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Multiple Intelligences
Handouts: Please pick up a copy of today’s
handouts for:
September 21, 2012
Cognitive Psychology
Mark Rafter http://www.canyons.edu/faculty/rafterm
Class Three: Friday, September 14th
Remembering
Leftovers:
- Compare and contrast recognition vs. recall
and illustrate the vulnerability of memory with two
classic studies:
- Long-term memory of a common object & The
perils of eyewitness testimony
(Nickerson and Adams) (Elizabeth Loftus)
Class Four: Friday, September 21st Forgetting
- Compare and contrast three forms of forgetting
(a) decay, (b) interference, (c) amnesia
- Identify the "seven sins of memory"
(Daniel Schacter)
http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html
Sarah Jayne Blakemore
"The mysterious workings of the adolescent brain” (14:26)
Jill Bolte Taylor's stroke of insight (18:42)
http://www.ted.com/talks/lang/eng/jill_bolte_taylor_s_powerful_stroke_of_insight.html
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
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Arrow Number
Type of Remembering
1 Data Driven (Bottom-Up) Awareness
2 Selective Attention (Top-Down) Awareness
3 Maintenance Rehearsal (refresh information in STM)
4 Elaborative Rehearsal (associate new information with old)
5 Selective (cued) Remembering
6 Unintentional Intrusive Memory (LTM to STM)
7 Producing Information from Memory (Recall and Recognition)
Recognition &
Recall
Assume that some information is in LTM. Present the complete information to the person.
(My face is the complete information.) The person searches to see if the same information is
already stored in LTM. The person answers either “Yes.” or “No.”
(“Yes, I found that information in my LTM.”) “Yes, I recognize your face.”
or (“No, I can not find the information in my LTM.”)
“No, I do not recognize your face.”
“Do you recognize my face?”
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
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“Yes!”
Assume the information is in LTM. Present a ‘cue’ for the person to initiate recall.
(My face is the cue) The person searches through LTM for the associated
information. (My name is the associated information)
The person retrieves the information into STM. The person then reproduces the information.
(“I have the information in my LTM.”) “Your name is Mark Rafter.”
or (“I can not find the information in my LTM.”)
“No, I do not recall your name.”
“Do you recall my name?”
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
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“Rafter!”
After meeting someone new, if we see them again later, we may say: “I remember you, but I can’t remember your name.”
More specifically, we mean:
“I recognize your face, but I can’t recall your name.”
Recognition is easier and more accurate than Recall.
Nickerson (1965) showed subjects 600 pictures of
various scenes and events, and tested retention at
intervals from a day to a year later (in a new vs. old
categorization task). Performance after 1 day =
92%, after one year = 63%.
Standing, Conezio & Haber (1970) presented
2560 color slides, 10 sec. each; subjects then saw
pairs of new & old items and had to say which was
old. Performance still at 90% a few days later.
Note: An OLD item is one that was in the original presentation set.
A NEW item is one that was not in the original presentation set.
Goldstein and Chance (1971) used women's faces, magnified snowflakes, and inkblots; 14 items of each set, 3 sec. each; recognition tested 2 days later with a new vs. old decision task mixing the 14 items with 70 new ones (so chance = 14%). Performance per set was:
71% accuracy for faces 48% accuracy for inkblots 33% accuracy for snowflakes
Better memory for concrete rather than abstract information (a green Granny Smith apple rather than nutritious food)
Better memory for distinctive rather than typical information. (faces rather than snowflakes)
Note: An OLD item is one that was in the original presentation set.
A NEW item is one that was not in the original presentation set.
Please rely on your own memory
for this RECOGNITION task.
Array
Nickerson, R.S., and Adams, J.J. (1979). Long-term memory
for a common object. Cognitive Psychology, 11, 287-307.
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K L M N O
Loftus, E. F. (1975). Leading questions
and the eyewitness report.
Cognitive Psychology, 7, 560-572.
Loftus suggests memory is based on two types of information:
what we perceive at the time of the event and
what we find out after the event.
What we hear after an event can distort our memory. Leading questions can alter our
memory of the event and the testimony we give later.
Subjects viewed a video of an accident involving two cars.
After viewing a video of an accident involving two cars, subjects were asked
one of two questions:
“How fast were the cars going when they smashed each other?”
-or- “How fast were the cars going
when they hit each other?”
…also, “Did you see any broken glass?”
“Cars Smashed”
“Cars Hit”
After the video no collision suggestion was given
Estimated speed
40.8 mph
Estimated speed
34 mph
16 saw
broken glass.
7 saw
broken glass.
6 saw
broken glass.
34 didn’t see
any broken glass.
43 didn’t see
any broken glass.
44 didn’t see
any broken glass.
They were also asked one of two other questions:
“Did you see a stop sign?” - or -
“Did you see the stop sign?”
Significantly more who were asked about the stop sign
reported seeing it, although there never was a stop sign.
Biased Input Filters Not everything detected is stored
Unbiased Input Everything detected is stored
After information is stored it is reconstructed
After information is stored it is unaffected
Information is lost in a systematic manner
Information is not lost.
More recent events will alter the accurate storage of earlier events
Recent recordings do not affect accuracy of earlier recordings
Reproduction of the event is biased.
Reproduction of the event is unbiased. (High fidelity!)
Information that was not stored may be remembered.
Information that was not recorded, will not be
reproduced.
Chase, W.G. & Simon, H.A. (1973). The Mind’s Eye in Chess
When Testing Memory of Actual Board Game Positions
Masters are better than Beginners
Masters had both Crystallized (Gc) & Fluid (Gf) Wisdom & Wit
Beginners had only Fluid (Gf) Wit
When Testing Memory of Random Board Positions
Beginners are as good as or better than Masters
Masters had only Fluid (Gf) Wit
Beginners had only Fluid (Gf) Wit
Recall the color names
We will see: Six lines Four colors per line Start at the top line and call out (recall) the name of the colors, left to right. Do not call out the shapes of the colors. Simply call out the names of the colors.
Let’s practice.
Let’s do this quickly!
On the next slide,
start at the top line and call out
the name of the colors, left to right.
…again we will see: Six lines Four colors per line Start at the top line and call out (recall)
the name of the colors, left to right. Do not call out the shapes of the colors. Simply call out the names of the colors.
Let’s practice.
Let’s do this quickly!
On the next slide,
start at the top line and call out
the name of the colors, left to right.
Sensory Memory STM LTM
Mark Rafter
“BLUE”
“RED”
The Stroop Color-Word Test
“Dichotic Listening Task”
A limited amount & a limited type of information is
processed from the unattended message:
Memory of Ignored Message
Explicit Memory: Sex of the Speaker
…and one’s own name
Implicit Memory: (horses)
The Presence of a Weapon: Tooley, V., Brigham, J. C., Maass, A., & Bothwell, R. K. (1987). Facial recognition: Weapon effect and attentional focus. Journal of Applied Social Psychology, 17(10), 845-859
The Person Carried:
A Tennis Racket
A Hand Gun
Memory of the Person’s Face
Good Memory
Poor Memory
The Context of Mood: Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129-148
Mood when Learning the List
Mood when Remembering
the List
Sad
Happy
Sad
Good Memory
Poor Memory
Happy
Poor Memory
Good Memory
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Child Attachment Type
Memory for
Good Event
Memory for
Bad Event
Secure Very Good Very Poor
Insecure Very Poor Very Good
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The End.
Note:
This was as far as we progressed
on Friday, September 21st.
Note:
We’ll “continue to proceed”
on Friday, September 28th.