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Unit 4 Continued…. Review of Learning & Notes on Memory. Review Questions:. 1. The most crucial ingredient in all learning is: Shaping Modeling Experience Intrinsic motivation maturation.
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Unit 4 Continued… Review of Learning & Notes on Memory
Review Questions: 1. The most crucial ingredient in all learning is: • Shaping • Modeling • Experience • Intrinsic motivation • maturation
2. By learning to associate a squirt of water with an electric shock, sea snails demonstrate the process of: • Habituation • Spontaneous recovery • Classical conditioning • Observational learning • Operant conditioning
3. Children often learn to associate pushing a vending machine button with the delivery of a candy bar. This best illustrates the process underlying: • Intrinsic motivation • Respondent behavior • Spontaneous recovery • Operant conditioning • Latent learning
4. The researcher most closely associated with the study of classical conditioning is: • Thorndike • Deci • Skinner • Bandura • Pavlov
5. A dog’s salivation at the sight of a food container is a(n): • Conditioned stimulus • Unconditioned stimulus • Unconditioned response • Conditioned response • Neutral stimulus
6. Dogs conditioned to salivate to the stimulation of the thigh also begin to salivate when stimulated on other body parts. The best illustrates: • Spontaneous recovery • Continuous reinforcement • Latent learning • Generalization • Habituation
The ability to distinguish between a conditioned stimulus and similar stimuli that do not signal an unconditioned stimulus is called: • Shaping • Acquisition • Discrimination • Generalization • Latent learning
8. Because Saleem was spanked on several occasions for biting electric cords, he no longer does so. Saleem’s behavior change best illustrates the value of: • Negative reinforcement • Classical conditioning • Conditioned reinforcers • Operant conditioning • Observational learning
B.F. Skinner’s work elaborated what E.L. Thorndike called: • Shaping • Behavorism • Observational learning • The law of effect • Latent learning
10. Escape from an aversive stimulus is a __________ reinforcer. • Positive • Negative • Secondary • Partial • Delayed
Memory • Memory any indication that learning has occurred over a period of time • Flashbulb memories perceived clarity of memory of surprising or major events stored in memory • Ex: Where you were on 9/11/01; your first birthday party; a major car accident; when you broke your leg
GEARING UP: How many of the following words can you recall?
Ballroom • Music • Hop • Salsa • Jazz • Lessons • Trip • Dance • Polka • Step • Turn • Artichoske • Prom • Twirl • Tango • Bend • Floor • Stumble • Hip • Tap • Homecoming • Waltz • Hold • Swing
Now…write down as many words as you can recall in the next 30 seconds…
What technique(s) did you use to remember as many words as possible?Was the technique effective for you?
Encoding: Getting information in • Automatic processing: absorption of information with little or no effort about: • Space – recalling location of information or object • Time – notice the sequence of the day’s events • Frequency – keep track of how many times things happen
Effortful Processing – absorption of information with effort and attention (e.g. rehearsal – study notes/vocabulary) • Next-in-line effect • Info introduced right before sleep is usually not remembered • Info introduced while one sleeps (i.e. tape/cd playing) is non – effective • BEST REMEMBERED over time SPACING EFFECT
Examples: Chunking; Acronyms, Peg-word systems, associated images, etc. Mnemonic Devices: method of remember something by associating the list of items to other objects, places, etc.
Storage: retaining information • Iconic memory – fleeting photographic memory • Example: remembering a crime scene with amazing detail; branded image on the brain • Echoic memory – detailed, fleeting, auditory memory • Example: Someone asks you to repeat what a person just said in a movie.
Retrieval: getting information out • Recall: a measure of memory in which the person must retrieve information learned earlier (ex: fill-in-the-blank) • Recognition: a measure of memory in which the person need only identify items previously learned (ex: MCQs) • Relearning: a memory measure that assesses the amount of time saved when learning material for a second time.
Factors of Forgetting • Absent-mindedness – inattention to details leads to encoding failure • Transience – storage decay over time • Blocking – inaccessibility of stored info • Misattribution – confusing the source of info • Suggestibility – the lingering effects of misinformation • Bias – belief-colored recollections
Retrieval failure • Proactive interference – when something you learned earlier disrupts your recall of new information • Ex: When you’ve moved to a new home and someone asks for your address…you automatically recite your OLD address. • Retroactive interference – when something you learn new interferes with old information learned • Ex: Once you have learned your NEW address, you can’t remember your OLD address. • Amnesia: a loss of memory that may occur as a result of head injury or brain damage. • Infant amnesia • REPRESSION: automatic inability to retrieve information from a painful incident
Classwork – Review Assignment • On page 290, answer the “Reviewing Vocabulary” #1-10 on notebook paper. This will be counted as a classwork grade.
Critical Thinking Questions(Counted as a classwork grade) • In what ways is your memory like a computer? • What is the difference between proactive and retroactive interference? • Explain what methods you use to memorize items such as lists or phone numbers? Which method do you find most effective? Why? • How would having a photographic memory make your life different? • As a juror, what concerns might you have when hearing eyewitness testimony? Why?
