test 3 Flashcards
(33 cards)
procedural knowledge
- how to do things
- acquired through practice
- hard to extinguish
declarative knowledge
facts and events
- formed through organization
- easy to change and forget
Dual coding theory
- Two ways to represent code, verbal and visual images
- Type of code depends on nature of information, task and differences in people
Palvio 1965
- concrete vs abstract
- rate words based on how easy it is to create an image
- paired association task
- easy to recall high-high than low-low
Tulving (1962)
- list of unrelated words
- number of times list was repeated, recall got better
- organized words together
dual coding and individual difference tests
VVIQ-Vividness
QMI-Questionnaire of mental imagery
TVIQ-Test of Visual imagery control
Morris and Gale (1974)
high imagers did better on concrete but not abstract than low imagers
Mental practice Richardson and Start (1963)
- Ball bounce and catch task
- high and low imagers did the same through all conditions except for just mental practice
Cohen and Corkin
- complete a puzzle
- learn procedure, transfer knowledge and remember do it
- amnesics can learn and transfer as well but not remember
- difference between implicit and explicit
Feature model of semantic memory
- some features more important (defining) than others (characteristic)
- compare all features simultaneously, then compare defining features
- disconfirming sentences does not show this
Herdman and ernest
-mental practice does not help with complex tasks
functional equivalence
objects are not directly represented in the brain
shepard and metzler study
-provides evidence for non verbal imagery code
kosslyn study
- think of rabbit and elephant
- takes longer to provide details about the rabbit than the elephant
- size affects mental acuity
kosslyn mental scanning study
-envision a map and go from one location to another
hierarchical network model of semantic memory
- semantic memory vast collection of associations
- information is stored at highest general level, then gets more specific
- takes time to move between levels
- self terminating retrieval
- does not explain slow reaction to atypical items
fixation
250 ms (focus on 80% of words)
saccade
40 ms (jump 7-10 characters)
immediacy
reader interprets each word as its fixated (longer fixations for complex words)
Spreading activation model
- not hierarchical
- related associations are connected
- strength of connection affects response time
- semantic priming
gaze contigent paradigm
- cover foveated letters and leave parafoveated
- reading speed drops dramatically
if you change next word during saccade
- not noticed
- shows that processing happens during fixation
fixation patterns of high vs low skill readers
low
- fixate more often
- backtrack
- longer fixation
leehey study
- stimuli presented to left or right hemisphere
- left processed words better, right processed pictures
