brunning – chapter 3 long term memory: structures and models
TRANSCRIPT
Brunning – Chapter 3Brunning – Chapter 3
Long Term Memory: Structures Long Term Memory: Structures and Modelsand Models
Review: Constant rehearsal and repetition in the STM Review: Constant rehearsal and repetition in the STM is needed to send information to the LTMis needed to send information to the LTM
LTM•Implicit-non-conscious
•Explicit-conscious
A Framework for LTM
DeclarativeKnowledge
“What”
Procedural Knowledge
“How”
Conditional Knowledge
“When & Why”
Semantic Memory
Episodic Memory
Most Learning involves an interplayamong declarative, procedural andconditional knowledge
Semantic memory (facts, concepts andtheir relationship with each other)
Episodic memory (personally dated autobiographical experiences)
FMRIstored indifferent parts ofbrain
Implicit and Explicit MemoryImplicit and Explicit Memory
• Explicit Memory:– Voluntary– Conscious search for
information– Usually tested by
recall and recognition
• Implicit Memory:– Is an unintentional,
non-conscious form of retention
– In which our actions are influenced by previous events but without conscious awareness
Explicit and implicit memory tasks sometimes elicit functional dissociations…(they don’t jive) could these memories be stores in different parts of the brain?
Building Blocks of CognitionBuilding Blocks of Cognition
Memory
Declarative
Non-declarative
Facts
Events
Medial Temporal Lobe
Skills & Habits……………….StriatumPriming……………………….Neocortex
Classical Conditioning…....CerebellumNon-associative learning…Reflex
Pathways
Temporal lobe (Facts & events)
Neocortex (priming)
Classical conditioning
Striatum (Skills & habits)
Reflex PathwaysReflex Pathways
Non-associativeLearning
(i.e. habituation)
Building Blocks of CognitionBuilding Blocks of Cognition
• 1. Concepts (mental structures by which we represent meaningful categories)– Rule-governed theories of conceptual structures
(Bruner, 1956)• Concept identification (colors or shapes)…figures where
presented to the subjects till they were confident that they were able to identify the concept
• Strategies:– Conservative focusing strategiesfocus on one attribute
of a concept at a time
– Focus gamblingfocus on varied attributes of a concept at a time
– Scanning strategiestest several hypothesis at a time…tough on individuals
• When using strategies, S tend to look for the rules relating the concept attributes
Conjunctive rules(2 or more
attributes must be present)
“furniture with legs”
Disjunctive rules(when one or the otherattribute are present )
“furniture”
Depends On?
These rules are taught by presenting the positive & negative instances of the concept (a qualifying statement or hedge)
They are also taught by presenting a highly typical instance of concept = prototype
– Prototype theories of conceptual structure• This is taught by presenting an example known
that is already in the memory• This theory frequently uses hedging (qualifying
statements of the prototype)
– Probabilistic theories of conceptual structures
• The concept that is being learned involves weighting probabilities
• The learner searches for characteristics, but not defining attributes
• For example:– Furniture = articles that decorate a room and makes it
more comfortable
• 2. Propositions– Are the smallest units of meaning that can
stand as a separate assertion– “Dr. Gavilan is a wonderful teacher who loves
to teach Educational Psychology in FIU• Dr. Gavilan is a wonderful teacher• Dr. Gavilan loves to teach Educational Psychology • Dr. Gavilan teaches at FIU
– Each proposition consist of a predicate and one or more arguments
– Propositions sharing one or more elements = propositional networks
• 3. Schematamental framework used to organize declarative knowledge– It represents the knowledge stored in the memory– This knowledge is stored in different parts of the brain– Interpretation of what we learn is based on learner’s
schemata– Teacher must review information to bring to present
past knowledge (schemata)
• Productionsare condition-action rules• Scriptsmental framework of our procedural
knowledgeschema representation for events what to expect in terms of behavior
Script of a Restaurant Entergive reservation namebe seatedorder
drinks look at menu discuss menuorder meal talkeat first courseeat second course order dessertpay billleave tipexit restaurant
Schema of a House
Big/small
Brick/wood
No. of rooms Color Vegetation
Type of architecture
Neighborhood
LTM – Verbal and Imaginal LTM – Verbal and Imaginal RepresentationRepresentation
• Pavio, 1971 (Dual Encoding Theory)– Verbal encoding system
• Adapted for linguistically based information• Emphasizes verbal associations• i.e. words, sentences, content of conversations
and stories
– Imaginal encoding system• Nonverbal information • i.e. pictures, sensations and sounds
Implication for InstructionImplication for Instruction
• Starting point of learning is what the students already knowprior knowledge
• Help students activate their current knowledge
• Help students organize new information into meaningful chunks
• Aid students translate what to do with their knowledge (conditional knowledge)
• Provide opportunities for students to use verbal and imaginal coding