Introduction to learning and memory Flashcards Preview

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Flashcards in Introduction to learning and memory Deck (23)
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1
Q

What type of memory is used in a Described event?

A

episodic (can be long or short term)

2
Q

What type of memory is used to actually use words to an describe event (and retrieved word-meanings to understand my instruction)

A

semantic (long term memory)

3
Q

What type of memory is used so you can use hand/types-writing to record/express (could have been spoken or mimed)

A

procedural (long term memory)

4
Q

What type of memory is used if you had written down an instruction

A

sensory or short-term memory

5
Q

What memory is used to remember the instruction whilst consulting long-term memory

A

working memory (short-term and processing)

6
Q

What happens the procedural memory task when looking at dots?

A

People get faster on the repeated sequence, even though they don’t notice that the sequence is repeating

7
Q

What are examples of Perceptual-motor skills?

A
  • Kicking a ball, opening a door, driving a car…

- Perceptual input guides motor output

8
Q

What are perceptual skills which aren’t motor?

A

Applies also to mental (cognitive) skills; problem solving strategies, doing crosswords, writing essays
-Can be implicit (as opposed to explicit)

9
Q

What is Obedient memory

A

memory working very well (e.g. accessible memory)

10
Q

What is Weak memory

A

memory not working very well (e.g. remembering names, dates)

11
Q

What is Tyrannic memory

A

memory controlling us (e.g. addictions)

12
Q

What is photographic memory?

A
  • The ability to recall images, sounds or objects in memory with great accuracy and without limit
  • Known as eidetic memory
  • Flashing an image and making participant recall
13
Q

What happened in Stromeyer and Psotka (1970)’s case study about photographic memory?

A
  • Described a Harvard student named Elizabeth with photographic memory.
  • She was able to mentally fuse two images seen on successive days into a three-dimensional image.
  • To do this, Elizabeth must have been able to store an exact image of the first dot pattern in her brain for a whole day
14
Q

What happened in Merritt (1979) ‘none in a million’ case study about photographic memory?

A
  • Took out advertisements in magazines and newspapers across the country – “Can you see the hidden image?”
  • Only 30 people wrote in with correct answer
  • 15 allowed him to visit them to see if they could do it again – not one could
15
Q

What type of memory can appear in infants but gradually disappear?

A

Eidetic memory is sometimes found in young children, but gradually disappears as a person ages (e.g., Haber, 1979).

16
Q

How can you test for forgetting?

A

Learn something (retention interval) test memory for same thing

17
Q

What did Ebbinghaus (1850-1909) do?

A
  • Father of experimental memory research
  • Wanted to study memory stripped of meaning
  • To do this, used nonsense syllables (GAX, FOZ, KIF)
  • Discovered the forgetting function
18
Q

What is the The Method of Savings?

A
  • Learn a list to some criterion level — how many trials did it take? (t1)
  • Re learn list (t2)
  • If it takes you fewer trials the second time (t2 < t1), the difference must be due to memory.
19
Q

Forgetting is …

A

logarithmic (rapid then slows down)

20
Q

On a log scale, functions (forgetting) are approximately …

A

linear

21
Q

What did (Bahrick, 1984) find out about accessing information after 3 years?

A

-Forgetting initially quite rapid but if word is still accessible after 3 years then likely to be well-preserved 30 years later

22
Q

How well do people remember their classmates over the course of 50 years?
-Bahrick et al. (1975)

A

extraordinarily good recognition of photographs even after 50 years

23
Q

-Blodgett (1929): maze learning in rats
-Hungry rats ran in a complex maze
-Two groups:
I - Rewarded every day/trial
II – Not rewarded until day 3

FINDINGS…

A
  • Group II performance didn’t improve over nonrewarded days…
  • But then, once rewarded, their no. of errors immediately dropped to the level of Group I
  • The initially non-rewarded group had learned the maze, but learning was latent.
  • Distinction between performance/behaviour and learning