Obje relafon thinks ct agent professor chalkboard

Info iconThis preview shows page 1. Sign up to view the full content.

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

Unformatted text preview: Change to physical characterisFcs •  Even opposite effects (Jacoby, 1983) –  Antonym task Exp. Imp. –  Hot ­___ (generate) .78 .07 –  Hot ­COLD (context) .72 .16 –  COLD (no context) .56 .22 Implicit/Explicit •  CriFcisms –  Ratcliff & McKoon: not different type of memory, but bias •  Normal stem compleFon: “absent” … ABS___ •  Tricky stem compleFon: “absent” … ABST___ –  Not absent, but close –  Stem compleFon is slower if exposed to “absent” –  Roediger: task demands aren’t equated •  Explicit: driven by concepts •  Implicit: driven by data/percepFon 6 2/10/13 AdapFve Control of Thought •  “ACT” theory (John R. Anderson, ‘76, ‘83, ‘91) •  Extension of hierarchical model Models of memory –  But be]er! •  A]empts to explain –  Learning –  Memory –  Language –  Reasoning –  Problem solving ACT model Proposi%on: smallest unit of meaning that can be falsified ACT model ProposiFon: Kind of like a sentence, but one sentence can contain mul@ple proposiFons Dusty. Not proposi%on Proposi%on T The chalkboard is dusty. Proposi%on F The professor is dusty. Agent [The professor thinks [the chalkboard is dusty]] Agent RelaFon chalkboard dusty Re...
View Full Document

This document was uploaded on 11/20/2013.

Ask a homework question - tutors are online