PSY 101 1st EditionExam 3 Study Guide: Lectures 12 - 17Lecture 12-the cognitive revolution: -major battles “won” against radical behaviorism:-constraints on learning-thinking animals (Kohler)-latent learning and cognitive maps (Tolman)-magic number 7 (Miller)-critique of Skinner on language (Chomsky)-memory: the way in which we record the past (in the central nervous system) for later use in the present-structural overview of memory: external events  sensory memory  short term memory  long term memory-sensory memory: external events…sensory input…sensory memory-function: holds information long enough to be processed for basic physical characteristics-capacity: large (can hold many items at once)-duration: very brief retention of images (.3 seconds for visual information, .2 seconds for auditory information)-iconic: visual-Sperling’s iconic memory experiment: (in class) 3 lines of letters flashed briefly, then arrow points to one row; people have better memory where arrow shows up; must have a picture in our mind of it-echoic: auditory-short term (or working) memory: sensory memory…attention to important or novel information; encoding…short term memory-function: conscious processing of information (where information is actively worked on)-capacity: limited (holds 7 +/- 2) items, example 7 digit phone number-duration: brief storage (about 30 seconds)-*working memory:-visuospatial sketch pad: holds visual and spatial info-verbal store: holds verbal info-central executive: coordinates all activities of working memory; brings new info into working memory from sensory and long-term memory-long term memory: short term memory…long term memory via encoding, long term memory…short term memory via retrieving-explicit (or declarative) memory: consciously accessible; 2 types-semantic memory: facts, definition, lyrics-episodic memory: specific events-implicit memory: not consciously accessible, includes procedural memory and behaviorist learning (classical and operant), way that your CNS records things-Process: how does memory work?-encoding-how does stuff get in?: start with stimulus, then sensory registers (some info is lost), then short term memory (some more info is lost), some is converted to long term memory (some more info is lost)-chunking: grouping small bits of information into larger units of information (expands working memory load)-example: which is easier to remember?:4 8 3 7 9 2 5 1 6 or…483 792 516-hierarchical organization: related items clustered together to form categories; related categories clustered to form higher-order categories; remember list itemsbetter if list presented in categories (poorer recall if presented randomly); even if list items are random, people still organize info in some logical pattern; this is why outlines work-storage-explicit memory is stored as a network of associations, physical basis remains unknown, but may be due to…-synaptic changes: long-term potentiation: increase in synapse’s firing potential after brief, rapid stimulation-retrieval-library or warehouse metaphor-forgetting as: encoding failure, storage failure, retrieval failure, interference-retrieval is NOT like taking a videotape and pressing play, it is a construction and not a reproduction-memories are constructed on the fly, guided by schemas, and often distorted by schemas-Major theme #4: your brain is constantly adding information, but you don’t know it-level of processing: active elaboration sends things into LTM-crucial principle: what you remember depends on what you already know-mnemonic devices: tricks to facilitate retrieval from LTM-the Johnny Cochran principle: if you want to memorize, you have to organize-evidence for levels of processing from brain damage:-brain damage leading to amnesia:-damage or shock to cerebral cortex-restrograde amnesia: not remembering in a backward direction (forgetting the past)-damage to hippocampus (memory center) and related structures-anterograde amnesia: not remembering in a forward direction (not learning anything new)-Advice: -remember that memory works best when you elaborate-when you read chapter 8, apply the concepts to your won experience studying for an exam-apply the principles described in chapter 8 while studying for the next examLecture 13-level of processing: what you remember depends on what you already know-mnemonic devices: tricks to facilitate retrieval from LTM-damage or shock to cerebral cortex:-retrograde amnesia: not remembering in a backward direction; forgetting the past-damage or shock to hippocampus and related structures:-anterograde memory: not remembering in a forward direction; not learning anything new); ex Mr. short term memory-storage: explicit memory is stored as a network of associations; physical basis remains unknown, but may be due to…-synaptic changes: long term potentiation (increase in synapse’s firing potential after brief, rapid stimulation)-ex. connection between florida and oranges, neurons fire together-retrieval: library or warehouse metaphor-forgetting as: storage failure (put the book in the wrong place), encoding failure (never put the book in the library in the first place), retrieval failure (memory is a construction, not a reproduction), interference (trying to think of lyrics of a song while a different songis playing)-major theme:your brain is constantly adding info, but you don’t know it-study strategies-elaborative interrogation: generating an explanation for why a fact or concept is true-self-explanation: explaining how new info is related to known info, or explaining steps taken during problem solving-summarization: writing summaries of to be learned texts-highlighting or underlining: marking potential important portions while reading-keyword mnemonic: using keywords and mental imagery to associate words-imagery for text: attempting to form mental images of materials while reading-rereading: restudying text material again after an initial reading-practice testing: self testing or taking practice tests over to be learned material-distributed practice: implementing a schedule of practice that spreads out studying over time-interleaved practice: assessing knowledge in betweenLecture 14-two types of representations-concept: a mental representation of a class of objects, ideas, or events that share common properties-prototype: the best example of a concept-proposition: makes an assertion relating concepts in a way that can