For hgg bc an expectation was created divided

Info icon This preview shows pages 3–6. Sign up to view the full content.

View Full Document Right Arrow Icon
for H,GG bc an expectation was created Divided attention Dissimilar tasks show a large interference as they compete for (1) energy supply (2) response selector and (3) executive control Allport study: participants learned a list of words while (1) hearing them (2) visually seeing them and (3) seeing pictures EXAM 2: chapters 6, 7, and 8 Chapter 6: Acquisition of Memories Clive Wearing Modal model: Incoming info (echoic vs. iconic) – sensory memory – short term OR long term o Short term and long term are different o Recency effect and the primacy effect (helps with long term) o Retrieval from the working memory activates the peripheral cortex o Retrieval from long term memory activates the hippocampus o Someone’s working memory capacity is tested by finding their digital span 3
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
Baddeley’s model The central executive is in the middle: it directs the flow of information and coordinates activity of the other two components Phonological loop: holds and rehearses verbal/auditory info Visualspatial sketchpab: holds visual and spatial info Rehearsal Maintenance vs. elaborative Learning Intentional, incidental, and deep-processing: requires some thought about what the words mean & how it would fit into certain sentences o Semantic processing: encoding the meaning of a word & relating it to words with a similar meaning Chapter 7: Interconnections between acquisition and retrieval What helps retrieval? Connections, organization (mnemonics), understanding, and context Encoding specificity principle: State dependent learning (clock in the room) Mood-dependent learning (sad story) Context-dependent learning (divers) o Context reinstatement Processing pathway: network of nodes tied to each other o Being semantically primed Recall vs. recognition Source memory vs. familiarity Functional dissociation: (one wthout the other) o Capgras syndrome: having source memory with no familiarity Memory Explicit o Episodic and semantic Implicit o Procedural knowledge, priming, and perceptual thinking Word stem completion task: showing someone a panda then showing them “P A N” & asking them to finish the word. They’re most likely to finish the word as “panda” 4
Image of page 4
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