Chapter 6 - Learning And Remembering

Front 1

Overordnede hukommelsesbegreber

Back 1

- Declarativ (explicit)

- Nondeclaratic (implicit)

Front 2

Hvad ligger under "Declarative memory"?

Back 2

- Facts
- Events

-- Are conscious aware of

Front 3

Hvad ligger under "Nondeclarative memory"?

Back 3

- Skills and habits
- Priming
- Simple classical conditioning
- Nonassociative learning

-- Consciousness not needed

Front 4

- Episodic memory


- Semantic memory

Back 4

- memory of the personally experienced and remembered events

- general world knowledge

Front 5

Repetition priming er?

Back 5

- Det sker ubevidst (et ord vises) og næste gang det vises en en normal sammenhæng læses det HURTIGERE

Front 6

Mnemonic device

Back 6

an active, strategic learning device or method, a rehearsal strategy

Front 7

Method of loci

Back 7

there are two method of loci:
1. memorized physical locations
2. the mental images of the to-be-remembered items.
-- place thing to-be-remember together with what you want to remember

Front 8

Peg word mnemonic

Back 8

a prememorized set of words serves as a sequence of mental "pegs" onto which the to-be-remembered material can be "hung".
-- the peg words rely on ryhmes with the numbers one through ten, such as "One is a bun, two is a shoe"

Front 9

Three mnemonic principles

Back 9

1. it provides structure ofr learning, for acquiring the information
2. using visual images, rhymes, or other kinds of associations and the effort and rehearsal necessary to form them
3. guides you through retrieval by providing effective cues for recalling the information.

Front 10

Ebbinghaus research relearning task + result

Back 10

- a list is originally leraned, set aside for a period of time, then later relearned to the same criterion of accuracy.

-- SAVINGS SCORE: the reduction if any in the number of trails (or the time) necessary of relearning, compared to original learning

result: it took 10 trails to originally learn a list but only 6 for relearning, there was 40 % savings (4 fewer trails on relearning divided by the 10 original trails)

Front 11

Metamemory

Back 11

knowledge about (meta) one's own memory, how it works, and how it fails to work.

Front 12

metacognition

Back 12

Knowledge about one's own cognitive system and its functioning.

- eg helpful on multiple choice exams - about when to change the answers

Front 13

region of proximal learning

Back 13

- studying information that is just beyond one's current knowledge and saving the more difficult material for later.
(reason: people are often poor judges of what they have and have not learned).

Front 14

Hvad gør de også nemmere at huske ting

Back 14

- isolation effect / Von Restorff effect:

improved memory of one piece of information that is distinct from the information around it, such as printing one word in a list in red ink or changing its size

Ved skade på hippcampus > ser ikke særpræg

Front 15

rehearsal

Back 15

- a deliberate recycling or practing of the contents of the short-term store.

Front 16

Hjælper gentagen repetition?

Back 16

- JA: the more frequently an item was rehearsed, the better it was retained across the distracting period.

Front 17

De 2 former for gentagelse (rehearsal)

Back 17

- Maintenance rehearsal:
(low-level, repititive information recycle - at terse > eks. med telefonnummer

- Elaborative rehearsal:
is a more complex rehearsal that uses the meaning of the information to help store and remember it. (forstå mening i dybden // more deeply)

Front 18

Craik and lochart memory model?

Back 18

- levels of processing / depth of processing:
information gets different amount of attention - some get a lot > process deeply, and other gets only a little bit of attention (when daydreaming etc)

Front 19

Hvor der der bedst score ved - genkaldelse eller genkendelse?

Back 19

- Genkendelse
og genkendelse er afgjort af "recollection" og "familiarity"

Front 20

Hvad er generation effect, og hvad viser resultaterne af bruget af dette?

Back 20

- information you generate or create yourself is better remembered compared to information you only heard or read

Front 21

Hvad er "enactment effect"?

Back 21

- shows improved memory for participant-performed tasks, relative to those that are not
-- resultater bekræfter dette

-- dual coding kan være forklaring (resultater for og imod)

Front 22

Hvad forstår vi ved "organization"

Back 22

- the structuring or restructuring of information as it is being stored in memory

-- resultater understøtter, og viser høj score når materiale er vel-struktureret

Front 23

Hvad viser sig, når man lader folk fremkalde ting med "free recall"

Back 23

- De deler selv (uden at blive bedt om det) ting ind i kategorier (siger eks. i denne række følge: dog, cat, cow)

- når folk lavede hirakisk organiseret systemer kunne de fleste opnå 100 % korrekt (side 227)

Front 24

Subjective organization?

Back 24

- organization developed by a person for structuring and remembering a list of items without experimenter-supplied categories

-- in other words, even "unreleated" words become orginazied through the mental activity of a person imposing an organization

Front 25

Hvad forstår vi ved "visuel imagery"?


-- og herunder hører?

Back 25

- the mental picturing of a stimulus that affects later recall or recognition


-- paired-associate learning:
to bogstaver vises i et sæt > the task is to leran the list so that the correct response item can be reproduced whenever the stimulus item is presented

-- dual coding hypothesis
states that words that denote concrete objects, as opposed to abstract words, can be encoded into memory twice, once in terms of their verbal attributes and once in terms of their imaginal attributes > book enjoys an advantage in memory - because it can be recorded twice, once as a word and once as a visual image

Front 26

Spiller emotioner og ting med værdi for overlevelse en rolle i at huske ting?

Back 26

- JA: mennesker husker som regel ting som er emotionelt intensive bedre end ting som skaber neutrale emotioner

- JA: forsøgsdeltagere skal vurdere ord - ord med høj overlevelses værdi blev husket bedre senere hen

Front 27

Tusving og Thompson's Encoding specificity?

Back 27

- each item is encoded into a richer memory representation, one that includes the context an item was in during encoding

-- result in test: hukommelse var bedre når stedet hvor ting blev indkodet og genkaldelses stedet var det samme.

Front 28

Spiller "internal state" ind, og hvilke teorier er der herom?

Back 28

-JA
teorier:
- mood congruent learning:
the finding that it is easier to remember things if you are in the same emotional state now as you were when you originally learned the information.

- dependent learning:
is the finding that people are more likely to remember things when their physiological state at retrieval matches that at encoding.

Front 29

- Hvad gør det svæere at genkalde information?


- Consolidation

Back 29

- Decay and interference


- the more permanent establishment of memories in the neural architecture.
-- specielt søvn hjælper på "consolidation"

Front 30

Hvad tænkes der på med "forgetting"



- herunder: tip-of-the-tongue

Back 30

- mest det at man har svært ved at genkalde information, eller i en periode helt ikke kan, og IKKE at man har "mistet informationerne"

- : momentarily unable to recall information, often a person's name, that they know is stored in long-term memory

Front 31

Hvem husker i forsøg mest?
- dem med "free recall" eller dem med "cues"?

Info i LTM er tilgængeligt, men hvad handler succesfuld genkaldese om?

Back 31

- dem med cues! > de huskede 62 % og dem med
free recall huskede 40 %

- the degree to which information can be retrieved from memory

Front 32

- Hjælper tests


- er cues altid godt

Back 32

- JA: ekstra prøve giver erfaringen igen


- ***, men NEJ: Hvis der kun er cues til "en del" af det som skal huskes - huskes dem uden cues dårligere, end hvis ingen cues havde været til stede.

Front 33

Amnesia?

Back 33

- is the loss of memory or memory abilities caused by brain damage or disease (caused by mental disruptions or brain injury and damage)

Front 34

- Hvordan bestemmes graden af amnesi? og hvilke slags findes der?

Back 34

- Ud fra tid:

- retrograde amnesia:
loss of memory for events before the brain injury (interfere backward in time)

- anterograde amnesia:
disruption of memory for events occurring after the brain injury, especially a disruption in acquiring new long-term memories.

Front 35

- Disocciation?

Back 35

- refers to a disruption in one component of the cognitive system but no impairment of another > process A is disrupted while B remains the same

Front 36

- Double dissociated

Back 36

- reciprocal patterns of cognitive disruption > both process A and process B are impaired

Front 37

Skade i frontal region hos K.C. > hvilke evner mister personen

- er der forskel i hjerneaktivitet (og områder) under genkaldelse af epesodisk og semantisk hukommelse?



- Kan nogle ting stadig læres ved anterograde amnesia?

Back 37

Mister: epesodisk hukommelse
Beholder: semantisk hukommelse

- JA! : studier tyder på, at der er høj aktivitet i de forskellige områder når:
epesodisk hukommelse skal genkendes (anterior regions) og
semantisk hukommelse (posterior (rear) regions of the brain

- JA!: motor skills, classical conditioning etc. > H.M bliver bedre og bedre til at tegne tegning, MEN: kan selvfølgelig ikke huske, at han har tegnet den