HPSLEC15-2010 - LECTURE#15 HUMAN PROBLEM SOLVING AGENDA I...

Info icon This preview shows pages 1–6. Sign up to view the full content.

View Full Document Right Arrow Icon
1 LECTURE #15 HUMAN PROBLEM SOLVING AGENDA I. Problem Solving As Question Answering II. The Tip-Of-The-Tongue (TOT) Phenomena III. Network Models of Semantic Memory A. How TLC Answers Questions B. Spreading Activation Model IV. Distance Based Models of Semantic Memory A. Multidimensional Semantic Space B. Eleanor Rosch’s work on Semantic Categories
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
2 I. Problem Solving As Question Answering One way to probe the nature and structure of our long term memory (LTM) is to study question answering behavior. Some questions are very rapidly answered, but there may still be measurable time differences between question answers that can be interpreted in terms of the organization and retrieval of memory. Examples are the Clark and Huttenlocher debate on three term series, the Sternberg high-speed scanning task, and the word superiority effect. Some questions can be answered by long involved search schemes. People have studied college students’ ability to list names of fellow graduating high school seniors. Progress was made even after hours of search.
Image of page 2
3 Some Probe Questions #1.How many windows are there in the house or apartment you lived in before the one you are in now? #2. What colors are present on the cover of the course pack? #3. Who was the author(s) of your high school algebra book? What were the colors on the cover? #4. What were you doing when you first heard about the attacks on the World Trade Center of 9/11? #5. Is a canary yellow? #6. Can sharks fly? #7.Are tigers larger than elephants? We could go on, but the point is that you have an enormous amount of potential information in LTM that you may never use.
Image of page 3

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
4 Episodic Versus Semantic Memory Many memory experts find it important to differentiate between episodic and semantic memory . Episodic memory is ‘autobiographical’ in character. It has to do with the memory of things that happened to you. This morning I woke up at 6:30 AM. Last night I ate pasta and salad. Semantic memory consists of facts that are ‘transpersonal’. For example ‘6:30 AM is in the morning.’ Pasta is a main staple in Italy, light bulbs unscrew counter-clockwise. Episodic memory is the gateway to semantic memory. Facts and names were once in episodic memory. E.G. You know Sacramento is the capital of California ( semantic memory ) but at one time it was taught to you or you read it ( episodic memory )
Image of page 4
5 Types of Episodic & Semantic Memory First there is very fleeting types of episodic memory : 1. echoic memory , 2. iconic memory , 3. other senses as well. Second there are short term memories that last longer, e.g. new telephone numbers: short term memory ( STM ), Working Memory cover these. Mostly episodic memory refers to memories with longer time scales. Our conscious lives are connected closely with experiences from the past. Some recent distinct types are source memory and prospective memory .
Image of page 5

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 6
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern