Transcript Brunning – Chapter 3

Brunning – Chapter 3
Long Term Memory: Structures
and Models
Review: Constant rehearsal and repetition in the STM
is needed to send information to the LTM
Most Learning
involves an interplay
among declarative,
procedural and
conditional
knowledge
Declarative
Knowledge
“What”
Semantic
Memory
Episodic
Memory
A Framework for LTM
LTM
•Implicit-non-conscious
•Explicit-conscious
Procedural
Knowledge
“How”
Conditional
Knowledge
“When & Why”
Semantic memory (facts, concepts and
their relationship with each other)
Episodic memory (personally dated
autobiographical experiences)
FMRIstored in
different parts of
Implicit 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 Cognition
Facts
Declarative
Medial Temporal Lobe
Events
Memory
Non-declarative
Skills & Habits……………….Striatum
Priming……………………….Neocortex
Classical Conditioning…....Cerebellum
Non-associative learning…Reflex
Pathways
Striatum (Skills & habits)
Neocortex (priming)
Temporal lobe
(Facts & events)
Classical
conditioning
Reflex Pathways
Non-associative
Learning
(i.e. habituation)
Building 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 strategiesfocus on one attribute
of a concept at a time
– Focus gamblingfocus on varied attributes of a concept
at a time
– Scanning strategiestest 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”
Depends
On
?
Disjunctive rules
(when one or the other
attribute are present )
“furniture”
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. Schematamental 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)
• Productionsare condition-action rules
• Scriptsmental framework of our procedural
knowledgeschema representation for events
what to expect in terms of behavior
Script of a Restaurant
Entergive reservation namebe seatedorder
drinks look at menu discuss menuorder
meal talkeat first courseeat second course 
order dessertpay billleave tipexit restaurant
Schema of a House
Type of
architecture
Big/small
Brick/wood
No. of rooms
Neighborhood
Color
Vegetation
LTM – Verbal and Imaginal
Representation
• 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 Instruction
• Starting point of learning is what the
students already knowprior 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