Cognitive Psychology PS200-02 Unit 6 Meta-Cognition and Strong Memory Strategies with Professor...
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![Page 1: Cognitive Psychology PS200-02 Unit 6 Meta-Cognition and Strong Memory Strategies with Professor Kimberly Maring.](https://reader036.fdocuments.net/reader036/viewer/2022062407/56649e035503460f94aee709/html5/thumbnails/1.jpg)
Cognitive Psychology PS200-02Unit 6 Meta-Cognition and Strong Memory Strategies with Professor Kimberly Maring
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Halfway Through
Late work? Get it in by
Unit 8! No late work after
that!
Questions?
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Memories Studied
Semantic Memory: facts
Episodic Memory: Autobiographical
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How do we increase
recall while decreasing
forgetting?
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Optimal Memory Strategy!
For the next 10 seconds For the next 10 seconds
you are to memorize the you are to memorize the
following list:following list:
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Optimal Memory Strategy!
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Relax and Take a Break!
What was one significant
thing that happened in the
past week?
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Now write down all the
words you can
remember.
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Rehearsal
Rehearsal is the continuous repetition of
a name or an image of items to be
remembered
Requires the least effort and is natural
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Organization
Sorting
Clustering
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AssociationFinding something it relates to
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Remember last week’s list?
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ElaborationDefined as the association between two
concepts, items, or images, creating links
between newly learned concepts and stored
concepts
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ElaborationDefined as the association between two concepts,
items, or images, creating links between newly
learned concepts and stored concepts
“When associated items are placed in an episode, process, or relation involving both of them, . . . the memories for these items will be strengthened as a function of elaboration” (Rohwher & Litrownik, 1983).
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Early Memories
To begin, at what age do you
have your first memories?
What types of memories are
they?
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Emotions Support Memory Retrieval
• Has this been your experience?• Do you have childhood memories which seem “unemotional?”
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Autobiographical MemoryMemories of our own experiences
Stories in our minds of our lives
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Cognitive Development
Cognition develops from birth to
age 25
Prefrontal Cortex (place your hand on your forehead—
the Prefrontal Cortex resides within) regulates
reasoning and decision making skills
Full decision making skills solidify in the
early to 20’s!
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Piaget’s Model of Cognitive Development
Sensorimotor: Age 2 to 7
Preoperational: Age 2-7
Though language is not fully developed, we know that the STM is working even before birth.
Learn of the environment through senses—sound, sight, touch, hunger, movement.
Developing critical thinking skills (talking, walking, potty training)
Literate and love stories and being read to.
Not able to predict consequences nor understand that A + B + C
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Piaget’s Model of Cognitive Development (continued)Concrete Operational: 7-12
Formal Operational: 12-25
Logic is the key to this age.
Understanding life through
logic—love puzzles, mystery
books, etc.
Abstract thought added
to logic
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Childhood Amnesia Phase—Birth to 3 yearsTime of great learningGreat need for memory function
Memory systems are necessary for survival
The memory functions of the brain are developed but not fully connected
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As the memory system becomes
more adept at remembering things,
long term recall becomes stronger
and we begin to have memories.
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Robyn FivushPremier researcher •In of mother/child attachment and brain development •In autobiographical memory•Referred to in our text •See Resources at the end of this Power Point
Childhood Amnesia Phase—Birth to 3 years
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Parent/Child InteractionsWhat develops memories in children?Eye-to eye contact with pleasant memoriesVerbalizationsWarm emotional connectionParental cues to memory
The above actions create attention retention ability—Attention is directly correlated to developing memory
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This moves children to the Memory Phase called what?Hint: Ages 10-25
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Adolescence (Surprise!)From sexual development into adulthoodThe brain remembers many more details in this
ageIn our culture it is a legal termIn developmental psychology uses different
classifications of age and developmental stagesPrefrontal cortex (understanding of consequences)
is fully connected by age 25Inferior temporal and occipital sulcus is fully
functional at 14 (tells the brain to take risks and do what “feels good”)
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Cognitive Development—Adolescence This theory allows for 11 years of
mistakes that do not take into account consequences.
How does this relate to storing memories?Teens remember EVERY detail
The memory system does not filter out “unimportant” details
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SELECTIVITY OF OLDER BRAINS
Not forgetful—instead, selectiveMore efficient—do not need to listen to
everything someone saysBetter at processing events and
environmental stimuli Therefore, strong associations are less likelyGood recent recallBut weaker STM/LTM recall because of
insignificance
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The Mature BrainMistakenly assuming that something is not
important, when it really isMemory strategies are more sophisticatedFamily, friends, and coworkers help you with
stories
All the above account for a dip in accuracy
The 60’s shows an increase in recall. Why?
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Less stress = Better
Memory
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Any questions?????
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ResourcesEpstein, R. (2007). The case against adolescence: Rediscovering the adult in
every teen. Sanger, CA: Quill Driver Books.
Fivush, R. (2006). Coping, Attachment, and Mother-Child Narratives of
Stressful Events. Merrill-Palmer Quarterly, 52, 125-150.
Fivush, R., & Haden, C. A. (Ed.). (2003). Autobiographical memory and the
construction of developmental and cultural perspectives. Mahway, NJ:
Lawrence Erlbaum Associates, Inc.
Robinson-Riegler, G., Robinson-Reigler, B. (2008). Cognitive psychology:
Applying the science of the mind. Boston: Allyn and Bacon.
Thompson-Cannino, J., Cotton, R., & Torneo, E. (2009). Picking Cotton: Our
memoir to injustice and redemption. New York: St. Martin’s Press.