Oneminute ANSWER

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One-minute ANSWER

• After waking from a nap, a student rides her bike
  to the library, where she studies for her test
  and then talks with some friends. The activity
  that is most closely related to procedural memory
  is
• a) napping b) riding the bike c) studying
  for the test
• d) talking with friends
• Using the modal model of memory (the three
  boxes), explain the results of Tversky Marsh
  (2000). Make a diagram and show the process for
  each retelling group.

See next slide
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Three steps
Sensory Register
Short-Term Working Memory
Long Term Memory
Encoding
Attention
Retrieval
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Memory

• Modal view of memory
• Primacy and Recency Effect
• False Memories and Semantic Organization of
  Knowledge
• Event Memory and Eyewitness Testimony
• NEXT - Early Memory

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Early Memory

• Your earliest memory?
• When does memory start working?
• How good is early memory?

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Cat in the Hat Study

• Prenatal exposure to story (6.5 weeks)
• 5 hours of exposure
• Test after birth

(DeCasper Spence, 1986)
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Test Preference for Story
Which did they listen to? Familiar
story vs New story
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Infants Long Term Memory

• Phase 1 Experience at 5 months

Still Face Procedure
2 minutes
1 minute
1 minute
(Bornstein, Arterberry, Mash, 2004)
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• Phase 2 Test memory at 20 months

Still Face Person
New Person 1
New Person 2
Measured attention to each video (looking time
in seconds)
(two groups of infants tested at this phase)
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Results

ns
ns
Seconds of Looking
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Puzzling Question

• If really young babies have memory and they can
  remember things across time (15 months), why
  dont we remember more of our childhood?

Sensory Register
Short-Term Working Memory
Long Term Memory
Encoding
Attention
Retrieval
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Chapter 8 - Cognition
Perception
Human Intelligence
Cognitive Psychology
Attention
Language
Thinking and Problem Solving
Memory
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(Chapter 9)
Perception
Human Intelligence
Cognitive Psychology
Attention
Language
Memory
Thinking and Problem Solving
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Think-Pair-Share

• Miscommunications
• Think of an example of a miscommunication the
  person didnt understand what you were saying
• Identify possible reasons for why this
  miscommunication might have occurred.

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Share of Think - Pair

• Miscommunication due to

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Features of Language - 1

• Structured (syntax)
• Rules for putting words together - grammar
• The cat is on the mat.
• NOT Cat the is mat the on.

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Features of Language -2

• Meaning (semantics)
• Morphemes smallest unit of meaning
• Ex pear vs pears (pear-s)
• Syntax (word order) contributes to semantics
• The mat is on the cat vs the cat is on the mat.

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Features of Language - 3

• Referential
• Arbitrary sounds or signs used to refer to real
  objects and events
• Cultural agreement to referents
• Time present, past, future
• Ex displacement using language to refer to
  events or objects not in the present
• Alternative realities - imagination

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Features of Language - 4

• Creative (generative)
• Most utterances are unique
• Able to create an infinite number of utterances
• Ex
• The cat is on the mat
• On the mat is the cat
• The mat is on the cat
• Is the cat on the mat?

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Features of Language - 5

• Interpersonal
• Takes place in context physical setting,
  audience
• Principles of communication include common
  knowledge e.g.,
• Community membership
• Co-presence for actions
• Perceptual co-presence

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Share of Think - Pair - II

• Return to Miscommunications