How Do We Know That We Know? The Accessibility Model
... information pertaining to the presence of the solicited item in memory and that this information appears in a ready-made format. At first sight, this solution to the question of how one knows that one knows appears to raise the homunculus problem of how the monitor itself can know. However, the idea ...
... information pertaining to the presence of the solicited item in memory and that this information appears in a ready-made format. At first sight, this solution to the question of how one knows that one knows appears to raise the homunculus problem of how the monitor itself can know. However, the idea ...
Memory
... • Childhood and Adolescence (continued) – Strategies—the use of mental activities to improve the processing of information—improve in these areas: • Organization: More likely to be used by older children and adults. • Elaboration: Adolescents are more likely to use elaboration spontaneously than chi ...
... • Childhood and Adolescence (continued) – Strategies—the use of mental activities to improve the processing of information—improve in these areas: • Organization: More likely to be used by older children and adults. • Elaboration: Adolescents are more likely to use elaboration spontaneously than chi ...
Strong items get suppressed, weak items do not: The role of item
... fact that, according to strength dependence, both strong and weak items should suffer from retrieval-induced impairment. Indeed, since the recall of items is assumed to increase these items’ associations to the common cue, the likelihood of recall of the still-to-be-remembered items should be relati ...
... fact that, according to strength dependence, both strong and weak items should suffer from retrieval-induced impairment. Indeed, since the recall of items is assumed to increase these items’ associations to the common cue, the likelihood of recall of the still-to-be-remembered items should be relati ...
Memory, aging and external memory aids
... The demography in developing countries is rapidly changing for an older population. This change will exercise the system of healthcare and constrain the financial means for a sustainable care of individuals. A part of enduring the demographic change lean against the notion that the group of older ad ...
... The demography in developing countries is rapidly changing for an older population. This change will exercise the system of healthcare and constrain the financial means for a sustainable care of individuals. A part of enduring the demographic change lean against the notion that the group of older ad ...
Implicit Memory for New Associations: An
... possible to develop explicit memory tests that emphasize datadriven processes and implicit tests that depend on conceptually driven processes (e.g., Blaxton, 1989; Srinivas & Roediger, 1990). The transfer-appropriate processing framework runs into some difficulty, however, in attempting to account f ...
... possible to develop explicit memory tests that emphasize datadriven processes and implicit tests that depend on conceptually driven processes (e.g., Blaxton, 1989; Srinivas & Roediger, 1990). The transfer-appropriate processing framework runs into some difficulty, however, in attempting to account f ...
Creating associative memory distortions
... Memory illusions, which have fascinated researchers for decades, refer to situations in which a person either declares that he or she remembers something that did not really occur or remembers a fact that did occur but in a manner that seriously differs from actually experienced events (Roediger, 19 ...
... Memory illusions, which have fascinated researchers for decades, refer to situations in which a person either declares that he or she remembers something that did not really occur or remembers a fact that did occur but in a manner that seriously differs from actually experienced events (Roediger, 19 ...
What creates a valuable cue? The underestimated importance of a
... Processing (TAP), argues that memories can be defined by the cognitive operations or activity engaged during the initial creation of that memory. Retrieval is facilitated when the earlier cognitive operations are reactivated (Morris et al., 1977). Neuropsychological models states that TAP is a by-pr ...
... Processing (TAP), argues that memories can be defined by the cognitive operations or activity engaged during the initial creation of that memory. Retrieval is facilitated when the earlier cognitive operations are reactivated (Morris et al., 1977). Neuropsychological models states that TAP is a by-pr ...
NOBA Memory (Encoding, Storage, Retrieval)
... employs a word-list technique (Deese, 1959; Roediger & McDermott, 1995). Participants hear lists of 15 words, like door, glass, pane, shade, ledge, sill, house, open, curtain, frame, view, breeze, sash, screen, and shutter. Later, participants are given a test in which they are shown a list of words ...
... employs a word-list technique (Deese, 1959; Roediger & McDermott, 1995). Participants hear lists of 15 words, like door, glass, pane, shade, ledge, sill, house, open, curtain, frame, view, breeze, sash, screen, and shutter. Later, participants are given a test in which they are shown a list of words ...
What is spatial memory? Short-term spatial memory Spatial working
... cognitive process that enables a person to remember different locations as well as spatial relations between objects. This allows one to remember where an object is in relation to another object, for instance, allowing someone to navigate through a familiar city. Spatial memories are said to form af ...
... cognitive process that enables a person to remember different locations as well as spatial relations between objects. This allows one to remember where an object is in relation to another object, for instance, allowing someone to navigate through a familiar city. Spatial memories are said to form af ...
Psychology of Learning - Lehrstuhl für Pädagogik
... piece of information transfers it into long-term memory. Experiments also suggest that learning time is most effective if it is distributed over time. Deletion is mainly caused by decay and interference. Emotional factors also affect long-term memory. However, it is debatable whether we actually eve ...
... piece of information transfers it into long-term memory. Experiments also suggest that learning time is most effective if it is distributed over time. Deletion is mainly caused by decay and interference. Emotional factors also affect long-term memory. However, it is debatable whether we actually eve ...
331CognitionWhatIsIt
... speak only of what we see; we don’t talk about what we haven’t seen.” Conclusions: Schooling – even a few months – allowed hypothetical reasoning about things outside the practical experience of the participants. Those ...
... speak only of what we see; we don’t talk about what we haven’t seen.” Conclusions: Schooling – even a few months – allowed hypothetical reasoning about things outside the practical experience of the participants. Those ...
Ch05aaa
... long enough to place a call, but then we forget it almost immediately? Is there a way to increase the ability to remember things that have just happened? Do we use the same memory system to remember things we have seen and heard? Is there a relationship between memory capacity and intelligence? ...
... long enough to place a call, but then we forget it almost immediately? Is there a way to increase the ability to remember things that have just happened? Do we use the same memory system to remember things we have seen and heard? Is there a relationship between memory capacity and intelligence? ...
Ch05
... long enough to place a call, but then we forget it almost immediately? Is there a way to increase the ability to remember things that have just happened? Do we use the same memory system to remember things we have seen and heard? Is there a relationship between memory capacity and intelligence? ...
... long enough to place a call, but then we forget it almost immediately? Is there a way to increase the ability to remember things that have just happened? Do we use the same memory system to remember things we have seen and heard? Is there a relationship between memory capacity and intelligence? ...
Mean - Fitchburg State University
... recognition test is superior to that on a recall test (Balota & Neely ,1980; Petrusic & Dillon, 1972). During a recognition test, a participant sees a word or answer and picks it out from others, because it looks familiar. During a recall task, the participant has to generate the information from lo ...
... recognition test is superior to that on a recall test (Balota & Neely ,1980; Petrusic & Dillon, 1972). During a recognition test, a participant sees a word or answer and picks it out from others, because it looks familiar. During a recall task, the participant has to generate the information from lo ...
Slide 1
... speak only of what we see; we don’t talk about what we haven’t seen.” Conclusions: Schooling – even a few months – allowed hypothetical reasoning about things outside the practical experience of the participants. Those ...
... speak only of what we see; we don’t talk about what we haven’t seen.” Conclusions: Schooling – even a few months – allowed hypothetical reasoning about things outside the practical experience of the participants. Those ...
AS EDEXCEL PSYCHOLOGY 2008 ONWARDS
... Furthermore, memories of new experiences tend to be less distorted than memories of more familiar experiences. Presumably this is because when recollecting novel experiences we cannot use schemas to help us retrieve the memory because we have no schemas for that experience, thus supporting the rol ...
... Furthermore, memories of new experiences tend to be less distorted than memories of more familiar experiences. Presumably this is because when recollecting novel experiences we cannot use schemas to help us retrieve the memory because we have no schemas for that experience, thus supporting the rol ...
Memory - Cognitive Science Department
... half. They also recalled seeing glass laying on the road after accident, even though there was none ...
... half. They also recalled seeing glass laying on the road after accident, even though there was none ...
This is Where You Type the Slide Title
... • Why can we remember a telephone number long enough to place a call, but then we forget it almost immediately? • How is memory involved in processes such as doing a math problem? • Do we use the same memory system to remember things we have seen and things we have heard? ...
... • Why can we remember a telephone number long enough to place a call, but then we forget it almost immediately? • How is memory involved in processes such as doing a math problem? • Do we use the same memory system to remember things we have seen and things we have heard? ...
McGraw-Hill AccessScience: Information processing (psychology)
... of vertical associations in the two directions is logically opposite, it seems likely that these associations are represented in the mind (brain) by structurally dissimilar types of links that function somewhat differently when information is retrieved from a person's memory. Many theories of associ ...
... of vertical associations in the two directions is logically opposite, it seems likely that these associations are represented in the mind (brain) by structurally dissimilar types of links that function somewhat differently when information is retrieved from a person's memory. Many theories of associ ...
Memory
... A week later, those who had been given the word ‘smashed’ were more likely to report seeing broken glass even though there had been none. ...
... A week later, those who had been given the word ‘smashed’ were more likely to report seeing broken glass even though there had been none. ...
Theories of Forgetting
... greater adverse effect of recently formed memories than older ones. Wixted (2004) found studies which support this. Evaluation Consolidation theory offers the most complete account of forgetting. It provides an explanation of why the rate of forgetting decreases over time. The greater fragility of n ...
... greater adverse effect of recently formed memories than older ones. Wixted (2004) found studies which support this. Evaluation Consolidation theory offers the most complete account of forgetting. It provides an explanation of why the rate of forgetting decreases over time. The greater fragility of n ...
Lecture Note
... Comparison: Most machine learning algorithms learn from observing data repeatedly. In this sense, current machine learning methods attempt to build more like implicit memory (conditioning) than explicit memory (semantic memory). ...
... Comparison: Most machine learning algorithms learn from observing data repeatedly. In this sense, current machine learning methods attempt to build more like implicit memory (conditioning) than explicit memory (semantic memory). ...
Complete Revision for Unit 1
... told with a reliable scoring method (Bartlett’s story is confusing and not similar to everyday experiences) • - Although Wynn and Logie’s participants did not change their stories, how accurate were they to start with? No independent way of checking this • + These studies are more relevant to the wa ...
... told with a reliable scoring method (Bartlett’s story is confusing and not similar to everyday experiences) • - Although Wynn and Logie’s participants did not change their stories, how accurate were they to start with? No independent way of checking this • + These studies are more relevant to the wa ...
Memory - My Haiku
... Types of Long Term Memory • Explicit memory – Memory for information we can readily express and are aware of having – This information can be intentionally recalled – Episodic Memories - Memories for personal events in a specific time and place ...
... Types of Long Term Memory • Explicit memory – Memory for information we can readily express and are aware of having – This information can be intentionally recalled – Episodic Memories - Memories for personal events in a specific time and place ...
Working memory
... • Test 2 (non-word repetition task): – the experimenter read aloud non-word syllables (e.g., “mashpole,” “woop” “kintent.” ) to children. Then, children were asked to repeat the syllables. – Children’s ability to repeat the syllables was scored. ...
... • Test 2 (non-word repetition task): – the experimenter read aloud non-word syllables (e.g., “mashpole,” “woop” “kintent.” ) to children. Then, children were asked to repeat the syllables. – Children’s ability to repeat the syllables was scored. ...