Elissa Redmiles 11 4 08 Cognitive Psychology higher mental processes Lecture 15 Notes memory attention language thinking reasoning Behaviorism stimulant response psychology but was taken to a limiting and problematic extreme Focused on stimulant and responses because in order to have a scientific approach to psychology the results of the experiment had to be independently observable Behaviorist argued that theories must make predictions about observable behavior responses dependant variable Behaviorists said that you must be very careful to make sure that the independent variable is manipulate able stimuli that impinge on the organism cannot directly manipulate thoughts and feelings Behaviorists did not want to look at what connected the responses and stimuli the thoughts the emotions and the feelings They said that psychology could only be about stimuli and responses not the black box of thoughts emotions feelings and beliefs Behaviorists thought that you could fully explain human behavior by considering stimuli and responses Many people held this very extreme view from 1920s on the behaviorists controlled psychology research Behaviorists ruled in a very arrogant manner crushed any people who did not agree with them Cognitive psychology 1950s and 1960s was a scientifically strong alternative to behaviorism Cognitive psychology believes that humans are information processing systems Memory Outline Encoding o Levels of processing Craik and Tulving 1975 Problems Storage o Enriched Encoding o The modal model o Sensory memory o Short term memory o Long term memory Encoding is how we store information in long term memory storage is how the memory system is structure in what format is information stored what are the components of memory what happens to information over time in memory retrieval is how we get information out of memory Elissa Redmiles 11 4 08 things not so well You could process shallowly or deeply The more deeply you process Levels of processing why do we remember some things well and other 1970s University of Toronto researchers Craik and Tulving thought that Encoding things are memorable because of what happened during encoding When you were encoding information in memory you process at different depths or levels something the more memorable it is with the words need to know what the word means you don t have to understand the language just matching shape deep tasks Problems read the language and understand the words People better remembered the words that were processed in the Example you are looking at a lot of words and needed to do a task Deep does a bicycle have wheels You need to be able to Shallow does this word have the letter b in it you don t 1 It says that the only thing that matters for memorablity is how the information was learned Encoding so what happens during retrieval doesn t matter 2 You are processing everything you read and hear at a semantic meaning level thus you should be able to remember everything equally as well there is something else going on enriched encoding o Enriched encoding is elaborative encoding the extent to which information stored in memory is linked to other information the more memorable it is o It is not the depth of processing that is critical but whether you do it in an elaborative way whether you tie the information to other things Enriched Encoding Elissa Redmiles 11 4 08 Storage Storage is how the memory system is structured Modal model Atkinson and Chifferon o Units function differently Sensory memory very simple form of memory where each sensory modality has a specifically designed memory that stores incoming input in a very raw form Short term memory people use this to reger to things in the past 10hrs it really is a phenomenon that lasts 15 20 seconds If information is in short term memory and you don t do anything with it you will lost it in 15 20 seconds You cannot expand the amount of time that short term memory will hold information You can keep the information active by continually using it rehearsing it Example if you look up a phone number then as you go from the phonebook to the phone you have to repeat the number so that you don t forget it Short term memory can hold 7 2 items of information o Items of information can be letters numbers or words they are chunks o Chunks are sets of organized information that form a meaningful units o The more you know about a domain the bigger the chunk of this domain you can store in short term memory o 7 numbers in the phone number because your short term memory can hold 7 items Long term memory Short term memory Chess experiment o Experts vs novices o Moved about 3 moves into the chess game 32 pieces o Gave chess experts and novices 30 seconds to look at the chess board and asked them to put the pieces back o Experts could put all of the pieces back o Novices could get about 7 pieces o Why Because the experts are chunking the board into 7 meaningful units o The experiment was repeated with the same groups to show that expertise does not translate to other groups o Put pieces on board randomly o Chess experts and novices both get about 7 pieces
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