Lecture 1 - Intro

Question 1

learning - a broad definition

Answer 1

A CHANGE in mental (brain) states that is associated with some environmental or cognitive event (external or internal).

− Creating memories (implicit - behavior will change but you’re not aware of how or even that it’s changed at all - or explicit), behavioral tendencies, and external associations.

Question 2

what situations do these definitions of learning, memory, attention fit and when do they seem

Answer 2

a little off?

where do we need to separate different types of learning, memory, or attention?

Question 3

Memory: a broad definition

Answer 3

a store house? not inclusive enough

The total effects of your life experiences.

− Skills, facts, episodes… everything learned: that change how you behave and remember things

Question 4

Attention

Answer 4

conduit bringing together learning and memory

The capacity for managing (manipulating) our limited cognitive resources, so that we use (and learn) what is most relevant.

• Concentrating, enhancing, selecting…

Question 5

competing information

Answer 5

interfere with short term memory

especially if it’s of a similar nature

Question 6

memory/learning techniques

Answer 6

• repetition
• ignoring competing info
• talking out loud, singing
• elaborating: adding something that you generate to make that item more special: visual, make it meaningful to you, or imagine something
• good night’s sleep

Question 7

General tips for learning in all classes

Answer 7

1. When studying… only study!
2. Use chapter and lecture outlines. Make your own as well. = Schema where everything has a place and you can make your own narrative
3. Be an active learner and elaborate.
4. Distribute your study time (don’t plan to cram).
5. Study in the way you will be tested. Test yourself often.
6. Understand how specific examples express abstract principles.
7. Limit the all-nighters. Sleep consolidation is critical to memory.

Question 8

illusion of familiarity

Answer 8

as you’re reading through something you are familiar with it but when you have to produce it yourself you can’t do it

Question 9

What is common to all three topics?

Answer 9

• Each is a dynamic process.
• They all have resource limitations (the brain is is not infinite - hard limits at the physical, neurological level).
• There is great variability between (and within) individuals.
• Each can be affected by experience/training.
• Each has some element of executive control.
• It is hard to study one without the others.

Question 10

Examine competing models that explain and make predictions about these activities.

Answer 10

how many diff types of learning or memory?

do we have theories or models for them all or do we need to break them down?

Question 11

Review some of the failures modes and diseases affecting these abilities.

Answer 11

what goes wrong

Question 12

Occasionally discuss these abilities at a physiological level.

Answer 12

Marr’s level of analysis

Question 13

Memory can….

Answer 13

change every time you retrieve those memories and you retrieve memories in different ways in different situations

based on attentional states