Obje relafon thinks ct agent professor chalkboard

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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 [email protected] 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...
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