Psych 101 1st Edition Lecture 13 Chapter 9 Outline of Last Lecture Ch.8 Learning I. Immediate vs. delayed reinforcersII. Schedules of reinforcementIII. PunishmentIV. Cont. SkinnerV. Observational learning Ch.7 EmotionsI. Emotionsa. Definition: a response of the whole organismi. Physiologicalii. Expressiveiii. Consciousiv. Assessment II. James-Lange TheoryIII. Cannon-Bard TheoryIV. Two-Factor TheoryV. Emotions and the ANSThese 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.a. Autonomic nervous systemVI. The biology of emotionsa. The amygdala and insula b. Cingulate cortex and basal gangliac. Cerebral cortexd. High road/low road VII. Culture and emotionsVIII. Expressing emotionsIX. Theories of emotions a. Somatovisceral Afference Model of Emotions (SAME)Outline of Current Lecture II. Memory a. Encodingb. Storage c. RetrievalIII. Information processinga. Three-stage modelsi. Sensory ii. Short-termiii. Long-termIV. Automatic processinga. Spaceb. Timec. FrequencyV. Effortful processingVI. Rehearsal VII. Memory effectsa. Spacing effectb. Serial position effectVIII. Three ways we encodea. Meaningb. Imagesc. Organizationi. Chunking ii. HierarchyIX. Sensory memorya. Visual codeb. Haptic codec. Acoic codeX. Short-termXI. Long-termXII. Retrieval: cues a. Recognitionb. RecallXIII. Retrieval: flashbulb memoriesXIV.Retrieval: Eyewitness TestimonyXV. Forgetting: a decrease in the ability to remember a previously formed memoryi. Decay theoryii. Interference theoryiii. Retrieval theoryiv. Motivated forgetting theoryb. Proactive interferencec. Retroactive interferenceXVI. Improving your memorya. Distribute practiceb. Take testsc. Sleep (8 hours)d. Recite (if you can teach it to someone else)e. Use mnemonics Current Lecture Ch.9 MemoryI. Memory: the persistence of learning over time through the storage and retrieval of information (learning)a. Information processing model (what makes up memory in general)i. Encoding: getting the info. inii. Storage: retaining the info.iii. Retrieval: getting info. out of storage1. Starts with paying attention, taking it in, and putting use to it 2. Info. flows both ways for thisb. Encodingi. Transferring info. from one form to another ii. Encoding failure is one of the most common problem faced by students1. When students aren’t paying attentionc. Storagei. Retention of info. over timeii. We store bits and pieces of info. and have to be lumped back together to pull back the memoryiii. Memory can last a few seconds or indefinitely d. Retrievali. Recovery of stored info. when it is needed1. Reciting the alphabet 2. Stress/interference makes retrieval difficultII. Information processinga. The Atkinson-Schiffrin (1968) three-stage model of memory:i. Sensory memoryii. Short-term memoryiii. Long-term memoryb. Modifications to three-stage modeli. Some info. skips the first two stages and enters long-term memory automaticallyii. Since we cannot focus on all the sensory info. received, we select info. that is important that is important to us and actively process it into our working memoryiii. External eventssensoryshort termlong term memoryIII. Automatic Processinga. We process an enormous amount of info. effortlessly, such as:i. Space1. Ex: reading a textbook, you automatically encode the place of a picture on a pageii. Time1. Ex: we unintentionally note the events that take place in a dayiii. Frequency1. Ex: You effortlessly keep track of things that happen to youIV. Effortful processinga. Committing new info. to memory requires effort just like learning a concept from a textbooki. Such processing leads to a durable and accessible memoriesV. Rehearsal (Hermann Ebbinghaus 1850-1909)a. As you rehearse more and more you are learning and do not need to rehearse as much (less effort)b. Effortful learning usually requires rehearsal or conscious repetitionc. Ebbinghaus studied rehearsal by using nonsense syllablesi. Ex: TUVYOF GEK XOZVI. Memory effectsa. Spacing effect: we retain info. better when we rehearse over timeb. Serial position effect: when your recall is better for first and last items on a list, but poor for middle itemsVII. Three ways we Encodea. By meaning (semantic encoding) i. Something we can imagine ii. You have to be aware of the context b. By images (visual/semantic encoding)i. Very helpful/importantii. Makes memories strongiii. Often used for ads for things someone does not want you to do (negative)c. By organizationi. Using some sort of mnemonic device ii. Helps with encodingiii. We can use chunking and hierarchies 1. Chuckinga. Organizing items into a familiar, manageable unitb. Acronyms/mnemonics c. 2. Hierarchya. Complex info. broken down into broad concepts and further subdivided into categories and subcategoriesVIII. Sensory Memory (1-2s)a. Holds large amounts of incoming info. for a VERY short period of timeb. Info. from outside world begins to encode i. Visual/iconic codeii. Haptic codeiii. Acoic/acoustic codec. Collecting enough info. to make sense of what’s going onIX. Short term (2-30s)a. Holds a small amount of info. for a limited timeb. Starting to bring in semantic codec. You can get a lot of interference (distractions)d. Can hold about 7 items (plus or minus 2) George MillerX. Long-terma. Location of permanent memoriesb. Does not seem to be limited (know difference from short term/sensory)c. Requires a parceld. Storing contextual cues and environmental cuesXI. Retrieval: Cuesa. Any stimulus that helps you access target info.i. Recognition (easier)ii. Recallb. The encoding specificity effecti. Internal and external is encoded1. Ex: Where/how you study will effect an exam 2. Ex: Bad mood when studying, and good mood during exam can effect youXII. Retrieval: Flashbulb Memoriesa. Due to activity in hippocampus and amygdalab. Some memories seem permanently etched into our brainsi. Has the potential to fade c. Memory may not be 100% accurate XIII. Retrieval: Eyewitness Testimonya. Reconstruction during retrieval may be flawedb. They are NOT reliable XIV. Forgetting: a decrease in the ability to remember a previously formed memorya. A memory had to have been learned in the first placeb. Theories of forgetting: (review graph from book)i. Decay theory: gradual fade as a function of time1. Ex: some facts learned in schoolii. Interference theory: disruption caused by interference of previously learned material OR new1. The brain