PSY2013 1st Edition Lecture 9 Outline of Last Lecture I. Memory ProcessesA. StorageB. RetrievalOutline of Current Lecture II. Other Aspects of MemoryA. AmnesiaB. Declarative v. NondeclarativeC. Semantic v. EpisodicD. Prospective v. RetrospectiveIntelligenceI. What is Intelligence?II. Assessment of IntelligenceA. Intelligence QuotientB. Aptitude TestsC. Achievement TestsD. ExtremesE. Gender DifferencesF. Genetics v. EnvironmentCurrent LectureIII. Other Aspects of MemoryA. Amnesia – problems with memories- Retrograde amnesia – inability to access old memories- Anterograde amnesia – inability to form new memorieso Based on HM: he was having seizures, so they cut out part of his brain (the hippocampus). As a result, he could not form new memories. (If youwere having a conversation with him, he could maintain the conversation as long as he did not get distracted or look away.) In class, this was expounded upon with the example of HM’s doctor. His doctor died after the surgery (he remembered the doctor because he met him prior to the surgery), so he had to get a new one, obviously. Every time he went to the doctor from then on it was like meeting the new doctor for the first time. Also, he moved houses after the surgery, so every timehe walked into his house it was like a new house every time.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.B. Declarative v. Nondeclarative- Declarative memory – things being spoken; the removal of the hippocampus only affected this (example in next point)- Nondeclarative memory (procedural memory) – deals with processes.Example: With HM, they would give him a puzzle and ask if he had ever seen it before. He would answer no, then he would be instructed to put it together. The first time, he took an average amount of time to complete the puzzle. This was repeated the next day, except he completed it a little faster. Eventually, he was able to complete the puzzle in seconds. He was still learning how to do the puzzle even though he felt like he had never seen it in his life.Another Example: With his new house, he felt like it was new to him every time he walked in, but when he needed to use the bathroom he went straight to the bathroom (instead of searching around). C. Semantic v. Episodic- Semantic – factual knowledge; can occur infinite number of times- Episodic – memory of personal events (“episodes” in your life); only occuronceD. Prospective v. Retrospective- Retrospective – memory of things that happened in the past (what you had for breakfast, vacation last summer, etc.)o This is the easier of the two.- Prospective – remembering to do something in the future (remembering to lock your car when you get out, remembering to set an alarm, etc.)o This is harder because we need cues to remember them.IntelligenceI. What is Intelligence?- Ability to solve problems, learn from experience, and use knowledge to maneuver through new situations- Two ways of looking at intelligenceo Intelligence as ONE thing One intelligence (g); IQ score Spearmano Multiple intelligences Savants (different areas); ACT/SAT etc.Savant – according to Spearman’s g, they are the dumbest person in the world, but they excel in one particular area Example: The world’s best piano player couldn’t tie his own shoes.II. Assessment of IntelligenceA. Intelligence Quotient- Alfred Binet- They wanted to know who could learn and who couldn’t. So, he created the IQ test which focused on the idea of mental age.- Mental age is how well someone performs compared to the average for someone of their physical age.- IQ = (mental age/chronological age) * 100- When brought to America, “they were like nah” and decided to use differenttests: aptitude tests and achievement test.B. Aptitude tests – ability to perform a task in the future- ACT/SAT – test your probable ability to perform in college- WAIS & WISCo Performance (puzzles) and verbal (definitions, grammar)- Woodcock-Johnson (or WJ)o Too boring, couldn’t keep kids involved to finish, and it takes much longer to completeo Seven criteria tested as opposed to twoC. Achievement tests – ability to perform in very specific subjects- A combination of these two are used to determine learning disabilitiesAll the tests are based on Standardization- This takes the questions and finds the average that each age group will score (makes a bell curve)- Standard deviation of 15, mean is 100D. Extremes- Mental Retardation (aka Intellectual disability) is determined by IQ < 70o Mild (50-70): majority of people who fall under mental retardation , can operate on their own for the most part, can typically learn the same they just need a little extra time/assistanceo Moderate (35-50): Can learn up to a 2nd grade level, contribute in sheltered workshopso Severe (20-35): Can learn to speak and perform basic tasks with supervision, most tests do not test this lowo Profound (<20): test do not go this low (mainly because these individuals cannot take the test) require constant aid/supervision, usually also some physical deformity along with this.- Down Syndrome (trisomy 21, extra 21st chromosome)- 130+ is gifted and talented classesE. Gender Differences- Females – spelling, verbal abilities, more sensitive, emotion- Males – non-verbal abilities, spatial rotation, underachievement (Special ed classes)- For the rest of everything, males and females are fairly equal (yes, even in math)F. Genetics v. Environment- Environment develops what genetics giveExample: Genie – a girl was born and her father did not allow her to learn to walk, speak, or do anything on her own. This allowed a unique opportunity to study this area and find out what happens when an individual does not learn these basic