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UVA PSYC 2700 - Human Memory

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PSYC 2700 Lecture 26Outline of Last LectureI. Early efforts at data collectionII. Child characteristicsIII. Key parental dimensionsIV. Baumrind’s research on parenting stylesV. Parenting modelingVI. Corporeal punishmentI. IQ and birth orderII. Attachment and birth orderIII. Male homosexuality and birth orderIV. Room-mate compatibility and birth orderV. Favorite children and birth orderOutline of Current LectureI. Infantile amnesiaII. Short-term and long-term memoryIII. The method of lociI. Concrete Operational II. Formal Operational I. Three types of feral childrenII. Case StudiesCurrent LectureHuman MemoryI. Infantile amnesia and first memoriesa. Freud was interested in infantile amnesia, which is when children cannot not remember anything before around the age of two.b. Catherin Nelson said that the reason we have trouble recalling is because language is involved in recall, and we don’t have fully formed articulate language until later on. i. Looking at children of deaf parents who were signing.1. First memory around 3-3.5, and this was the same as UVa undergraduates, showing there was no large difference here.ii. Looking at children of deaf parents who did not grow up with signing or spoken language. 1. First memories around age four which is only slightly different.II. Changes in memory with increasing agea. Memory capacityThese 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.i. Alfred Binet: 1. Looking at how many digits children could remember. 2. Found that as children got older they could remember more numbers. a. 5 years old: 4-5 numbersb. 10 years old: 6-7 c. college age- 7-8 b. Strategies: rehearsal, forming categories, visual imagery. Different cultures have different ways of remembering things. i. Outback- children rely on visual and spatial aspect to recall locations and other things. These kids are better at certain cognitive tasks. ii. Forming categories- with increasing age people will organize more things into categoriesto help with memory.iii. Visual imagery- it often helps people to form an image of the material that is being presented. c. Scripts (Catherine Nelson)i. She suggests that as a young child a lit of situations you are in are quite unfamiliar, so it is an overwhelming amount of information. ii. But after you have been around for a while, you have a basic schema of what is happening.iii. If something peculiar happens then you remember that. III. Short-term (immediate) and long-term (permanent) memorya. Primacy effecti. First items presented on a list are rehearsed more often, so they are more likely to be remembered.b. Recent effecti. Last items on a list are more likely to be remembered because they are newer in the brain.IV. The method of loci (Cicero and other)a. J. Anderson’s “feats” (propositions)i. Forming vivid visual images in his head and pairing them with items to remember. ii. He memorized his walking path to work and then when he was given an item he would place it in one of the shops. He was including a lot of propositions about these images. b. Paivio’s views (verbal and visual)i. Thought that you might be using both you language skills and the visual area of your brain to make for a more effective memory tactics. Jean PiagetI. Concrete Operational (age 7-11)a. Class inclusions and Hierarchiesi. If given white and brown wooden beans, younger children could not understand that they were all wooden but only some of them were brown. ii. Understanding the concept of subgroups and hierarchal relationships. II. Formal Operational (11-older)a. Not every children moved on to formal operational thought. b. The hallmark of formal operational thought is scientific reasoning. i. Hypothetical testing and holding other factors constant.c. The ability for children to follow an argument and find problems or holes in the argument. Feral (wild; untamed) ChildrenI. Three types of feral childrena. Have been found in the company of animals; mainly wolves.b. Survived alone in the wild. Must have been at least 3 years old to have done this.c. Severely maltreated, often locked away like Genie. II. Case Studiesa. Kamala & Amala (1920)i. Found in India, allegedly in the company of wolves. The older was walking on all fours when found and never picked up much language.b. Sultanpar wolf boy (1966)i. Was found around the age of four, and within a year he was in the normal range of language and cognitive skills. Children under the age of 10 usually have more positive outcomes. c. Girl of Songy (1731)i. Found running naked in France carrying a club. She used her club to knock out frogs which she ate. She relied on gestures initially to communicate, and she learn to embroider. She eventually becomes fluent in French after moving from manual gestures to signs. d. Tarzancito (1930)i. He was found at age 3 in central America, sustained himself by picking fruit. He was captured at 5 years old and within a year or two he was at normal development.e. Victor (1798)i. Found by scientists. Tried to develop language was not really successful in the end. f. Czech twins (1972)i. The mother dies and the step mother moves in. She locks boys in the downstairs closet until they are about 6 years old. They have each other and were fed, but by the time of 7-8 years old they too were at norm levels for language and cognitive functioning.III. Children who were older than 10 did not usually make full recoveries, while children who were youngerand did not make the full recover likely began with some type of disorder. Children learned language byfirst using


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