Schema theory
Preconceptions about persons, objects, or events that bias the way new information is interpreted and recalled
Misinformation effectThe tendency to incorporate false
postevent information into one’s memory of the event itself
Illusory memoriesPeople sometimes create memories that
are completely false
Improving Memory Practice time
Distribute your studying over time Depth of processing
Spend ‘quality’ time studying Verbal mnemonics
Use rhyming or acronyms to reduce the amount of info to be stored
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