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Last night my wife and I were discussing some of the things we talked about
in class. We also spent time talking about how far back we could remember.
Something that I assume is at least implied in the semantic memory model is
other cues asside from words. It is funny how strong the links can be for a
smell, far greater I think than the word. Going back to childhood, as
infants we recorded memories in sensory images and not with words, so often
what we recall is through cues such as a smell or a sight.
I have two experiences trying to remember my extreme youth, say around 2 -
4 years. One draws on the recoding of memories, the combining of old
experiences with new ones to make an entirely new memory, but I think I've
talked about that before. The other is a sensory memory. I can remember
many things about my grandmothers house when I was very young. I remember
going there when I was two, while my brother was being born. Now I remember
the images, smells, feelings. I only have words for the experience after I
recall all that and give words to it. Somehow grandma's house is always
associated with butterscotch candy and peppermint disks. The words are
definately connected, but the smell, taste, and sight are far stronger. It
is amazing the kinds of links our brain can make.
What is also interesting is that a smell can easily send me to a word or
object, apple pie for example, but the word has a very hard time taking me
to the memory of the smell. At least not in the same way. Language is
really the only memory cue that can be externally represented. I can
remember a word and recite it, I can't remember a smell and resmell it, or
let someone else know what that was like. That is worth some thought.
--
Dan Lauritzen
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Last night my wife and I were discussing some of the things we talked about in class. We also spent time talking about how far back we could remember. Something that I assume is at least implied in the semantic memory model is other cues asside from words. It is funny how strong the links can be for a smell, far greater I think than the word. Going back to childhood, as infants we recorded memories in sensory images and not with words, so often what we recall is through cues such as a smell or a sight.
I have two experiences trying to remember my extreme youth, say around 2 - 4 years. One draws on the recoding of memories, the combining of old experiences with new ones to make an entirely new memory, but I think I've talked about that before. The other is a sensory memory. I can remember many things about my grandmothers house when I was very young. I remember going there when I was two, while my brother was being born. Now I remember the images, smells, feelings. I only have words for the experience after I recall all that and give words to it. Somehow grandma's house is always associated with butterscotch candy and peppermint disks. The words are definately connected, but the smell, taste, and sight are far stronger. It is amazing the kinds of links our brain can make.
What is also interesting is that a smell can easily send me to a word or object, apple pie for example, but the word has a very hard time taking me to the memory of the smell. At least not in the same way. Language is really the only memory cue that can be externally represented. I can remember a word and recite it, I can't remember a smell and resmell it, or let someone else know what that was like. That is worth some thought.
--
Dan Lauritzen
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From psych3120@lists.csbs.utah.edu Sat Nov 3 06:10:49 2007
From: psych3120@lists.csbs.utah.edu (Steve Best)
Date: Fri, 2 Nov 2007 23:10:49 -0700 (PDT)
Subject: [Psych3120] Mode Error
Message-ID: <603274.85444.qm@web36503.mail.mud.yahoo.com>
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At the risk of dragging up old subject matter, I had an experience the other day which reinforced one of the principles we have learned this semester:
I was cleaning up around the house and picked up a piece of crumpled up paper, then as I passed by the garbage can, proceeded to throw the pen away that was in my other hand. I didn't even notice what I had done until I got to the study to put the pen away and noticed the waste paper in my hand, to which I immediately exclaimed to myself - "mode error!".
My point is that it is gratifying to be able to recognize behaviors that in the past have seemed random or unexplained, and even be able to define and comprehend them in an effective manner.
Steve Best
__________________________________________________
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At the risk of dragging up old subject matter, I had an experience the other day which reinforced one of the principles we have learned this semester:
I was cleaning up around the house and picked up a piece of crumpled up paper, then as I passed by the garbage can, proceeded to throw the pen away that was in my other hand. I didn't even notice what I had done until I got to the study to put the pen away and noticed the waste paper in my hand, to which I immediately exclaimed to myself - "mode error!".
My point is that it is gratifying to be able to recognize behaviors that in the past have seemed random or unexplained, and even be able to define and comprehend them in an effective manner.
Steve Best
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-573512857-1194070249=:85444--
From psych3120@lists.csbs.utah.edu Sat Nov 3 06:17:40 2007
From: psych3120@lists.csbs.utah.edu (Spenser Harris)
Date: Sat, 3 Nov 2007 00:17:40 -0600
Subject: [Psych3120] Short Term Memory Problem
Message-ID:
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Tonight, I was playing Texas Hold'Em with a few friends, and whenever I wou=
ld fold, I would try to remember what the two cards in my hand had been, so=
I could tell how I would've done had I stayed in. But, I kept forgetting w=
hat my cards had been once I'd folded. I tried doing rehearsal exercises, b=
ut they actually did not always help. There's got to be a better way to do =
this.
_________________________________________________________________
Windows Live Hotmail and Microsoft Office Outlook =96 together at last. =A0=
Get it now.
http://office.microsoft.com/en-us/outlook/HA102225181033.aspx?pid=3DCL10062=
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--_cba73f36-a6a4-4cbc-aff8-0bdaecaa8231_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Tonight, I was playing Texas Hold'Em with a few friends, and whenever =
I would fold, I would try to remember what the two cards in my hand had bee=
n, so I could tell how I would've done had I stayed in. But, I kept forgett=
ing what my cards had been once I'd folded. I tried doing rehearsal exercis=
es, but they actually did not always help. There's got to be a better way t=
o do this.
Windows Live Hotmail and Microsoft Office Outlook =96=
together at last. Get it now!
=
--_cba73f36-a6a4-4cbc-aff8-0bdaecaa8231_--
From psych3120@lists.csbs.utah.edu Sat Nov 3 06:48:09 2007
From: psych3120@lists.csbs.utah.edu (Megan Gertsch)
Date: Fri, 2 Nov 2007 23:48:09 -0700 (PDT)
Subject: [Psych3120] semantic networks
Message-ID: <352962.70652.qm@web56107.mail.re3.yahoo.com>
--0-1889919599-1194072489=:70652
Content-Type: text/plain; charset=us-ascii
It is interesting to learn about other people's semantic networks. When I read some of the other posts on semantic memory some of the things that other people link with certain words just seemed strange to me. When David mentioned "robin" I thought of my cousin Robin and then as I read on I thought oh yeah, I guess it makes sense that most people would associate "robin" with a bird, not a person. "Red" definitely doesn't make me think "fire" or "sunset," but the color orange does. "Red" makes me think of communism and stop lights. So to me it seems that, for the most part, semantic networks are primarily based on an individual's experiences, but at the same time I can see how some connections would be more universal, like thinking "blue" or "gray" when someone says "sky." Someone said that they associate the color yellow with fire enigines and I have heard of yellow fire engines but I don't think I have ever seen one. So something like that could just
depend on where you live and I started thinking about how police vehicles in Utah are mostly white, but in Nevada most are dark blue or black. Just thinking about how little things like that can have such a big influence on semantic networking is really cool.
Megan Gertsch
__________________________________________________
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Tired of spam? Yahoo! Mail has the best spam protection around
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It is interesting to learn about other people's semantic networks. When I read some of the other posts on semantic memory some of the things that other people link with certain words just seemed strange to me. When David mentioned "robin" I thought of my cousin Robin and then as I read on I thought oh yeah, I guess it makes sense that most people would associate "robin" with a bird, not a person. "Red" definitely doesn't make me think "fire" or "sunset," but the color orange does. "Red" makes me think of communism and stop lights. So to me it seems that, for the most part, semantic networks are primarily based on an individual's experiences, but at the same time I can see how some connections would be more universal, like thinking "blue" or "gray" when someone says "sky." Someone said that they associate the color yellow with fire enigines and I have heard of yellow fire engines but I don't think I have ever seen one. So
something like that could just depend on where you live and I started thinking about how police vehicles in Utah are mostly white, but in Nevada most are dark blue or black. Just thinking about how little things like that can have such a big influence on semantic networking is really cool.
Megan Gertsch
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-1889919599-1194072489=:70652--
From psych3120@lists.csbs.utah.edu Sat Nov 3 10:48:36 2007
From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu)
Date: Sat, 03 Nov 2007 06:48:36 -0400
Subject: [Psych3120] Judd Tingey - 7 Sins of Memory
Message-ID: <8C9EC1E38B6BB74-9C8-2171@FWM-M34.sysops.aol.com>
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I was reviewing the seven sins of memory and I was most interested by number seven, persistence.? Although my posting this morning doesn't have much to do with persistence, this facet allowed my mind to wander a little.? In summation, this sin states that a person remembers things that they may rather forget.? So on the contrary, why are people able to repress certain memories whereas others are unable to do so?? I have a few childhood memories that I would rather forget but they seem to be burned into my memory.? On the contrary, my Mom was raised in a very abusive home and she has been unable to remember most of her early childhood yet it seems as though the problems she grew up with are burned into her personality.? Basically she can't remember things but there has obviously been a toll on her and her three sisters.? Often when they all get together they'll tell stories about growing up, all the way through the high school years, and they never seem to agree on certain events.? Granted they're all old now,?but it just seemed interesting to me how all of the lectures on memory seem to be consistent.
________________________________________________________________________
Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com
----------MB_8C9EC1E38B6BB74_9C8_4302_FWM-M34.sysops.aol.com
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I was reviewing the seven sins of memory and I was most interested by number seven, persistence. Although my posting this morning doesn't have much to do with persistence, this facet allowed my mind to wander a little. In summation, this sin states that a person remembers things that they may rather forget. So on the contrary, why are people able to repress certain memories whereas others are unable to do so? I have a few childhood memories that I would rather forget but they seem to be burned into my memory. On the contrary, my Mom was raised in a very abusive home and she has been unable to remember most of her early childhood yet it seems as though the problems she grew up with are burned into her personality. Basically she can't remember things but there has obviously been a toll on her and her three sisters. Often when they all get together they'll tell stories about growing up, all the way through the high school years, and they never seem to agree on certain events. Granted they're all old now, but it just seemed interesting to me how all of the lectures on memory seem to be consistent.
----------MB_8C9EC1E38B6BB74_9C8_4302_FWM-M34.sysops.aol.com--
From psych3120@lists.csbs.utah.edu Sat Nov 3 20:22:26 2007
From: psych3120@lists.csbs.utah.edu (william sheltowt)
Date: Sat, 3 Nov 2007 14:22:26 -0600
Subject: [Psych3120] Wendseday's in-class assignment
Message-ID: <8162db450711031322u9d915a0nbd261f3b335dedff@mail.gmail.com>
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One thing that intrested me about Wendnesday's in class assignment is that
there were so few word's that are two groups had in common. The only word
that are two groups had in common was money, nothing that had anything
related to halloween. The fact that we had in common talking about money
intrested me though. It seems like money is not closely linked to
halloween, but maybe it is just a significant thought in both of our
world's, and so it is more closely linked to every subject, including
halloween. Other than that I noticed that are two groups typically broke
things down in that we would go on a topic for a few words, and then jump to
something totally random. Maybe we just had short attention spands.
Bill Shelton
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One thing that intrested me about Wendnesday's in class assignment is that there were so few word's that are two groups had in common. The only word that are two groups had in common was money, nothing that had anything related to halloween. The fact that we had in common talking about money intrested me though. It seems like money is not closely linked to halloween, but maybe it is just a significant thought in both of our world's, and so it is more closely linked to every subject, including halloween. Other than that I noticed that are two groups typically broke things down in that we would go on a topic for a few words, and then jump to something totally random. Maybe we just had short attention spands.
Bill Shelton
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From psych3120@lists.csbs.utah.edu Sat Nov 3 21:52:14 2007
From: psych3120@lists.csbs.utah.edu (Alyssa Messina)
Date: Sat, 3 Nov 2007 15:52:14 -0600
Subject: [Psych3120] semantic memory - alyssa messina
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The lecture on semantic memory was interesting, I had some questions about =
how our sort of "networks" from which we retrieve memories came from, and s=
aw that some other people had similar questions in their posts. Clearly, t=
he model presented in class couldn't completely apply to everyone's memorie=
s in that some objects in the example may not even be known to some people.=
If a person didn't know what a robin was or had never seen a firetruck or=
something, obviously that path of association would not be established. I=
wonder how much, if any, memory associations really could be universal, an=
d for that reasaon, it seems like this experiment really couldn't be genera=
lized farther than within a particular culture. WHen I participated in Ms. =
Lambert's version of the Neely experiment I had no idea what the intent was=
- maybe I just didn't realize it at the time, but I didn't think the word g=
roup associations in the instructions really had any effect on how quickly =
I read the word. I guess I don't completely understand why the experiment =
was set up the way it was, but it seems as though the fact that words were =
presented "correctly" only 80% of the time might completely throw off one's=
expectations for a certain category and thus affect later response times w=
hen the association was correct. =20
_________________________________________________________________
Windows Live Hotmail and Microsoft Office Outlook =96 together at last. =A0=
Get it now.
http://office.microsoft.com/en-us/outlook/HA102225181033.aspx?pid=3DCL10062=
6971033=
--_31dce51b-1c1f-404f-a672-008dd9a2cc60_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
The lecture on semantic memory was interesting, I had some questions about =
how our sort of "networks" from which we retrieve memories came from, and s=
aw that some other people had similar questions in their posts. Clear=
ly, the model presented in class couldn't completely apply to everyone's me=
mories in that some objects in the example may not even be known to some pe=
ople. If a person didn't know what a robin was or had never seen a fi=
retruck or something, obviously that path of association would not be estab=
lished. I wonder how much, if any, memory associations really co=
uld be universal, and for that reasaon, it seems like this experiment =
really couldn't be generalized farther than within a particular c=
ulture. WHen I participated in Ms. Lambert's version of the Neely expe=
riment I had no idea what the intent was- maybe I just didn't realize it at=
the time, but I didn't think the word group associations in the instructio=
ns really had any effect on how quickly I read the word. I guess I do=
n't completely understand why the experiment was set up the way it was, but=
it seems as though the fact that words were presented "correctly" only 80%=
of the time might completely throw off one's expectations for a certain ca=
tegory and thus affect later response times when the association =
was correct.
Windows Live Hotmail and Microsoft Office Ou=
tlook =96 together at last. Get it now!=
=
--_31dce51b-1c1f-404f-a672-008dd9a2cc60_--
From psych3120@lists.csbs.utah.edu Sun Nov 4 17:52:54 2007
From: psych3120@lists.csbs.utah.edu (Andrea Stark)
Date: Sun, 4 Nov 2007 10:52:54 -0700
Subject: [Psych3120] in-class activity
Message-ID:
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The other day in class our guest lecturer had us do that activity on the =
Collins & Quillian's Teachable Language Comprehender/ Semantic Network =
Models and list the words that came to mind as they were activated =
beginning with the word Halloween. What stood out most to me in this =
activity was the idea of spreading activation and how when one word is =
said many other words are activated with some relation to the first =
word, but the most available for retrieval are those with the strongest =
or closest association. From the second word activated a whole new set =
of words is activated and so forth. We looked at how subsequent =
activations may also tie back to the first activation and intersections =
occur. We continued with the activity by comparing our lists with =
another group to see what activated words we had in common. This is =
where it got really interesting because the two lists we compared did =
not have a single word in common (and we had about 30-40 total words per =
list). I found this extremely interesting because I would think that =
with a single starting point, we would have at least a few similar =
connections as activation spreads. And as the activity continued and we =
were asked to take the words in common and build our own network model, =
I realized that it was ordinary for the groups to have commonalities and =
it seemed as though most groups in class had some common words to work =
with. But we didn't. Because of this, my partner and I discussed why our =
lists were so different and why we wouldn't have any commonalities when =
it seemed like we should. We decided that there could be a connection =
between our experiences and learning and the strength of the =
associations. So if we had learned a word or association differently =
than someone else we could have different activation ability when =
presented with that word. We discussed how semantic memory is general =
knowledge we have but don't remember where or when that knowledge was =
acquired and how our result on the activity must mean that each of us in =
the group learned the relevant words in a different situation, which =
affected the way we access the words and the activation relationships in =
our LTM. If we didn't have common experiences in learning, then we could =
have less common activation relationships, and this could explain why we =
didn't list any common words.
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=0A=
=0A=
=0A=
=0A=
The other day in class =
our guest lecturer had us do that activity on the Collins & =
Quillian's Teachable Language Comprehender/ Semantic Network Models and =
list the words that came to mind as they were activated beginning with =
the word Halloween. What stood out most to me in this activity was the =
idea of spreading activation and how when one word is said many other =
words are activated with some relation to the first word, but the most =
available for retrieval are those with the strongest or closest =
association. From the second word activated a whole new set of words is =
activated and so forth. We looked at how subsequent activations may also =
tie back to the first activation and intersections occur. We continued =
with the activity by comparing our lists with another group to see what =
activated words we had in common. This is where it got really =
interesting because the two lists we compared did not have a single word =
in common (and we had about 30-40 total words per list). I found this =
extremely interesting because I would think that with a single starting =
point, we would have at least a few similar connections as activation =
spreads. And as the activity continued and we were asked to take the =
words in common and build our own network model, I realized that it was =
ordinary for the groups to have commonalities and it seemed as though =
most groups in class had some common words to work with. But we didn't. =
Because of this, my partner and I discussed why our lists were so =
different and why we wouldn't have any commonalities when it seemed like =
we should. We decided that there could be a connection between our =
experiences and learning and the strength of the associations. So if we =
had learned a word or association differently than someone else we could =
have different activation ability when presented with that word. We =
discussed how semantic memory is general knowledge we have but don't =
remember where or when that knowledge was acquired and how our result on =
the activity must mean that each of us in the group learned the relevant =
words in a different situation, which affected the way we access the =
words and the activation relationships in our LTM. If we didn't have =
common experiences in learning, then we could have less common =
activation relationships, and this could explain why we didn't list any =
common words.
------_=_NextPart_001_01C81F0B.86835C7B--
From psych3120@lists.csbs.utah.edu Mon Nov 5 01:12:55 2007
From: psych3120@lists.csbs.utah.edu (Diana Alleman)
Date: Mon, 05 Nov 2007 01:12:55 +0000
Subject: [Psych3120] Diana Alleman
Message-ID:
Topic: Semantic Memory- in class assignment.
On Wednesday we had an in class assignment to pair up with someone to make a
list of 30 words beginning with the word “Halloween” then letting the first
word that came to our mind after make the distinction to where our list
would go. By the time my partner and I made it to the last words of the
list I had forgotten what word we had started out with. Halloween became
irrelevant to what we came up with at the end. It helped me understand how
our semantic memory is organized in relation to assorted concepts (nodes)
being linked together. The last word and first word will most likely have
nothing to do with each other. But when following the list from top to
bottom there is some sense to why each would node is interrelated. I also
found it interesting that the more items we listed the further away from the
main topic we went. There was much room for randomness. Our semantic memory
processes must be working overload with our many thoughts plus ideas in one
day.
From psych3120@lists.csbs.utah.edu Mon Nov 5 01:13:33 2007
From: psych3120@lists.csbs.utah.edu (erica smith)
Date: Sun, 4 Nov 2007 18:13:33 -0700
Subject: [Psych3120] (no subject)
Message-ID:
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I notice that when it comes to writing down and tracing thoughts, mine alwa=
ys come back to something that has been on my mind. No matter what topic i=
may start thinking about, if there is a problem or issue that has been on =
my mind for that day it some how relates to a thought i have and suddenly m=
y thought are redirected back to thinking about that issue. I just find it=
intriguing that our minds can find a relation in the weirdest things, as i=
f it goes through all the details of one thing to find any sort of connecti=
on it can.
erica smith
_________________________________________________________________
Help yourself to FREE treats served up daily at the Messenger Caf=E9. Stop =
by today.
http://www.cafemessenger.com/info/info_sweetstuff2.html?ocid=3DTXT_TAGLM_Oc=
tWLtagline=
--_1d27f78f-492a-49f8-ba20-0a0ca0b0a7b9_
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I notice that when it comes to writing down and tracing thoughts, mine alwa=
ys come back to something that has been on my mind. No matter what to=
pic i may start thinking about, if there is a problem or issue that has bee=
n on my mind for that day it some how relates to a thought i have and sudde=
nly my thought are redirected back to thinking about that issue. I ju=
st find it intriguing that our minds can find a relation in the weirdest th=
ings, as if it goes through all the details of one thing to find any sort o=
f connection it can.
erica smith
Help yourself to FRE=
E treats served up daily at the Messenger Caf=E9. Stop by today!
=
--_1d27f78f-492a-49f8-ba20-0a0ca0b0a7b9_--
From psych3120@lists.csbs.utah.edu Mon Nov 5 02:14:54 2007
From: psych3120@lists.csbs.utah.edu (Yoshida Taihei)
Date: Mon, 5 Nov 2007 11:14:54 +0900
Subject: [Psych3120] (no subject)
Message-ID:
--_a21ddbd7-e65e-4f77-a3b6-d5827938dc6f_
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When I was in class, I was surprised about Collins & Quillian's Teachable Langueage Comprehender (TLC). Because I didn't know Ostrich and robins in English, so When I see the sentence such as "All sotrich is a bird" I couldn't answer. Then I listened about TLC, I realized that happened, because I didn't have a node between Ostrich and bird/ animals. After reviewing the slides, even though I translated to Japanese, I noticed, if I don't have a node between them in Japanese,I still not be able to react fast.
_________________________________________________________________
MSN$B%_%e!<%8%C%/$H(BEMI Artists$B$,6&F13+:E$9$k%*!<%G%#%7%g%s(B SCHOOL OF SCHOOL
http://music.jp.msn.com/
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When I was in class, I was surprised about Collins & Quillian's Teachable Langueage Comprehender (TLC). Because I didn't know Ostrich and robins in English, so When I see the sentence such as "All sotrich is a bird" I couldn't answer. Then I listened about TLC, I realized that happened, because I didn't have a node between Ostrich and bird/ animals. After reviewing the slides, even though I translated to Japanese, I noticed, if I don't have a node between them in Japanese,I still not be able to react fast.
MSN$B%_%e!<%8%C%/$H(BEMI Artists$B$,6&F13+:E$9$k%*!<%G%#%7%g%s(B SCHOOL OF SCHOOL http://music.jp.msn.com/
--_a21ddbd7-e65e-4f77-a3b6-d5827938dc6f_--
From psych3120@lists.csbs.utah.edu Mon Nov 5 04:46:00 2007
From: psych3120@lists.csbs.utah.edu (horii chieko)
Date: Mon, 5 Nov 2007 13:46:00 +0900
Subject: [Psych3120] semantic network models
Message-ID:
--_71f20f61-d7d3-4902-af21-e806c921daee_
Content-Type: text/plain; charset="iso-2022-jp"
Content-Transfer-Encoding: 7bit
As a result of in class activity on Wednesday, we found interest that there was few same words between our group and another one though we started out with same word. As compared the words we came up with to others, they had all the words related to Halloween but we had varaiety of words which others would not think of the beginning one. In addition to that, our net work model was not connect to each other, just linked one word to anther, so it was more like linear diagram instead of webbed one. Also, a word could be another meaning depend on person's interpretation so that it would affect model. I wonder how would it be intersting if we had a dense webbed which has much relationship among other words as a result of this short experiment.
_________________________________________________________________
$B:#OCBj$K$J$C$F$k=PMh;v$dM-L>?M$r%i%s%-%s%0$GKh=5H/I=!V(BMSN $B5$$K$J$k8@MU!W(B
http://keyword.jp.msn.com/default.aspx
--_71f20f61-d7d3-4902-af21-e806c921daee_
Content-Type: text/html; charset="iso-2022-jp"
Content-Transfer-Encoding: 7bit
As a result of in class activity on Wednesday, we found interest that there was few same words between our group and another one though we started out with same word. As compared the words we came up with to others, they had all the words related to Halloween but we had varaiety of words which others would not think of the beginning one. In addition to that, our net work model was not connect to each other, just linked one word to anther, so it was more like linear diagram instead of webbed one. Also, a word could be another meaning depend on person's interpretation so that it would affect model. I wonder how would it be intersting if we had a dense webbed which has much relationship among other words as a result of this short experiment.
$B:#OCBj$K$J$C$F$k=PMh;v$dM-L>?M$r%i%s%-%s%0$GKh=5H/I=!V(BMSN $B5$$K$J$k8@MU!W(B http://keyword.jp.msn.com/default.aspx
--_71f20f61-d7d3-4902-af21-e806c921daee_--
From psych3120@lists.csbs.utah.edu Mon Nov 5 06:15:01 2007
From: psych3120@lists.csbs.utah.edu (Matt Hansen)
Date: Sun, 4 Nov 2007 22:15:01 -0800 (PST)
Subject: [Psych3120] semantic memories
Message-ID: <952762.62781.qm@web51909.mail.re2.yahoo.com>
Class was very interesting last Wednesday. When we did that exercise in small groups of two I realized how random my mind really is. When we compared our list (60 things) to the other group we only had 6 things in common. All of the other groups things were mostly about Halloween. Melissa and I had a list that started with Halloween but ended with photons and had everything in between. So I wonder if it is genetics that plays a part in how our brains are wired or if it had more to do with experiences. I would assume it probably has something to do with both. After all haven't we learned that our brain is constantly rewiring. It is interesting how we all seem to think so differently yet so alike. 6 out of 60 things is still pretty substantial when the possibilities are easily in the hundreds. Of course more data would be needed to really confirm what I am writing...
__________________________________________________
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From psych3120@lists.csbs.utah.edu Mon Nov 5 16:26:38 2007
From: psych3120@lists.csbs.utah.edu (Erin Rutledge)
Date: Mon, 5 Nov 2007 08:26:38 -0800 (PST)
Subject: [Psych3120] Semantic Network Models
Message-ID: <137937.84416.qm@web32415.mail.mud.yahoo.com>
--0-1513192177-1194279998=:84416
Content-Type: text/plain; charset=us-ascii
On last Wednesday's in-class activity, for our list we thought that everything had to involve the theme of Halloween so we still put down whatever came to our mind based off of the other persons response but kept it Halloween related. Even though the other group that we joined up with trailed off of the theme of Halloween, we still surprisingly had at least six or more words that were the same. When I realized our mistake of keeping it Halloween related, I was almost certain that we would not have any words in common and was intrigued how we came up with some of the same words that were coming from two totally different directions.
__________________________________________________
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--0-1513192177-1194279998=:84416
Content-Type: text/html; charset=us-ascii
On last Wednesday's in-class activity, for our list we thought that everything had to involve the theme of Halloween so we still put down whatever came to our mind based off of the other persons response but kept it Halloween related. Even though the other group that we joined up with trailed off of the theme of Halloween, we still surprisingly had at least six or more words that were the same. When I realized our mistake of keeping it Halloween related, I was almost certain that we would not have any words in common and was intrigued how we came up with some of the same words that were coming from two totally different directions.
__________________________________________________
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Tired of spam? Yahoo! Mail has the best spam
protection around
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--0-1513192177-1194279998=:84416--
From psych3120@lists.csbs.utah.edu Mon Nov 5 19:31:14 2007
From: psych3120@lists.csbs.utah.edu (Amanda Lindsey)
Date: Mon, 5 Nov 2007 11:31:14 -0800
Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
In-Reply-To: <200711041903.lA4J2XwR004517@topo.csbs.utah.edu>
References: <200711041903.lA4J2XwR004517@topo.csbs.utah.edu>
Message-ID:
--_bb65556e-1152-4201-aff5-1e8d9aeec859_
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Last week in class we learned about semantic memory. Our guest lecturer ha=
d us do an activity, which was to write down every word that we could think=
of that had to do with Halloween. We were ironically doing this activity =
on Halloween. :) Anyway! When we were writing down words, we would write do=
wn anything that came to mind that followed the word that we wrote down bef=
ore. Later on during the class, we compared our words with another groups'=
words. We then circled the one's that both groups had written down. Surpr=
isingly, there were hardly any words that were the same. It was interestin=
g to me to see how differently people's minds work and think. Because all =
groups were given the same word to write about, but there were very little =
similarities in our class lists. I found this to be very interesting. It =
also made me think about a problem that I have of my own. I have a very ha=
rd time trying to stay on subject when I am trying to tell someone a story.=
Most of the time when I try to explain something, i end up talking about =
a bunch of other different topics, and sometimes have to try and figure out=
what I had first started talking about in the first place. I don't know i=
f it is a focusing problem, or just something I do. Anyway! It interests m=
e to see how different everyone's thoughts are. =20
Date: Sun, 4 Nov 2007 12:02:33 -0700
From: psych3120-request@lists.csbs.utah.edu
Subject: Psych3120 digest, Vol 1 #1104 - 3 msgs
To: psych3120@lists.csbs.utah.edu
Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
=20
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
or, via email, send a message with subject or body 'help' to
psych3120-request@lists.csbs.utah.edu
=20
You can reach the person managing the list at
psych3120-admin@lists.csbs.utah.edu
=20
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Psych3120 digest..."
=20
--Forwarded Message Attachment--
Date: Sat, 3 Nov 2007 14:22:26 -0600
From: sheltowt@gmail.com
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Wendseday's in-class assignment
One thing that intrested me about Wendnesday's in class assignment is that =
there were so few word's that are two groups had in common. The only word =
that are two groups had in common was money, nothing that had anything rela=
ted to halloween. The fact that we had in common talking about money intre=
sted me though. It seems like money is not closely linked to halloween, bu=
t maybe it is just a significant thought in both of our world's, and so it =
is more closely linked to every subject, including halloween. Other than t=
hat I noticed that are two groups typically broke things down in that we wo=
uld go on a topic for a few words, and then jump to something totally rando=
m. Maybe we just had short attention spands.
=20
=20
Bill Shelton
--Forwarded Message Attachment--
From: alyssabyss@hotmail.com
To: psych3120@lists.csbs.utah.edu
Date: Sat, 3 Nov 2007 15:52:14 -0600
Subject: [Psych3120] semantic memory - alyssa messina
The lecture on semantic memory was interesting, I had some questions about =
how our sort of "networks" from which we retrieve memories came from, and s=
aw that some other people had similar questions in their posts. Clearly, t=
he model presented in class couldn't completely apply to everyone's memorie=
s in that some objects in the example may not even be known to some people.=
If a person didn't know what a robin was or had never seen a firetruck or=
something, obviously that path of association would not be established. I=
wonder how much, if any, memory associations really could be universal, an=
d for that reasaon, it seems like this experiment really couldn't be genera=
lized farther than within a particular culture. WHen I participated in Ms. =
Lambert's version of the Neely experiment I had no idea what the intent was=
- maybe I just didn't realize it at the time, but I didn't think the word g=
roup associations in the instructions really had any effect on how quickly =
I read the word. I guess I don't completely understand why the experiment =
was set up the way it was, but it seems as though the fact that words were =
presented "correctly" only 80% of the time might completely throw off one's=
expectations for a certain category and thus affect later response times w=
hen the association was correct. =20
Windows Live Hotmail and Microsoft Office Outlook =96 together at last. Get=
it now!
--Forwarded Message Attachment--
Date: Sun, 4 Nov 2007 10:52:54 -0700
From: a.stark@utah.edu
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] in-class activity
The other day in class our guest lecturer had us do that activity on the Co=
llins & Quillian's Teachable Language Comprehender/ Semantic Network Models=
and list the words that came to mind as they were activated beginning with=
the word Halloween. What stood out most to me in this activity was the ide=
a of spreading activation and how when one word is said many other words ar=
e activated with some relation to the first word, but the most available fo=
r retrieval are those with the strongest or closest association. From the s=
econd word activated a whole new set of words is activated and so forth. We=
looked at how subsequent activations may also tie back to the first activa=
tion and intersections occur. We continued with the activity by comparing o=
ur lists with another group to see what activated words we had in common. T=
his is where it got really interesting because the two lists we compared di=
d not have a single word in common (and we had about 30-40 total words per =
list). I found this extremely interesting because I would think that with a=
single starting point, we would have at least a few similar connections as=
activation spreads. And as the activity continued and we were asked to tak=
e the words in common and build our own network model, I realized that it w=
as ordinary for the groups to have commonalities and it seemed as though mo=
st groups in class had some common words to work with. But we didn't. Becau=
se of this, my partner and I discussed why our lists were so different and =
why we wouldn't have any commonalities when it seemed like we should. We de=
cided that there could be a connection between our experiences and learning=
and the strength of the associations. So if we had learned a word or assoc=
iation differently than someone else we could have different activation abi=
lity when presented with that word. We discussed how semantic memory is gen=
eral knowledge we have but don't remember where or when that knowledge was =
acquired and how our result on the activity must mean that each of us in th=
e group learned the relevant words in a different situation, which affected=
the way we access the words and the activation relationships in our LTM. I=
f we didn't have common experiences in learning, then we could have less co=
mmon activation relationships, and this could explain why we didn't list an=
y common words.=
--_bb65556e-1152-4201-aff5-1e8d9aeec859_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Last week in class we learned about semantic memory. Our guest lectur=
er had us do an activity, which was to write down every word that we could =
think of that had to do with Halloween. We were ironically doing this=
activity on Halloween. :) Anyway! When we were writing down words, we woul=
d write down anything that came to mind that followed the word that we wrot=
e down before. Later on during the class, we compared our words with =
another groups' words. We then circled the one's that both groups had writt=
en down. Surprisingly, there were hardly any words that were the same=
. It was interesting to me to see how differently people's minds work=
and think. Because all groups were given the same word to write abou=
t, but there were very little similarities in our class lists. I foun=
d this to be very interesting. It also made me think about a problem =
that I have of my own. I have a very hard time trying to stay on subj=
ect when I am trying to tell someone a story. Most of the time when I=
try to explain something, i end up talking about a bunch of other differen=
t topics, and sometimes have to try and figure out what I had first started=
talking about in the first place. I don't know if it is a focusing p=
roblem, or just something I do. Anyway! It interests me to see how di=
fferent everyone's thoughts are.
Date: Sun, 4 Nov=
2007 12:02:33 -0700
From: psych3120-request@lists.csbs.utah.edu
Subj=
ect: Psych3120 digest, Vol 1 #1104 - 3 msgs
To: psych3120@lists.csbs.uta=
h.edu
Send Psych3120 mailing list submissions to
psych3120@=
lists.csbs.utah.edu
To subscribe or unsubscribe via the World Wide =
Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120or, via email, send a message with subject or body 'help' to
psych312=
0-request@lists.csbs.utah.edu
You can reach the person managing the=
list at
psych3120-admin@lists.csbs.utah.edu
When replying, ple=
ase edit your Subject line so it is more specific
than "Re: Contents of =
Psych3120 digest..."
--Forwarded Message Attachme=
nt--
Date: Sat, 3 Nov 2007 14:22:26 -0600
From: sheltowt@gmail.comTo: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Wendseday's in-c=
lass assignment
One thing that intrested me about Wendnesday's =
in class assignment is that there were so few word's that are two groups ha=
d in common. The only word that are two groups had in common was mone=
y, nothing that had anything related to halloween. The fact that we h=
ad in common talking about money intrested me though. It seems like m=
oney is not closely linked to halloween, but maybe it is just a significant=
thought in both of our world's, and so it is more closely linked to every =
subject, including halloween. Other than that I noticed that are two =
groups typically broke things down in that we would go on a topic for a few=
words, and then jump to something totally random. Maybe we just had =
short attention spands.
Bi=
ll Shelton
--Forwarded Message Attachment=
--
From: alyssabyss@hotmail.com
To: psych3120@lists.csbs.utah.edu
=
Date: Sat, 3 Nov 2007 15:52:14 -0600
Subject: [Psych3120] semantic memor=
y - alyssa messina
The lecture on semantic memor=
y was interesting, I had some questions about how our sort of "networks" fr=
om which we retrieve memories came from, and saw that some other people had=
similar questions in their posts. Clearly, the model presented in cl=
ass couldn't completely apply to everyone's memories in that some objects i=
n the example may not even be known to some people. If a person didn'=
t know what a robin was or had never seen a firetruck or something, obvious=
ly that path of association would not be established. I wonder how mu=
ch, if any, memory associations really could be universal, and for tha=
t reasaon, it seems like this experiment really couldn't be generalize=
d farther than within a particular culture. WHen I participa=
ted in Ms. Lambert's version of the Neely experiment I had no idea what the=
intent was- maybe I just didn't realize it at the time, but I didn't think=
the word group associations in the instructions really had any effect on h=
ow quickly I read the word. I guess I don't completely understand why=
the experiment was set up the way it was, but it seems as though the fact =
that words were presented "correctly" only 80% of the time might completely=
throw off one's expectations for a certain category and thus affect later&=
nbsp;response times when the association was correct.
Wi=
ndows Live Hotmail and Microsoft Office Outlook =96 together at last. Get it now!
=
--Forwarded Message Attachment--
Date: Sun, 4 Nov 2007 10:52:54 -0700From: a.stark@utah.edu
To: psych3120@lists.csbs.utah.edu
Subject: [P=
sych3120] in-class activity
The other day in cla=
ss our guest lecturer had us do that activity on the Collins & Quillian=
's Teachable Language Comprehender/ Semantic Network Models and list the wo=
rds that came to mind as they were activated beginning with the word Hallow=
een. What stood out most to me in this activity was the idea of spreading a=
ctivation and how when one word is said many other words are activated with=
some relation to the first word, but the most available for retrieval are =
those with the strongest or closest association. From the second word activ=
ated a whole new set of words is activated and so forth. We looked at how s=
ubsequent activations may also tie back to the first activation and interse=
ctions occur. We continued with the activity by comparing our lists with an=
other group to see what activated words we had in common. This is where it =
got really interesting because the two lists we compared did not have a sin=
gle word in common (and we had about 30-40 total words per list). I found t=
his extremely interesting because I would think that with a single starting=
point, we would have at least a few similar connections as activation spre=
ads. And as the activity continued and we were asked to take the words in c=
ommon and build our own network model, I realized that it was ordinary for =
the groups to have commonalities and it seemed as though most groups in cla=
ss had some common words to work with. But we didn't. Because of this, my p=
artner and I discussed why our lists were so different and why we wouldn't =
have any commonalities when it seemed like we should. We decided that there=
could be a connection between our experiences and learning and the strengt=
h of the associations. So if we had learned a word or association different=
ly than someone else we could have different activation ability when presen=
ted with that word. We discussed how semantic memory is general knowledge w=
e have but don't remember where or when that knowledge was acquired and how=
our result on the activity must mean that each of us in the group learned =
the relevant words in a different situation, which affected the way we acce=
ss the words and the activation relationships in our LTM. If we didn't have=
common experiences in learning, then we could have less common activation =
relationships, and this could explain why we didn't list any common words.<=
/font>
=
--_bb65556e-1152-4201-aff5-1e8d9aeec859_--
From psych3120@lists.csbs.utah.edu Mon Nov 5 20:59:55 2007
From: psych3120@lists.csbs.utah.edu (Andrea Kalvesmaki)
Date: Mon, 5 Nov 2007 12:59:55 -0800 (PST)
Subject: [Psych3120] Blocking
In-Reply-To: <200711051905.lA5J57xR015140@topo.csbs.utah.edu>
Message-ID: <607575.68810.qm@web38908.mail.mud.yahoo.com>
In class today, I enjoyed the excercise around
blocking. In every list of words from the
'scattergories' exercise, I always had a few that were
a challenge. One thing that I noticed was that it was
easy to find the sound, or letter in a word, but not
neccessarily at the beginning of that word. For
instance, for the 'L' category, one item was something
with spots... I thought: Dalmatian... dal...the "l"...
because the first thing I think of with spots is my
dog. This is what I think of when I relate info on our
schemata, and our semantic memory. As I live with a
dalmatian, my schema and semantic coding for spots
will immediately go to that. (I am 'primed' for it)
Then, trying to come up with another word afterward, I
am blocked, because all I can see is Juliet in front
of me, wagging her tail. This is very clearly what Dr.
Strayer was talking about, and it was humorous for me
to realize how easily I was blocked in that situation.
From psych3120@lists.csbs.utah.edu Mon Nov 5 22:33:10 2007
From: psych3120@lists.csbs.utah.edu (Megan Larsen)
Date: Mon, 05 Nov 2007 15:33:10 -0700
Subject: [Psych3120] lecture...
Message-ID:
I really liked the lecture today. It was funny when we were doing the
activity in class I found myself taking a letter and looking for words with
the same vowel sound to follow it for each different topic. I don't know why
I did this...maybe just because it seemed easier. Did anyone else find
themselves doing the same thing?
From psych3120@lists.csbs.utah.edu Mon Nov 5 22:38:18 2007
From: psych3120@lists.csbs.utah.edu (Megan Larsen)
Date: Mon, 05 Nov 2007 15:38:18 -0700
Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
In-Reply-To:
Message-ID:
I thought it was really really interesting that people's answers were so
different also, and that people had so many different connections and ideas
of what halloween is to them.
>From: Amanda Lindsey
>Reply-To: psych3120@lists.csbs.utah.edu
>To:
>Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
>Date: Mon, 5 Nov 2007 11:31:14 -0800
>
>
>Last week in class we learned about semantic memory. Our guest lecturer
>had us do an activity, which was to write down every word that we could
>think of that had to do with Halloween. We were ironically doing this
>activity on Halloween. :) Anyway! When we were writing down words, we would
>write down anything that came to mind that followed the word that we wrote
>down before. Later on during the class, we compared our words with another
>groups' words. We then circled the one's that both groups had written down.
> Surprisingly, there were hardly any words that were the same. It was
>interesting to me to see how differently people's minds work and think.
>Because all groups were given the same word to write about, but there were
>very little similarities in our class lists. I found this to be very
>interesting. It also made me think about a problem that I have of my own.
>I have a very hard time trying to stay on subject when I am trying to tell
>someone a story. Most of the time when I try to explain something, i end
>up talking about a bunch of other different topics, and sometimes have to
>try and figure out what I had first started talking about in the first
>place. I don't know if it is a focusing problem, or just something I do.
>Anyway! It interests me to see how different everyone's thoughts are.
>
>Date: Sun, 4 Nov 2007 12:02:33 -0700
>From: psych3120-request@lists.csbs.utah.edu
>Subject: Psych3120 digest, Vol 1 #1104 - 3 msgs
>To: psych3120@lists.csbs.utah.edu
>
>Send Psych3120 mailing list submissions to
> psych3120@lists.csbs.utah.edu
>
>To subscribe or unsubscribe via the World Wide Web, visit
> http://lists.csbs.utah.edu/listinfo.cgi/psych3120
>or, via email, send a message with subject or body 'help' to
> psych3120-request@lists.csbs.utah.edu
>
>You can reach the person managing the list at
> psych3120-admin@lists.csbs.utah.edu
>
>When replying, please edit your Subject line so it is more specific
>than "Re: Contents of Psych3120 digest..."
>
>--Forwarded Message Attachment--
>Date: Sat, 3 Nov 2007 14:22:26 -0600
>From: sheltowt@gmail.com
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] Wendseday's in-class assignment
>
>One thing that intrested me about Wendnesday's in class assignment is that
>there were so few word's that are two groups had in common. The only word
>that are two groups had in common was money, nothing that had anything
>related to halloween. The fact that we had in common talking about money
>intrested me though. It seems like money is not closely linked to
>halloween, but maybe it is just a significant thought in both of our
>world's, and so it is more closely linked to every subject, including
>halloween. Other than that I noticed that are two groups typically broke
>things down in that we would go on a topic for a few words, and then jump
>to something totally random. Maybe we just had short attention spands.
>
>
>
>Bill Shelton
>--Forwarded Message Attachment--
>From: alyssabyss@hotmail.com
>To: psych3120@lists.csbs.utah.edu
>Date: Sat, 3 Nov 2007 15:52:14 -0600
>Subject: [Psych3120] semantic memory - alyssa messina
>
>
>
>
>
>
>The lecture on semantic memory was interesting, I had some questions about
>how our sort of "networks" from which we retrieve memories came from, and
>saw that some other people had similar questions in their posts. Clearly,
>the model presented in class couldn't completely apply to everyone's
>memories in that some objects in the example may not even be known to some
>people. If a person didn't know what a robin was or had never seen a
>firetruck or something, obviously that path of association would not be
>established. I wonder how much, if any, memory associations really could
>be universal, and for that reasaon, it seems like this experiment really
>couldn't be generalized farther than within a particular culture. WHen I
>participated in Ms. Lambert's version of the Neely experiment I had no idea
>what the intent was- maybe I just didn't realize it at the time, but I
>didn't think the word group associations in the instructions really had any
>effect on how quickly I read the word. I guess I don't completely
>understand why the experiment was set up the way it was, but it seems as
>though the fact that words were presented "correctly" only 80% of the time
>might completely throw off one's expectations for a certain category and
>thus affect later response times when the association was correct.
>Windows Live Hotmail and Microsoft Office Outlook – together at last. Get
>it now!
>--Forwarded Message Attachment--
>Date: Sun, 4 Nov 2007 10:52:54 -0700
>From: a.stark@utah.edu
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] in-class activity
>
>
>
>
>The other day in class our guest lecturer had us do that activity on the
>Collins & Quillian's Teachable Language Comprehender/ Semantic Network
>Models and list the words that came to mind as they were activated
>beginning with the word Halloween. What stood out most to me in this
>activity was the idea of spreading activation and how when one word is said
>many other words are activated with some relation to the first word, but
>the most available for retrieval are those with the strongest or closest
>association. From the second word activated a whole new set of words is
>activated and so forth. We looked at how subsequent activations may also
>tie back to the first activation and intersections occur. We continued with
>the activity by comparing our lists with another group to see what
>activated words we had in common. This is where it got really interesting
>because the two lists we compared did not have a single word in common (and
>we had about 30-40 total words per list). I found this extremely
>interesting because I would think that with a single starting point, we
>would have at least a few similar connections as activation spreads. And as
>the activity continued and we were asked to take the words in common and
>build our own network model, I realized that it was ordinary for the groups
>to have commonalities and it seemed as though most groups in class had some
>common words to work with. But we didn't. Because of this, my partner and I
>discussed why our lists were so different and why we wouldn't have any
>commonalities when it seemed like we should. We decided that there could be
>a connection between our experiences and learning and the strength of the
>associations. So if we had learned a word or association differently than
>someone else we could have different activation ability when presented with
>that word. We discussed how semantic memory is general knowledge we have
>but don't remember where or when that knowledge was acquired and how our
>result on the activity must mean that each of us in the group learned the
>relevant words in a different situation, which affected the way we access
>the words and the activation relationships in our LTM. If we didn't have
>common experiences in learning, then we could have less common activation
>relationships, and this could explain why we didn't list any common words.
From psych3120@lists.csbs.utah.edu Tue Nov 6 00:27:23 2007
From: psych3120@lists.csbs.utah.edu (Erin Rutledge)
Date: Mon, 5 Nov 2007 16:27:23 -0800 (PST)
Subject: [Psych3120] Sin #3: Blocking
Message-ID: <475955.62488.qm@web32413.mail.mud.yahoo.com>
--0-144950435-1194308843=:62488
Content-Type: text/plain; charset=us-ascii
The timing of today's lecture on the Seven Sins of Memory was too perfect, especially in regards to Blocking, Sin #3. My boyfriend and I had dinner with his parents and family friends on Sunday evening and actually played the game of Scattegories after dinner. Usually I do okay in that game, however, on Sunday night everything seemed to be on the tip-of-my tongue but I couldn't seem to get it out and write it down before the time ended. I was feeling a little frustrated that night and couldn't figure out why I was having so much trouble thinking of words. I know now after today's lecture that I was having difficulty with the idea of the ugly stepsisters in that I would think of a word that didn't fit right but I had a hard time forgetting about that word and so I was then unable to come up with another word that would have been so simple if I hadn't been stuck on the first word.
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The timing of today's lecture on the Seven Sins of Memory was too perfect, especially in regards to Blocking, Sin #3. My boyfriend and I had dinner with his parents and family friends on Sunday evening and actually played the game of Scattegories after dinner. Usually I do okay in that game, however, on Sunday night everything seemed to be on the tip-of-my tongue but I couldn't seem to get it out and write it down before the time ended. I was feeling a little frustrated that night and couldn't figure out why I was having so much trouble thinking of words. I know now after today's lecture that I was having difficulty with the idea of the ugly stepsisters in that I would think of a word that didn't fit right but I had a hard time forgetting about that word and so I was
then unable to come up with another word that would have been so simple if I hadn't been stuck on the first word.
__________________________________________________
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--0-144950435-1194308843=:62488--
From psych3120@lists.csbs.utah.edu Tue Nov 6 04:01:37 2007
From: psych3120@lists.csbs.utah.edu (Melissa Davenport)
Date: Mon, 5 Nov 2007 21:01:37 -0700
Subject: [Psych3120] The Seven Sins!
Message-ID:
--_e4a517ed-c62f-4fd7-b93a-6256d8b2caa0_
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
So today in lecture, we played my favorite game in the world... Scategories=
!
Me and my family play this all the time and so it made me really happy when=
I realized
today we would be playing four rounds of it! :)
I am glad that when playing this game and suddenly can't think of any words=
, i can start
blaming it on "blocking" instead of just plain stupidity!
As we talked about each one of the seven sins, i find it interesting that E=
VERYONE=20
goes through the same common errors!
Everyone is wired in the same way and can't always remember a name of a fis=
h
that starts with the letter "L"! by the way, does anybody know a name of a =
fish that starts
with L, it has been bugging me all day!
I also thought it was interesting that by remembering T.A.B a moldy soda, b=
i-product, i will be
able to recall the seven sins in the next test!
I need to start coming up with clever things for future tests so I can reme=
mber all of the info!!!
Melissa Davenport
_________________________________________________________________
Peek-a-boo FREE Tricks & Treats for You!
http://www.reallivemoms.com?ocid=3DTXT_TAGHM&loc=3Dus=
--_e4a517ed-c62f-4fd7-b93a-6256d8b2caa0_
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
So today in lecture, we played my favorite game in the world... Scategories=
!
Me and my family play this all the time and so it made me really happy when=
I realized
today we would be playing four rounds of it! :)
I am glad that when playing this game and suddenly can't think of any words=
, i can start
blaming it on "blocking" instead of just plain stupidity!
As we talked about each one of the seven sins, i find it interesting that E=
VERYONE
goes through the same common errors!
Everyone is wired in the same way and can't always remember a name of a fis=
h
that starts with the letter "L"! by the way, does anybody know a name of a =
fish that starts
with L, it has been bugging me all day!
I also thought it was interesting that by remembering T.A.B a moldy soda, b=
i-product, i will be
able to recall the seven sins in the next test!
I need to start coming up with clever things for future tests so I can reme=
mber all of the info!!!
Melissa Davenport
Peek-a-boo FREE Tricks & Treats for You! <=
a href=3D'http://www.reallivemoms.com?ocid=3DTXT_TAGHM&loc=3Dus' target=3D'=
_new'>Get 'em!
=
--_e4a517ed-c62f-4fd7-b93a-6256d8b2caa0_--
From psych3120@lists.csbs.utah.edu Tue Nov 6 05:04:05 2007
From: psych3120@lists.csbs.utah.edu (Joseph Boyer)
Date: Mon, 5 Nov 2007 21:04:05 -0800 (PST)
Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #1106 - 5 msgs
In-Reply-To: <200711060051.lA60omU8018716@topo.csbs.utah.edu>
Message-ID: <77983.25068.qm@web56912.mail.re3.yahoo.com>
--0-1408316166-1194325445=:25068
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: 8bit
I liked the lecture today about memory loss. I have noticed that my memory has changed things over time. I remember when I was really young and my sister was born. I remember the hospitla being dark but I have been back since and it is really light and friendly. Time seemd to fade mt actual memory of it. It has occured to me that many times when we talk about memories we are probably actually remembering a memory. For example, sometimes when telling a story I remember more how I told it the last time than I remember the actual event. That is most likely how stories get exaggerated.
psych3120-request@lists.csbs.utah.edu wrote: Send Psych3120 mailing list submissions to
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Today's Topics:
1. RE: Psych3120 digest, Vol 1 #1104 - 3 msgs (Amanda Lindsey)
2. Blocking (Andrea Kalvesmaki)
3. lecture... (Megan Larsen)
4. RE: RE: Psych3120 digest, Vol 1 #1104 - 3 msgs (Megan Larsen)
5. Sin #3: Blocking (Erin Rutledge)
From: Amanda Lindsey
To:
Date: Mon, 5 Nov 2007 11:31:14 -0800
Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
.hmmessage P { margin:0px; padding:0px } body.hmmessage { FONT-SIZE: 10pt; FONT-FAMILY:Tahoma } Last week in class we learned about semantic memory. Our guest lecturer had us do an activity, which was to write down every word that we could think of that had to do with Halloween. We were ironically doing this activity on Halloween. :) Anyway! When we were writing down words, we would write down anything that came to mind that followed the word that we wrote down before. Later on during the class, we compared our words with another groups' words. We then circled the one's that both groups had written down. Surprisingly, there were hardly any words that were the same. It was interesting to me to see how differently people's minds work and think. Because all groups were given the same word to write about, but there were very little similarities in our class lists. I found this to be very interesting. It also made me think about a problem that I have of
my own. I have a very hard time trying to stay on subject when I am trying to tell someone a story. Most of the time when I try to explain something, i end up talking about a bunch of other different topics, and sometimes have to try and figure out what I had first started talking about in the first place. I don't know if it is a focusing problem, or just something I do. Anyway! It interests me to see how different everyone's thoughts are.
Date: Sun, 4 Nov 2007 12:02:33 -0700
From: psych3120-request@lists.csbs.utah.edu
Subject: Psych3120 digest, Vol 1 #1104 - 3 msgs
To: psych3120@lists.csbs.utah.edu
Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
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http://lists.csbs.utah.edu/listinfo.cgi/psych3120
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--Forwarded Message Attachment--
Date: Sat, 3 Nov 2007 14:22:26 -0600
From: sheltowt@gmail.com
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Wendseday's in-class assignment
One thing that intrested me about Wendnesday's in class assignment is that there were so few word's that are two groups had in common. The only word that are two groups had in common was money, nothing that had anything related to halloween. The fact that we had in common talking about money intrested me though. It seems like money is not closely linked to halloween, but maybe it is just a significant thought in both of our world's, and so it is more closely linked to every subject, including halloween. Other than that I noticed that are two groups typically broke things down in that we would go on a topic for a few words, and then jump to something totally random. Maybe we just had short attention spands.
Bill Shelton
--Forwarded Message Attachment--
From: alyssabyss@hotmail.com
To: psych3120@lists.csbs.utah.edu
Date: Sat, 3 Nov 2007 15:52:14 -0600
Subject: [Psych3120] semantic memory - alyssa messina
The lecture on semantic memory was interesting, I had some questions about how our sort of "networks" from which we retrieve memories came from, and saw that some other people had similar questions in their posts. Clearly, the model presented in class couldn't completely apply to everyone's memories in that some objects in the example may not even be known to some people. If a person didn't know what a robin was or had never seen a firetruck or something, obviously that path of association would not be established. I wonder how much, if any, memory associations really could be universal, and for that reasaon, it seems like this experiment really couldn't be generalized farther than within a particular culture. WHen I participated in Ms. Lambert's version of the Neely experiment I had no idea what the intent was- maybe I just didn't realize it at the time, but I didn't think the word group associations in the instructions really had any effect on how quickly I read the
word. I guess I don't completely understand why the experiment was set up the way it was, but it seems as though the fact that words were presented "correctly" only 80% of the time might completely throw off one's expectations for a certain category and thus affect later response times when the association was correct.
---------------------------------
Windows Live Hotmail and Microsoft Office Outlook – together at last. Get it now!
--Forwarded Message Attachment--
Date: Sun, 4 Nov 2007 10:52:54 -0700
From: a.stark@utah.edu
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] in-class activity
The other day in class our guest lecturer had us do that activity on the Collins & Quillian's Teachable Language Comprehender/ Semantic Network Models and list the words that came to mind as they were activated beginning with the word Halloween. What stood out most to me in this activity was the idea of spreading activation and how when one word is said many other words are activated with some relation to the first word, but the most available for retrieval are those with the strongest or closest association. From the second word activated a whole new set of words is activated and so forth. We looked at how subsequent activations may also tie back to the first activation and intersections occur. We continued with the activity by comparing our lists with another group to see what activated words we had in common. This is where it got really interesting because the two lists we compared did not have a single word in common (and we had about 30-40 total words per list). I
found this extremely interesting because I would think that with a single starting point, we would have at least a few similar connections as activation spreads. And as the activity continued and we were asked to take the words in common and build our own network model, I realized that it was ordinary for the groups to have commonalities and it seemed as though most groups in class had some common words to work with. But we didn't. Because of this, my partner and I discussed why our lists were so different and why we wouldn't have any commonalities when it seemed like we should. We decided that there could be a connection between our experiences and learning and the strength of the associations. So if we had learned a word or association differently than someone else we could have different activation ability when presented with that word. We discussed how semantic memory is general knowledge we have but don't remember where or when that knowledge was acquired and how our
result on the activity must mean that each of us in the group learned the relevant words in a different situation, which affected the way we access the words and the activation relationships in our LTM. If we didn't have common experiences in learning, then we could have less common activation relationships, and this could explain why we didn't list any common words.
Date: Mon, 5 Nov 2007 12:59:55 -0800 (PST)
From: Andrea Kalvesmaki
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Blocking
In class today, I enjoyed the excercise around
blocking. In every list of words from the
'scattergories' exercise, I always had a few that were
a challenge. One thing that I noticed was that it was
easy to find the sound, or letter in a word, but not
neccessarily at the beginning of that word. For
instance, for the 'L' category, one item was something
with spots... I thought: Dalmatian... dal...the "l"...
because the first thing I think of with spots is my
dog. This is what I think of when I relate info on our
schemata, and our semantic memory. As I live with a
dalmatian, my schema and semantic coding for spots
will immediately go to that. (I am 'primed' for it)
Then, trying to come up with another word afterward, I
am blocked, because all I can see is Juliet in front
of me, wagging her tail. This is very clearly what Dr.
Strayer was talking about, and it was humorous for me
to realize how easily I was blocked in that situation.
From: "Megan Larsen"
To: psych3120@lists.csbs.utah.edu
Date: Mon, 05 Nov 2007 15:33:10 -0700
Subject: [Psych3120] lecture...
I really liked the lecture today. It was funny when we were doing the
activity in class I found myself taking a letter and looking for words with
the same vowel sound to follow it for each different topic. I don't know why
I did this...maybe just because it seemed easier. Did anyone else find
themselves doing the same thing?
From: "Megan Larsen"
To: psych3120@lists.csbs.utah.edu
Subject: RE: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
Date: Mon, 05 Nov 2007 15:38:18 -0700
I thought it was really really interesting that people's answers were so
different also, and that people had so many different connections and ideas
of what halloween is to them.
>From: Amanda Lindsey
>Reply-To: psych3120@lists.csbs.utah.edu
>To:
>Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
>Date: Mon, 5 Nov 2007 11:31:14 -0800
>
>
>Last week in class we learned about semantic memory. Our guest lecturer
>had us do an activity, which was to write down every word that we could
>think of that had to do with Halloween. We were ironically doing this
>activity on Halloween. :) Anyway! When we were writing down words, we would
>write down anything that came to mind that followed the word that we wrote
>down before. Later on during the class, we compared our words with another
>groups' words. We then circled the one's that both groups had written down.
> Surprisingly, there were hardly any words that were the same. It was
>interesting to me to see how differently people's minds work and think.
>Because all groups were given the same word to write about, but there were
>very little similarities in our class lists. I found this to be very
>interesting. It also made me think about a problem that I have of my own.
>I have a very hard time trying to stay on subject when I am trying to tell
>someone a story. Most of the time when I try to explain something, i end
>up talking about a bunch of other different topics, and sometimes have to
>try and figure out what I had first started talking about in the first
>place. I don't know if it is a focusing problem, or just something I do.
>Anyway! It interests me to see how different everyone's thoughts are.
>
>Date: Sun, 4 Nov 2007 12:02:33 -0700
>From: psych3120-request@lists.csbs.utah.edu
>Subject: Psych3120 digest, Vol 1 #1104 - 3 msgs
>To: psych3120@lists.csbs.utah.edu
>
>Send Psych3120 mailing list submissions to
> psych3120@lists.csbs.utah.edu
>
>To subscribe or unsubscribe via the World Wide Web, visit
> http://lists.csbs.utah.edu/listinfo.cgi/psych3120
>or, via email, send a message with subject or body 'help' to
> psych3120-request@lists.csbs.utah.edu
>
>You can reach the person managing the list at
> psych3120-admin@lists.csbs.utah.edu
>
>When replying, please edit your Subject line so it is more specific
>than "Re: Contents of Psych3120 digest..."
>
>--Forwarded Message Attachment--
>Date: Sat, 3 Nov 2007 14:22:26 -0600
>From: sheltowt@gmail.com
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] Wendseday's in-class assignment
>
>One thing that intrested me about Wendnesday's in class assignment is that
>there were so few word's that are two groups had in common. The only word
>that are two groups had in common was money, nothing that had anything
>related to halloween. The fact that we had in common talking about money
>intrested me though. It seems like money is not closely linked to
>halloween, but maybe it is just a significant thought in both of our
>world's, and so it is more closely linked to every subject, including
>halloween. Other than that I noticed that are two groups typically broke
>things down in that we would go on a topic for a few words, and then jump
>to something totally random. Maybe we just had short attention spands.
>
>
>
>Bill Shelton
>--Forwarded Message Attachment--
>From: alyssabyss@hotmail.com
>To: psych3120@lists.csbs.utah.edu
>Date: Sat, 3 Nov 2007 15:52:14 -0600
>Subject: [Psych3120] semantic memory - alyssa messina
>
>
>
>
>
>
>The lecture on semantic memory was interesting, I had some questions about
>how our sort of "networks" from which we retrieve memories came from, and
>saw that some other people had similar questions in their posts. Clearly,
>the model presented in class couldn't completely apply to everyone's
>memories in that some objects in the example may not even be known to some
>people. If a person didn't know what a robin was or had never seen a
>firetruck or something, obviously that path of association would not be
>established. I wonder how much, if any, memory associations really could
>be universal, and for that reasaon, it seems like this experiment really
>couldn't be generalized farther than within a particular culture. WHen I
>participated in Ms. Lambert's version of the Neely experiment I had no idea
>what the intent was- maybe I just didn't realize it at the time, but I
>didn't think the word group associations in the instructions really had any
>effect on how quickly I read the word. I guess I don't completely
>understand why the experiment was set up the way it was, but it seems as
>though the fact that words were presented "correctly" only 80% of the time
>might completely throw off one's expectations for a certain category and
>thus affect later response times when the association was correct.
>Windows Live Hotmail and Microsoft Office Outlook – together at last. Get
>it now!
>--Forwarded Message Attachment--
>Date: Sun, 4 Nov 2007 10:52:54 -0700
>From: a.stark@utah.edu
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] in-class activity
>
>
>
>
>The other day in class our guest lecturer had us do that activity on the
>Collins & Quillian's Teachable Language Comprehender/ Semantic Network
>Models and list the words that came to mind as they were activated
>beginning with the word Halloween. What stood out most to me in this
>activity was the idea of spreading activation and how when one word is said
>many other words are activated with some relation to the first word, but
>the most available for retrieval are those with the strongest or closest
>association. From the second word activated a whole new set of words is
>activated and so forth. We looked at how subsequent activations may also
>tie back to the first activation and intersections occur. We continued with
>the activity by comparing our lists with another group to see what
>activated words we had in common. This is where it got really interesting
>because the two lists we compared did not have a single word in common (and
>we had about 30-40 total words per list). I found this extremely
>interesting because I would think that with a single starting point, we
>would have at least a few similar connections as activation spreads. And as
>the activity continued and we were asked to take the words in common and
>build our own network model, I realized that it was ordinary for the groups
>to have commonalities and it seemed as though most groups in class had some
>common words to work with. But we didn't. Because of this, my partner and I
>discussed why our lists were so different and why we wouldn't have any
>commonalities when it seemed like we should. We decided that there could be
>a connection between our experiences and learning and the strength of the
>associations. So if we had learned a word or association differently than
>someone else we could have different activation ability when presented with
>that word. We discussed how semantic memory is general knowledge we have
>but don't remember where or when that knowledge was acquired and how our
>result on the activity must mean that each of us in the group learned the
>relevant words in a different situation, which affected the way we access
>the words and the activation relationships in our LTM. If we didn't have
>common experiences in learning, then we could have less common activation
>relationships, and this could explain why we didn't list any common words.
Date: Mon, 5 Nov 2007 16:27:23 -0800 (PST)
From: Erin Rutledge
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Sin #3: Blocking
The timing of today's lecture on the Seven Sins of Memory was too perfect, especially in regards to Blocking, Sin #3. My boyfriend and I had dinner with his parents and family friends on Sunday evening and actually played the game of Scattegories after dinner. Usually I do okay in that game, however, on Sunday night everything seemed to be on the tip-of-my tongue but I couldn't seem to get it out and write it down before the time ended. I was feeling a little frustrated that night and couldn't figure out why I was having so much trouble thinking of words. I know now after today's lecture that I was having difficulty with the idea of the ugly stepsisters in that I would think of a word that didn't fit right but I had a hard time forgetting about that word and so I was then unable to come up with another word that would have been so simple if I hadn't been stuck on the first word.
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Content-Type: text/html; charset=iso-8859-1
Content-Transfer-Encoding: 8bit
I liked the lecture today about memory loss. I have noticed that my memory has changed things over time. I remember when I was really young and my sister was born. I remember the hospitla being dark but I have been back since and it is really light and friendly. Time seemd to fade mt actual memory of it. It has occured to me that many times when we talk about memories we are probably actually remembering a memory. For example, sometimes when telling a story I remember more how I told it the last time than I remember the actual event. That is most likely how stories get exaggerated.
psych3120-request@lists.csbs.utah.edu wrote: Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
or, via email,
send a message with subject or body 'help' to
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You can reach the person managing the list at
psych3120-admin@lists.csbs.utah.edu
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Psych3120 digest..."
Today's Topics:
1. RE: Psych3120 digest, Vol 1 #1104 - 3 msgs (Amanda Lindsey)
2. Blocking (Andrea Kalvesmaki)
3. lecture... (Megan Larsen)
4. RE: RE: Psych3120 digest, Vol 1 #1104 - 3 msgs (Megan Larsen)
5. Sin #3: Blocking (Erin Rutledge)
From: Amanda Lindsey <mstalktoomuch@hotmail.com>
To: <psych3120@lists.csbs.utah.edu>
Date: Mon, 5 Nov 2007 11:31:14 -0800
Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
Last week in class we learned about semantic memory. Our guest
lecturer had us do an activity, which was to write down every word that we could think of that had to do with Halloween. We were ironically doing this activity on Halloween. :) Anyway! When we were writing down words, we would write down anything that came to mind that followed the word that we wrote down before. Later on during the class, we compared our words with another groups' words. We then circled the one's that both groups had written down. Surprisingly, there were hardly any words that were the same. It was interesting to me to see how differently people's minds work and think. Because all groups were given the same word to write about, but there were very little similarities in our class lists. I found this to be very interesting. It also made me think about a problem that I have of my own. I have a very hard time trying to stay on subject when I am trying to tell someone a story. Most of the time when I try
to explain something, i end up talking about a bunch of other different topics, and sometimes have to try and figure out what I had first started talking about in the first place. I don't know if it is a focusing problem, or just something I do. Anyway! It interests me to see how different everyone's thoughts are.
Date: Sun, 4 Nov 2007 12:02:33 -0700
From: psych3120-request@lists.csbs.utah.edu
Subject: Psych3120 digest, Vol 1 #1104 - 3 msgs
To: psych3120@lists.csbs.utah.edu
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--Forwarded Message Attachment--
Date: Sat, 3 Nov 2007 14:22:26 -0600
From: sheltowt@gmail.com
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Wendseday's in-class assignment
One thing that intrested me about Wendnesday's in class assignment is that there were so few word's that are two groups had in common. The only word that are two groups had in common was money, nothing that had anything related to halloween. The fact that we had in common talking about money intrested me though. It seems like money is not closely linked to halloween, but maybe it is just a significant thought in both of our world's, and so it is more closely linked to every subject, including halloween. Other than that I noticed that are two groups typically
broke things down in that we would go on a topic for a few words, and then jump to something totally random. Maybe we just had short attention spands.
Bill Shelton
--Forwarded Message Attachment--
From: alyssabyss@hotmail.com
To: psych3120@lists.csbs.utah.edu
Date: Sat, 3 Nov 2007 15:52:14 -0600
Subject: [Psych3120] semantic memory - alyssa messina
The lecture on semantic memory was interesting, I had some questions about how our sort of "networks" from which we retrieve memories came from, and saw that some other people had similar questions in their posts. Clearly, the model presented in class couldn't completely apply to everyone's memories in that some objects in the example may not even be known to some people. If a person didn't know what a robin was or had never seen a firetruck or something, obviously that path of
association would not be established. I wonder how much, if any, memory associations really could be universal, and for that reasaon, it seems like this experiment really couldn't be generalized farther than within a particular culture. WHen I participated in Ms. Lambert's version of the Neely experiment I had no idea what the intent was- maybe I just didn't realize it at the time, but I didn't think the word group associations in the instructions really had any effect on how quickly I read the word. I guess I don't completely understand why the experiment was set up the way it was, but it seems as though the fact that words were presented "correctly" only 80% of the time might completely throw off one's expectations for a certain category and thus affect later response times when the association was correct.
Windows Live Hotmail and Microsoft Office Outlook – together at last. Get it now!
--Forwarded Message Attachment--
Date: Sun, 4 Nov 2007 10:52:54 -0700
From: a.stark@utah.edu
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] in-class activity
The other day in class our guest lecturer had us do that activity on the Collins & Quillian's Teachable Language Comprehender/ Semantic Network Models and list the words that came to mind as they were activated beginning with the word Halloween. What stood out most to me in this activity was the idea of spreading activation and how when one word is said many other words are activated with some relation to the first word, but the most available for retrieval are those with the strongest or closest association. From the second word activated a whole new set of words is activated and so forth. We looked
at how subsequent activations may also tie back to the first activation and intersections occur. We continued with the activity by comparing our lists with another group to see what activated words we had in common. This is where it got really interesting because the two lists we compared did not have a single word in common (and we had about 30-40 total words per list). I found this extremely interesting because I would think that with a single starting point, we would have at least a few similar connections as activation spreads. And as the activity continued and we were asked to take the words in common and build our own network model, I realized that it was ordinary for the groups to have commonalities and it seemed as though most groups in class had some common words to work with. But we didn't. Because of this, my partner and I discussed why our lists were so different and why we wouldn't have any commonalities when it seemed like we should. We decided that there
could be a connection between our experiences and learning and the strength of the associations. So if we had learned a word or association differently than someone else we could have different activation ability when presented with that word. We discussed how semantic memory is general knowledge we have but don't remember where or when that knowledge was acquired and how our result on the activity must mean that each of us in the group learned the relevant words in a different situation, which affected the way we access the words and the activation relationships in our LTM. If we didn't have common experiences in learning, then we could have less common activation relationships, and this could explain why we didn't list any common words.
Date: Mon, 5 Nov 2007 12:59:55 -0800 (PST)
From: Andrea Kalvesmaki <akalvesmaki@yahoo.com>
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Blocking
In class today, I
enjoyed the excercise around
blocking. In every list of words from the
'scattergories' exercise, I always had a few that were
a challenge. One thing that I noticed was that it was
easy to find the sound, or letter in a word, but not
neccessarily at the beginning of that word. For
instance, for the 'L' category, one item was something
with spots... I thought: Dalmatian... dal...the "l"...
because the first thing I think of with spots is my
dog. This is what I think of when I relate info on our
schemata, and our semantic memory. As I live with a
dalmatian, my schema and semantic coding for spots
will immediately go to that. (I am 'primed' for it)
Then, trying to come up with another word afterward, I
am blocked, because all I can see is Juliet in front
of me, wagging her tail. This is very clearly what Dr.
Strayer was talking about, and it was humorous for me
to realize how easily I was blocked in that situation.
From:
"Megan Larsen" <meg_meg84@msn.com>
To: psych3120@lists.csbs.utah.edu
Date: Mon, 05 Nov 2007 15:33:10 -0700
Subject: [Psych3120] lecture...
I really liked the lecture today. It was funny when we were doing the
activity in class I found myself taking a letter and looking for words with
the same vowel sound to follow it for each different topic. I don't know why
I did this...maybe just because it seemed easier. Did anyone else find
themselves doing the same thing?
From: "Megan Larsen" <meg_meg84@msn.com>
To: psych3120@lists.csbs.utah.edu
Subject: RE: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
Date: Mon, 05 Nov 2007 15:38:18 -0700
I thought it was really really interesting that people's answers were so
different also, and that people had so many different connections and ideas
of what halloween is to them.
>From: Amanda Lindsey
>Reply-To:
psych3120@lists.csbs.utah.edu
>To:
>Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1104 - 3 msgs
>Date: Mon, 5 Nov 2007 11:31:14 -0800
>
>
>Last week in class we learned about semantic memory. Our guest lecturer
>had us do an activity, which was to write down every word that we could
>think of that had to do with Halloween. We were ironically doing this
>activity on Halloween. :) Anyway! When we were writing down words, we would
>write down anything that came to mind that followed the word that we wrote
>down before. Later on during the class, we compared our words with another
>groups' words. We then circled the one's that both groups had written down.
> Surprisingly, there were hardly any words that were the same. It was
>interesting to me to see how differently people's minds work and think.
>Because all groups were given the same word to
write about, but there were
>very little similarities in our class lists. I found this to be very
>interesting. It also made me think about a problem that I have of my own.
>I have a very hard time trying to stay on subject when I am trying to tell
>someone a story. Most of the time when I try to explain something, i end
>up talking about a bunch of other different topics, and sometimes have to
>try and figure out what I had first started talking about in the first
>place. I don't know if it is a focusing problem, or just something I do.
>Anyway! It interests me to see how different everyone's thoughts are.
>
>Date: Sun, 4 Nov 2007 12:02:33 -0700
>From: psych3120-request@lists.csbs.utah.edu
>Subject: Psych3120 digest, Vol 1 #1104 - 3 msgs
>To: psych3120@lists.csbs.utah.edu
>
>Send Psych3120 mailing list submissions to
> psych3120@lists.csbs.utah.edu
>
>To
subscribe or unsubscribe via the World Wide Web, visit
> http://lists.csbs.utah.edu/listinfo.cgi/psych3120
>or, via email, send a message with subject or body 'help' to
> psych3120-request@lists.csbs.utah.edu
>
>You can reach the person managing the list at
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>
>When replying, please edit your Subject line so it is more specific
>than "Re: Contents of Psych3120 digest..."
>
>--Forwarded Message Attachment--
>Date: Sat, 3 Nov 2007 14:22:26 -0600
>From: sheltowt@gmail.com
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] Wendseday's in-class assignment
>
>One thing that intrested me about Wendnesday's in class assignment is that
>there were so few word's that are two groups had in common. The only word
>that are two groups had in common was money, nothing that had anything
>related to halloween. The fact that we
had in common talking about money
>intrested me though. It seems like money is not closely linked to
>halloween, but maybe it is just a significant thought in both of our
>world's, and so it is more closely linked to every subject, including
>halloween. Other than that I noticed that are two groups typically broke
>things down in that we would go on a topic for a few words, and then jump
>to something totally random. Maybe we just had short attention spands.
>
>
>
>Bill Shelton
>--Forwarded Message Attachment--
>From: alyssabyss@hotmail.com
>To: psych3120@lists.csbs.utah.edu
>Date: Sat, 3 Nov 2007 15:52:14 -0600
>Subject: [Psych3120] semantic memory - alyssa messina
>
>
>
>
>
>
>The lecture on semantic memory was interesting, I had some questions about
>how our sort of "networks" from which we retrieve memories came from, and
>saw that some other people had similar questions in their posts. Clearly,
>the model presented in class couldn't completely apply to everyone's
>memories in that some objects in the example may not even be known to some
>people. If a person didn't know what a robin was or had never seen a
>firetruck or something, obviously that path of association would not be
>established. I wonder how much, if any, memory associations really could
>be universal, and for that reasaon, it seems like this experiment really
>couldn't be generalized farther than within a particular culture. WHen I
>participated in Ms. Lambert's version of the Neely experiment I had no idea
>what the intent was- maybe I just didn't realize it at the time, but I
>didn't think the word group associations in the instructions really had any
>effect on how quickly I read the word. I guess I don't completely
>understand why
the experiment was set up the way it was, but it seems as
>though the fact that words were presented "correctly" only 80% of the time
>might completely throw off one's expectations for a certain category and
>thus affect later response times when the association was correct.
>Windows Live Hotmail and Microsoft Office Outlook – together at last. Get
>it now!
>--Forwarded Message Attachment--
>Date: Sun, 4 Nov 2007 10:52:54 -0700
>From: a.stark@utah.edu
>To: psych3120@lists.csbs.utah.edu
>Subject: [Psych3120] in-class activity
>
>
>
>
>The other day in class our guest lecturer had us do that activity on the
>Collins & Quillian's Teachable Language Comprehender/ Semantic Network
>Models and list the words that came to mind as they were activated
>beginning with the word Halloween. What stood out most to me in this
>activity was the idea of spreading
activation and how when one word is said
>many other words are activated with some relation to the first word, but
>the most available for retrieval are those with the strongest or closest
>association. From the second word activated a whole new set of words is
>activated and so forth. We looked at how subsequent activations may also
>tie back to the first activation and intersections occur. We continued with
>the activity by comparing our lists with another group to see what
>activated words we had in common. This is where it got really interesting
>because the two lists we compared did not have a single word in common (and
>we had about 30-40 total words per list). I found this extremely
>interesting because I would think that with a single starting point, we
>would have at least a few similar connections as activation spreads. And as
>the activity continued and we were asked to take the
words in common and
>build our own network model, I realized that it was ordinary for the groups
>to have commonalities and it seemed as though most groups in class had some
>common words to work with. But we didn't. Because of this, my partner and I
>discussed why our lists were so different and why we wouldn't have any
>commonalities when it seemed like we should. We decided that there could be
>a connection between our experiences and learning and the strength of the
>associations. So if we had learned a word or association differently than
>someone else we could have different activation ability when presented with
>that word. We discussed how semantic memory is general knowledge we have
>but don't remember where or when that knowledge was acquired and how our
>result on the activity must mean that each of us in the group learned the
>relevant words in a different situation, which
affected the way we access
>the words and the activation relationships in our LTM. If we didn't have
>common experiences in learning, then we could have less common activation
>relationships, and this could explain why we didn't list any common words.
Date: Mon, 5 Nov 2007 16:27:23 -0800 (PST)
From: Erin Rutledge <erinlrutledge@yahoo.com>
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Sin #3: Blocking
The timing of today's lecture on the Seven Sins of Memory was too perfect, especially in regards to Blocking, Sin #3. My boyfriend and I had dinner with his parents and family friends on Sunday evening and actually played the game of Scattegories after dinner. Usually I do okay in that game, however, on Sunday night everything seemed to be on the tip-of-my
tongue but I couldn't seem to get it out and write it down before the time ended. I was feeling a little frustrated that night and couldn't figure out why I was having so much trouble thinking of words. I know now after today's lecture that I was having difficulty with the idea of the ugly stepsisters in that I would think of a word that didn't fit right but I had a hard time forgetting about that word and so I was then unable to come up with another word that would have been so simple if I hadn't been stuck on the first word.
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From psych3120@lists.csbs.utah.edu Tue Nov 6 05:20:31 2007
From: psych3120@lists.csbs.utah.edu (David Dunn)
Date: Mon, 5 Nov 2007 21:20:31 -0800 (PST)
Subject: [Psych3120] Transience and persistence memory
Message-ID: <908341.63164.qm@web50606.mail.re2.yahoo.com>
--0-1279460422-1194326431=:63164
Content-Type: text/plain; charset=us-ascii
In talking about the seven sins of memory there are two that I want to focus on right now, those being transience and persistence. I want to focus on these because they are basically opposites of each other. Transience is the tendency to lose access to information across time, whether through forgetting, interference, or retrieval failure. What accounts for this shallow encoding, or lack of attention, reduction in strength of neural connections, retroactive, or in other words new information replaces the old, and inappropriate retrieval cues. Persistence is the tendency to remember facts or events, including traumatic memories that one would rather forget, that is, failure to forget because of intrusive recollections and rumination. In short, these are memories that you can't forget even if you want to. The question then becomes, how can we make that which we want to remember forever to be in the persistence memory? Perhaps attach a jarring event
or images to them.
David Dunn
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In talking about the seven sins of memory there are two that I want to focus on right now, those being transience and persistence. I want to focus on these because they are basically opposites of each other. Transience is the tendency to lose access to information across time, whether through forgetting, interference, or retrieval failure. What accounts for this shallow encoding, or lack of attention, reduction in strength of neural connections, retroactive, or in other words new information replaces the old, and inappropriate retrieval cues. Persistence is the tendency to remember facts or events, including traumatic memories that one would rather forget, that is, failure to forget because of intrusive recollections and rumination. In short, these are memories
that you can't forget even if you want to. The question then becomes, how can we make that which we want to remember forever to be in the persistence memory? Perhaps attach a jarring event or images to them.
David Dunn
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From psych3120@lists.csbs.utah.edu Tue Nov 6 20:35:03 2007
From: psych3120@lists.csbs.utah.edu (Melissa Priest)
Date: Tue, 06 Nov 2007 20:35:03 +0000
Subject: [Psych3120] Network Models of Memory
Message-ID:
Having discussed the activation of such networks, and the fact that one
thought or memory leads to another based on one's experiences, made me
question some behavioral patterns of people with schizophrenia. Scripts or
dialogs from someone with schizophrenia often looks somewhat like this. The
person might be talking about ice cream and then abruptly change to the
subject of a red fire truck, etc. I wonder whether some neural ciruit has
been triggered and they can't avoid verbalizing the information. Such
patterns of speech, appear to be the product of hallucinations to someone on
the outside. While the pattern of topics makes perfect sense to the
individual....one thought leading to another.
From psych3120@lists.csbs.utah.edu Wed Nov 7 02:14:30 2007
From: psych3120@lists.csbs.utah.edu (Danielle Cysewski)
Date: Tue, 6 Nov 2007 19:14:30 -0700
Subject: [Psych3120] Brown-Peterson Task
References: <200711061903.lA6J34Q0026271@topo.csbs.utah.edu>
Message-ID:
This is a multi-part message in MIME format.
------=_NextPart_000_0163_01C820A9.41C21760
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
In the Brown-Peterson Task, subjects were presented with a trigram =
(three letters), then presented with a triple-digit number and asked to =
count backwards by 3's. After varying lengths of time, subjects were =
then asked to recall the original trigram. The counting backwards task =
was used as a distraction to keep subjects from rehearsing the trigram. =
Brown and Peterson found that the more time passes after the original =
viewing of the trigram, the worse recall becomes. This illustrates the =
decay of short-term memory - it fades with time. However, Waugh and =
Norman hypothesized that memory loss in this task could also be because =
of interference. To examine this, Waugh and Norman developed a task in =
which subjects were presented with a string of digits, read at either a =
1 word per second interval or a 4 word per second interval. The rate of =
memory loss for each group was quite similar, telling us that short-term =
memory loss is largely due to interference. Old information in =
short-term memory is replaced by new information.=20
Danielle Cysewski
------=_NextPart_000_0163_01C820A9.41C21760
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
In the Brown-Peterson Task, subjects =
were=20
presented with a trigram (three letters), then presented with a =
triple-digit=20
number and asked to count backwards by 3=92s. After varying lengths of =
time,=20
subjects were then asked to recall the original trigram. The counting =
backwards=20
task was used as a distraction to keep subjects from rehearsing the =
trigram.=20
Brown and Peterson found that the more time passes after the original =
viewing of=20
the trigram, the worse recall becomes. This illustrates the decay of =
short-term=20
memory =96 it fades with time. However, Waugh and Norman hypothesized =
that memory=20
loss in this task could also be because of interference. To examine =
this, Waugh=20
and Norman developed a task in which subjects were presented with a =
string of=20
digits, read at either a 1 word per second interval or a 4 word per =
second=20
interval. The rate of memory loss for each group was quite similar, =
telling us=20
that short-term memory loss is largely due to interference. Old =
information in=20
short-term memory is replaced by new information.
Danielle=20
Cysewski
------=_NextPart_000_0163_01C820A9.41C21760--
From psych3120@lists.csbs.utah.edu Wed Nov 7 02:28:14 2007
From: psych3120@lists.csbs.utah.edu (Danielle Cysewski)
Date: Tue, 6 Nov 2007 19:28:14 -0700
Subject: [Psych3120] Serial Position Effects
References: <200711061903.lA6J34Q0026271@topo.csbs.utah.edu>
Message-ID:
This is a multi-part message in MIME format.
------=_NextPart_000_016A_01C820AB.2CBC8D30
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
When subjects are presented with a list of unrelated words and then =
asked to recall them, a "U" shaped curve appears when we graph recall as =
a function of position in the list. We see a high rate of recall in the =
beginning words that steadily declines into a plateau. The plateau rises =
again to its highest point at the latest words. This can be explained in =
terms of primacy and recency effects. Rhundus discovered that primacy =
effects are due to rehearsal. In his experiment, the primacy curve =
matched the curve of rehearsed items. Primacy effects result in a =
transfer of rehearsed items into Long-Term Memory. Recency effects are =
due to the recent occurrence of the last several words - those last =
words are easy to remember because they were just heard. Glanzer tested =
this by giving subjects a distracter task at the end of the word list =
and he found that with the distracter, the recency effects went away. He =
concluded that recency effects are a result of the items still left in =
short term memory. So, when given a long list of unrelated words, the =
first several words are rehearsed by the subject. These get put into =
long-term memory, making them easy to remember (Primacy effects), after =
several words, the participant is no longer able to rehearse all of the =
words. This is where we see the plateau in the graph. At the end of the =
word list, those words are still echoing in the short term memory =
because they were just presented (Recency Effects), and this makes them =
easier to recall.=20
Danielle Cysewski
------=_NextPart_000_016A_01C820AB.2CBC8D30
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
When subjects are presented with a =
list of=20
unrelated words and then asked to recall them, a =93U=94 shaped curve =
appears when=20
we graph recall as a function of position in the list. We see a high =
rate of=20
recall in the beginning words that steadily declines into a plateau. The =
plateau=20
rises again to its highest point at the latest words. This can be =
explained in=20
terms of primacy and recency effects. Rhundus discovered that primacy =
effects=20
are due to rehearsal. In his experiment, the primacy curve matched the =
curve of=20
rehearsed items. Primacy effects result in a transfer of rehearsed items =
into=20
Long-Term Memory. Recency effects are due to the recent occurrence of =
the last=20
several words =96 those last words are easy to remember because they =
were just=20
heard. Glanzer tested this by giving subjects a distracter task at the =
end of=20
the word list and he found that with the distracter, the recency effects =
went=20
away. He concluded that recency effects are a result of the items still =
left in=20
short term memory. So, when given a long list of unrelated words, the =
first=20
several words are rehearsed by the subject. These get put into long-term =
memory,=20
making them easy to remember (Primacy effects), after several words, the =
participant is no longer able to rehearse all of the words. This is =
where we see=20
the plateau in the graph. At the end of the word list, those words are =
still=20
echoing in the short term memory because they were just presented =
(Recency=20
Effects), and this makes them easier to recall.
Danielle=20
Cysewski
------=_NextPart_000_016A_01C820AB.2CBC8D30--
From psych3120@lists.csbs.utah.edu Wed Nov 7 02:44:38 2007
From: psych3120@lists.csbs.utah.edu (Alissa Nielson)
Date: Tue, 06 Nov 2007 18:44:38 -0800
Subject: [Psych3120] Alissa Nielson
In-Reply-To: <200711031903.lA3J2Ybe025045@topo.csbs.utah.edu>
References: <200711031903.lA3J2Ybe025045@topo.csbs.utah.edu>
Message-ID: <4730C426.34EC.0053.0@kleinfelder.com>
--=__PartBE98C586.0__=
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
In reading about schemas in chapter 6 I realized why my husband and I =
always fought. Communication was our biggest barrier because we had =
difference schemas for different concepts! Every time I tried to talk to =
him he was confused and I always thought he was just joking while I was =
trying to be serious and I would get mad. I have recently found out that =
he is and always has been completely serious about the questions he asked =
me about what I had previously said, he wasn't just joking, he really =
didn't understand. I always wondered how he could possibly get "that" out =
of what I had just said (hence I never believed him) but this chapter has =
given a meaning and name for it.
Also, at the end of the chapter it asks if there is a relation between =
schemas and prejudism. I don't know if prejudism is the right word for =
it, but I do think that the schemas that we have for concepts can be so =
rigid that we judge others by them, so, ya, I guess prejudice, and bias.
>>> 11/3/2007 1:02 PM >>>
Send Psych3120 mailing list submissions to
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To subscribe or unsubscribe via the World Wide Web, visit
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transmission errors.
If the reader is not the intended recipient, you are hereby =
notified that any dissemination, distribution or copying of this =
communication is strictly prohibited. If you have received this =
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=
=0D
--=__PartBE98C586.0__=
Content-Type: text/html; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
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In reading about schemas in chapter 6 I realized why my husband and I =
always fought. Communication was our biggest barrier because we had =
difference schemas for different concepts! Every time I tried to =
talk to him he was confused and I always thought he was just joking while =
I was trying to be serious and I would get mad. I have recently =
found out that he is and always has been completely serious about the =
questions he asked me about what I had previously said, he wasn't just =
joking, he really didn't understand. I always wondered how he could =
possibly get "that" out of what I had just said (hence I never believed =
him) but this chapter has given a meaning and name for it.
Also, at the end of the chapter it asks if there is a relation =
between schemas and prejudism. I don't know if prejudism is the =
right word for it, but I do think that the schemas that we have for =
concepts can be so rigid that we judge others by them, so, ya, I guess =
prejudice, and bias.
>>> <psych3120-request@lists.csbs.u=
tah.edu> 11/3/2007 1:02 PM >>>
Send Psych3120 mailing list =
submissions to
psych3120@lists.csbs.utah.edu
To subscribe or =
unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psy=
ch3120or, via email, send a message with subject or body 'help' =
to
psych3120-request@lists.csbs.utah.edu
You can reach the =
person managing the list at
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W=
hen replying, please edit your Subject line so it is more specific
than =
"Re: Contents of Psych3120 digest..."
KLEINFELDER
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transmission errors.
If the reader is not the intended recipient, you are hereby =
notified that any dissemination, distribution or copying of this =
communication is strictly prohibited. If you have received this =
information in error, please notify the sender immediately.
=
=0D
--=__PartBE98C586.0__=--
From psych3120@lists.csbs.utah.edu Wed Nov 7 02:53:36 2007
From: psych3120@lists.csbs.utah.edu (JAMES C HINCKLE)
Date: Tue, 6 Nov 2007 19:53:36 -0700
Subject: [Psych3120] Julie Hinckle: Blocking
Message-ID:
This is a multi-part message in MIME format.
------=_NextPart_000_0074_01C820AE.B7CFDAF0
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
The Scattergories game activity we all did in class Monday was fun, but =
the first couple rounds made me aware that I was slow to respond to some =
of the word cues. I thought to myself, why am I not doing very well? =
However, by the third and fourth round, processing the cues seemed =
easier and my speed increased. After doing better in each round, I =
realized how important practicing is for this type of exercise. Do you =
remember when Ken (the guy from Utah) was on Jeopardy and won over a =
million dollars? I remember watching an interview with him and the =
interviewer asked how he got to be so good. Ken's reply was that he =
practiced all the time. He would consistently take in new information =
(trivia) and memorize it. This leads me to believe that if we all =
practiced this same technique every day, our memory would improve (less =
retrieval failure) and responding to word cues would become easier. To =
be good at something (i.e. sports, math, crossword puzzles, etc.) you =
must practice, but also practice consistently.
------=_NextPart_000_0074_01C820AE.B7CFDAF0
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
The Scattergories game activity we all did in class Monday was fun, =
but the first couple rounds made me aware that I =
was slow to=20
respond to some of the word cues. I thought to myself, why am I =
not doing=20
very well? However, by the third and fourth round, processing the =
cues=20
seemed easier and my speed increased. After doing better in =
each=20
round, I realized how important practicing is for =
this type=20
of exercise. Do you remember when Ken (the guy from Utah) was on =
Jeopardy=20
and won over a million dollars? I remember watching an interview =
with him=20
and the interviewer asked how he got to be so good. Ken's reply =
was that=20
he practiced all the time. He would consistently take in new=20
information (trivia) and memorize it. This leads me to =
believe that=20
if we all practiced this same technique every day, our =
memory=20
would improve (less retrieval failure) and responding to word =
cues=20
would become easier. To be good at something =
(i.e. sports, math,=20
crossword puzzles, etc.) you must practice, but also practice=20
consistently.
------=_NextPart_000_0074_01C820AE.B7CFDAF0--
From psych3120@lists.csbs.utah.edu Wed Nov 7 22:35:14 2007
From: psych3120@lists.csbs.utah.edu (Joseph Boyer)
Date: Wed, 7 Nov 2007 14:35:14 -0800 (PST)
Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #1109 - 5 msgs
In-Reply-To: <200711071903.lA7J2e0c007240@topo.csbs.utah.edu>
Message-ID: <325518.69707.qm@web56904.mail.re3.yahoo.com>
--0-296438749-1194474914=:69707
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: 8bit
That whole thing about power function learning just makes sense to me. When I was serving a mission down in Brazil there were eleven of us together trying to learn Portuguese. The first few weeks we felt like we were learning tons and progressing really fast but after a few weeks everyone started to get really discouraged and down on themsleves because they felt like they weren't making progress anymore. We then realized that it is because we were progressing but couldn't see it as well anymore because we weren't in the beginning stages and were further along where it is harder to make progress and requires more effort.
psych3120-request@lists.csbs.utah.edu wrote: Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
or, via email, send a message with subject or body 'help' to
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You can reach the person managing the list at
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than "Re: Contents of Psych3120 digest..."
Today's Topics:
1. Network Models of Memory (Melissa Priest)
2. Brown-Peterson Task (Danielle Cysewski)
3. Serial Position Effects (Danielle Cysewski)
4. Alissa Nielson (Alissa Nielson)
5. Julie Hinckle: Blocking (JAMES C HINCKLE)
From: "Melissa Priest"
To: psych3120@lists.csbs.utah.edu
Date: Tue, 06 Nov 2007 20:35:03 +0000
Subject: [Psych3120] Network Models of Memory
Having discussed the activation of such networks, and the fact that one
thought or memory leads to another based on one's experiences, made me
question some behavioral patterns of people with schizophrenia. Scripts or
dialogs from someone with schizophrenia often looks somewhat like this. The
person might be talking about ice cream and then abruptly change to the
subject of a red fire truck, etc. I wonder whether some neural ciruit has
been triggered and they can't avoid verbalizing the information. Such
patterns of speech, appear to be the product of hallucinations to someone on
the outside. While the pattern of topics makes perfect sense to the
individual....one thought leading to another.
From: "Danielle Cysewski"
To:
Date: Tue, 6 Nov 2007 19:14:30 -0700
Subject: [Psych3120] Brown-Peterson Task
In the Brown-Peterson Task, subjects were presented with a trigram (three letters), then presented with a triple-digit number and asked to count backwards by 3’s. After varying lengths of time, subjects were then asked to recall the original trigram. The counting backwards task was used as a distraction to keep subjects from rehearsing the trigram. Brown and Peterson found that the more time passes after the original viewing of the trigram, the worse recall becomes. This illustrates the decay of short-term memory – it fades with time. However, Waugh and Norman hypothesized that memory loss in this task could also be because of interference. To examine this, Waugh and Norman developed a task in which subjects were presented with a string of digits, read at either a 1 word per second interval or a 4 word per second interval. The rate of memory loss for each group was quite similar, telling us that short-term memory loss is largely due to interference. Old
information in short-term memory is replaced by new information.
Danielle Cysewski
From: "Danielle Cysewski"
To:
Date: Tue, 6 Nov 2007 19:28:14 -0700
Subject: [Psych3120] Serial Position Effects
When subjects are presented with a list of unrelated words and then asked to recall them, a “U” shaped curve appears when we graph recall as a function of position in the list. We see a high rate of recall in the beginning words that steadily declines into a plateau. The plateau rises again to its highest point at the latest words. This can be explained in terms of primacy and recency effects. Rhundus discovered that primacy effects are due to rehearsal. In his experiment, the primacy curve matched the curve of rehearsed items. Primacy effects result in a transfer of rehearsed items into Long-Term Memory. Recency effects are due to the recent occurrence of the last several words – those last words are easy to remember because they were just heard. Glanzer tested this by giving subjects a distracter task at the end of the word list and he found that with the distracter, the recency effects went away. He concluded that recency effects are a result of the items
still left in short term memory. So, when given a long list of unrelated words, the first several words are rehearsed by the subject. These get put into long-term memory, making them easy to remember (Primacy effects), after several words, the participant is no longer able to rehearse all of the words. This is where we see the plateau in the graph. At the end of the word list, those words are still echoing in the short term memory because they were just presented (Recency Effects), and this makes them easier to recall.
Danielle Cysewski
Date: Tue, 06 Nov 2007 18:44:38 -0800
From: "Alissa Nielson"
To:
Subject: [Psych3120] Alissa Nielson
In reading about schemas in chapter 6 I realized why my husband and I always fought. Communication was our biggest barrier because we had difference schemas for different concepts! Every time I tried to talk to him he was confused and I always thought he was just joking while I was trying to be serious and I would get mad. I have recently found out that he is and always has been completely serious about the questions he asked me about what I had previously said, he wasn't just joking, he really didn't understand. I always wondered how he could possibly get "that" out of what I had just said (hence I never believed him) but this chapter has given a meaning and name for it.
Also, at the end of the chapter it asks if there is a relation between schemas and prejudism. I don't know if prejudism is the right word for it, but I do think that the schemas that we have for concepts can be so rigid that we judge others by them, so, ya, I guess prejudice, and bias.
>>> 11/3/2007 1:02 PM >>>
Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
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KLEINFELDER EXPECT MORE ------------------------------------------------------------------------- Warning: Information provided via electronic media is not guaranteed against defects including translation and transmission errors. If the reader is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this information in error, please notify the sender immediately. From: "JAMES C HINCKLE"
To: "Psych 3120-Modes \(Cog. Psych\)"
Date: Tue, 6 Nov 2007 19:53:36 -0700
Subject: [Psych3120] Julie Hinckle: Blocking
The Scattergories game activity we all did in class Monday was fun, but the first couple rounds made me aware that I was slow to respond to some of the word cues. I thought to myself, why am I not doing very well? However, by the third and fourth round, processing the cues seemed easier and my speed increased. After doing better in each round, I realized how important practicing is for this type of exercise. Do you remember when Ken (the guy from Utah) was on Jeopardy and won over a million dollars? I remember watching an interview with him and the interviewer asked how he got to be so good. Ken's reply was that he practiced all the time. He would consistently take in new information (trivia) and memorize it. This leads me to believe that if we all practiced this same technique every day, our memory would improve (less retrieval failure) and responding to word cues would become easier. To be good at something (i.e. sports,
math, crossword puzzles, etc.) you must practice, but also practice consistently.
_______________________________________________
Psych3120 mailing list
Psych3120@lists.csbs.utah.edu
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
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That whole thing about power function learning just makes sense to me. When I was serving a mission down in Brazil there were eleven of us together trying to learn Portuguese. The first few weeks we felt like we were learning tons and progressing really fast but after a few weeks everyone started to get really discouraged and down on themsleves because they felt like they weren't making progress anymore. We then realized that it is because we were progressing but couldn't see it as well anymore because we weren't in the beginning stages and were further along where it is harder to make progress and requires more effort.
psych3120-request@lists.csbs.utah.edu wrote: Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the World Wide Web,
visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
or, via email, send a message with subject or body 'help' to
psych3120-request@lists.csbs.utah.edu
You can reach the person managing the list at
psych3120-admin@lists.csbs.utah.edu
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Psych3120 digest..."
Today's Topics:
1. Network Models of Memory (Melissa Priest)
2. Brown-Peterson Task (Danielle Cysewski)
3. Serial Position Effects (Danielle Cysewski)
4. Alissa Nielson (Alissa Nielson)
5. Julie Hinckle: Blocking (JAMES C HINCKLE)
From: "Melissa Priest" <melissadawn_pl@msn.com>
To: psych3120@lists.csbs.utah.edu
Date: Tue, 06 Nov 2007 20:35:03 +0000
Subject: [Psych3120] Network Models of Memory
Having discussed the activation of such networks, and the fact that one
thought or memory leads to another based on one's experiences, made me
question
some behavioral patterns of people with schizophrenia. Scripts or
dialogs from someone with schizophrenia often looks somewhat like this. The
person might be talking about ice cream and then abruptly change to the
subject of a red fire truck, etc. I wonder whether some neural ciruit has
been triggered and they can't avoid verbalizing the information. Such
patterns of speech, appear to be the product of hallucinations to someone on
the outside. While the pattern of topics makes perfect sense to the
individual....one thought leading to another.
From: "Danielle Cysewski" <safari_girl45@hotmail.com>
To: <psych3120@lists.csbs.utah.edu>
Date: Tue, 6 Nov 2007 19:14:30 -0700
Subject: [Psych3120] Brown-Peterson Task
In the Brown-Peterson Task, subjects were presented with a trigram (three letters), then presented with a triple-digit number and asked to count backwards by 3’s. After varying lengths of time, subjects were then asked to recall the original trigram. The counting backwards task was used as a distraction to keep subjects from rehearsing the trigram. Brown and Peterson found that the more time passes after the original viewing of the trigram, the worse recall becomes. This illustrates the decay of short-term memory – it fades with time. However, Waugh and Norman hypothesized that memory loss in this task could also be because of interference. To examine this, Waugh and Norman developed a task in which subjects were presented with a string of digits, read at either a 1 word per second interval or a 4 word per second interval. The rate of memory loss for each group was quite similar, telling us that
short-term memory loss is largely due to interference. Old information in short-term memory is replaced by new information.
Danielle Cysewski
From: "Danielle Cysewski" <safari_girl45@hotmail.com>
To: <psych3120@lists.csbs.utah.edu>
Date: Tue, 6 Nov 2007 19:28:14 -0700
Subject: [Psych3120] Serial Position Effects
When subjects are presented with a list of unrelated words and then asked to recall them, a “U” shaped curve appears when we graph recall as a function of position in the list. We see a high rate of recall in the beginning
words that steadily declines into a plateau. The plateau rises again to its highest point at the latest words. This can be explained in terms of primacy and recency effects. Rhundus discovered that primacy effects are due to rehearsal. In his experiment, the primacy curve matched the curve of rehearsed items. Primacy effects result in a transfer of rehearsed items into Long-Term Memory. Recency effects are due to the recent occurrence of the last several words – those last words are easy to remember because they were just heard. Glanzer tested this by giving subjects a distracter task at the end of the word list and he found that with the distracter, the recency effects went away. He concluded that recency effects are a result of the items still left in short term memory. So, when given a long list of unrelated words, the first several words are rehearsed by the subject. These get put into long-term memory, making them easy to remember (Primacy effects), after several
words, the participant is no longer able to rehearse all of the words. This is where we see the plateau in the graph. At the end of the word list, those words are still echoing in the short term memory because they were just presented (Recency Effects), and this makes them easier to recall.
Danielle Cysewski
Date: Tue, 06 Nov 2007 18:44:38 -0800
From: "Alissa Nielson" <ANielson@kleinfelder.com>
To: <psych3120@lists.csbs.utah.edu>
Subject: [Psych3120] Alissa Nielson
In reading about schemas in chapter 6 I realized why my husband and I always fought. Communication was our biggest barrier because we had difference schemas for different
concepts! Every time I tried to talk to him he was confused and I always thought he was just joking while I was trying to be serious and I would get mad. I have recently found out that he is and always has been completely serious about the questions he asked me about what I had previously said, he wasn't just joking, he really didn't understand. I always wondered how he could possibly get "that" out of what I had just said (hence I never believed him) but this chapter has given a meaning and name for it.
Also, at the end of the chapter it asks if there is a relation between schemas and prejudism. I don't know if prejudism is the right word for it, but I do think that the schemas that we have for concepts can be so rigid that we judge others by them, so, ya, I guess prejudice, and bias.
>>> <psych3120-request@lists.csbs.utah.edu> 11/3/2007 1:02 PM >>>
Send Psych3120 mailing list submissions
to
psych3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120or, via email, send a message with subject or body 'help' to
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You can reach the person managing the list at
psych3120-admin@lists.csbs.utah.edu
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Psych3120 digest..."
KLEINFELDER EXPECT MORE ------------------------------------------------------------------------- Warning: Information provided via electronic media is not guaranteed against defects including translation and transmission errors. If the reader is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received
this information in error, please notify the sender immediately. From: "JAMES C HINCKLE" <jimandjulie@msn.com>
To: "Psych 3120-Modes \(Cog. Psych\)" <psych3120@lists.csbs.utah.edu>
Date: Tue, 6 Nov 2007 19:53:36 -0700
Subject: [Psych3120] Julie Hinckle: Blocking
The Scattergories game activity we all did in class Monday was fun, but the first couple rounds made me aware that I was slow to respond to some of the word cues. I thought to myself, why am I not doing very
well? However, by the third and fourth round, processing the cues seemed easier and my speed increased. After doing better in each round, I realized how important practicing is for this type of exercise. Do you remember when Ken (the guy from Utah) was on Jeopardy and won over a million dollars? I remember watching an interview with him and the interviewer asked how he got to be so good. Ken's reply was that he practiced all the time. He would consistently take in new information (trivia) and memorize it. This leads me to believe that if we all practiced this same technique every day, our memory would improve (less retrieval failure) and responding to word cues would become easier. To be good at something (i.e. sports, math, crossword puzzles, etc.) you must practice, but also practice consistently.
_______________________________________________
Psych3120 mailing list
Psych3120@lists.csbs.utah.edu
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
__________________________________________________
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From psych3120@lists.csbs.utah.edu Wed Nov 7 22:35:42 2007
From: psych3120@lists.csbs.utah.edu (Matt Hansen)
Date: Wed, 7 Nov 2007 14:35:42 -0800 (PST)
Subject: [Psych3120] Proceduralization and Composition
Message-ID: <631131.31333.qm@web51907.mail.re2.yahoo.com>
Today in class we learned of Proceduralization and Composition. An example of Proceduralization is doing a task for the first time thinking about it step by step. Composition is where we think about a task in a simplified manner and do not focus on the specifics. Proceduralization and Composition makes me think of athletes that are in the zone or those that chock. Being in the zone is using Composition, chocking is thinking about a task too much and each step which is Proceduralization. The athlete thinks about a task too much, when it has been simple for them a thousand times over. I wonder why sometimes when people get nervous when a learned task is required and become choppy and slow. People see to throw Composition right out the window, its like they had almost never completed the task before. Although on the other hand some people seem to step it up and their Composition is even improved. This can be thought of as Karl Malone vs. Michael
Jordan, NBA finals. Malone chocked and Jordan rocked. What was the difference? MJ didn't think about it, he just did it. Karl Hesitated and slowed down. The Bulls won the series.
__________________________________________________
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From psych3120@lists.csbs.utah.edu Thu Nov 8 05:20:43 2007
From: psych3120@lists.csbs.utah.edu (David Dunn)
Date: Wed, 7 Nov 2007 21:20:43 -0800 (PST)
Subject: [Psych3120] Productions and power learning curve
Message-ID: <98544.10606.qm@web50605.mail.re2.yahoo.com>
--0-393527146-1194499243=:10606
Content-Type: text/plain; charset=us-ascii
In class today we talked about productions which are condition-action pairs. For example, if X happens then Y will happen. For instance, if when skiing; if I put my weight on my right ski then I'll turn right. Productions are building blocks for complex behavior. After we begin to learn a new task and begin applying the productions, the rate that we improve at takes place at an accelerated speed. However, after we continue to practice the task the level of improvement begins to taper off. The curve that this creates is called the Power Function Learning curve and it is characteristic of every skill. When learning a new skill the improvement rate is much faster for college age individuals than that of older adults. So, if there's a skill that you are wishing to get good at don't procrastinate, do it now for the best rate of success.
David Dunn
__________________________________________________
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In class today we talked about productions which are condition-action pairs. For example, if X happens then Y will happen. For instance, if when skiing; if I put my weight on my right ski then I'll turn right. Productions are building blocks for complex behavior. After we begin to learn a new task and begin applying the productions, the rate that we improve at takes place at an accelerated speed. However, after we continue to practice the task the level of improvement begins to taper off. The curve that this creates is called the Power Function Learning curve and it is characteristic of every skill. When learning a new skill the improvement rate is much faster for college age individuals than that of older adults. So, if
there's a skill that you are wishing to get good at don't procrastinate, do it now for the best rate of success.
David Dunn
__________________________________________________
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--0-393527146-1194499243=:10606--
From psych3120@lists.csbs.utah.edu Thu Nov 8 20:19:59 2007
From: psych3120@lists.csbs.utah.edu (Alyssa Messina)
Date: Thu, 8 Nov 2007 13:19:59 -0700
Subject: [Psych3120] power function learning alyssa messina
Message-ID:
--_45627c4c-0fa2-475e-83c7-7fc6fe0920a5_
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I have a question about the power function learning curve we talked about o=
n wednesday. The curve is negatively accelerated, meaning that there is so=
rt of an exponential decrease in improvement on a given task as time progre=
sses and the task is practiced more and more. The example of professional =
golfers was given, explaining the difference between hours of practice for =
them and hours of practice for someone who doesn't golf, where there would =
be substantially more relative improvement in the novice golfer. THis curv=
e was said to be applicable to all task performance, regardless of the acti=
vity. Does the curve ever reach a point where absolutely no more improveme=
nt can be made? In other words, does acceleration ever equal zero? Or does =
it simply approach zero, where very, very minute improvements can be made c=
ontinually- excluding all other confounding factors like aging and its effe=
ct on performance. Would this depend on the task? I would assume that, if=
this were the case and improvement either stopped completely or actually b=
egan getting worse, physical limitations would be the causal factor. It se=
ems like mental activities might not have this plateau, but physical activi=
ties would. Sort of a random question, maybe this was actually answered in=
class and I didn't make the connection or wasn't paying attention.
_________________________________________________________________
Help yourself to FREE treats served up daily at the Messenger Caf=E9. Stop =
by today.
http://www.cafemessenger.com/info/info_sweetstuff2.html?ocid=3DTXT_TAGLM_Oc=
tWLtagline=
--_45627c4c-0fa2-475e-83c7-7fc6fe0920a5_
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I have a question about the power function learning curve we talked about o=
n wednesday. The curve is negatively accelerated, meaning that there =
is sort of an exponential decrease in improvement on a given task as time p=
rogresses and the task is practiced more and more. The example of pro=
fessional golfers was given, explaining the difference between hours of pra=
ctice for them and hours of practice for someone who doesn't golf, where th=
ere would be substantially more relative improvement in the novice golfer.&=
nbsp; THis curve was said to be applicable to all task performance, regardl=
ess of the activity. Does the curve ever reach a point where absolute=
ly no more improvement can be made? In other words, does acceleration ever =
equal zero? Or does it simply approach zero, where very, very minute i=
mprovements can be made continually- excluding all other confounding factor=
s like aging and its effect on performance. Would this depend on the =
task? I would assume that, if this were the case and improvement eith=
er stopped completely or actually began getting worse, physical limitations=
would be the causal factor. It seems like mental activities might no=
t have this plateau, but physical activities would. Sort of a random =
question, maybe this was actually answered in class and I didn't make the c=
onnection or wasn't paying attention.
Help yourself to FREE trea=
ts served up daily at the Messenger Caf=E9. Stop by today!
=
--_45627c4c-0fa2-475e-83c7-7fc6fe0920a5_--
From psych3120@lists.csbs.utah.edu Thu Nov 8 22:17:54 2007
From: psych3120@lists.csbs.utah.edu (sapna bhakta)
Date: Thu, 8 Nov 2007 22:17:54 +0000
Subject: [Psych3120] Instance theory (Sapna Bhakta)
In-Reply-To: <200711081903.lA8J35If017425@topo.csbs.utah.edu>
References: <200711081903.lA8J35If017425@topo.csbs.utah.edu>
Message-ID:
--_0cbc4662-2709-4472-8b2d-da3c72f381b9_
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
\After going over the instance theory I thought it was really interesting. =
Whenever we encounter a problem, lets say 6 x 6 we develop a instance. If=
our job consisted of looking at numbers all the time, that would mean one =
would have many instances where they would come across 6x6. Wouldnt that dr=
ain us out. And make our reaction time slower?=20
Date: Thu, 8 Nov 2007 12:03:05 -0700From: psych3120-request@lists.csbs.utah=
.eduSubject: Psych3120 digest, Vol 1 #1110 - 3 msgsTo: psych3120@lists.csbs=
.utah.eduSend Psych3120 mailing list submissions to psych3120@lists.csbs.ut=
ah.edu To subscribe or unsubscribe via the World Wide Web, visit http://lis=
ts.csbs.utah.edu/listinfo.cgi/psych3120or, via email, send a message with s=
ubject or body 'help' to psych3120-request@lists.csbs.utah.edu You can reac=
h the person managing the list at psych3120-admin@lists.csbs.utah.edu When =
replying, please edit your Subject line so it is more specificthan "Re: Con=
tents of Psych3120 digest..."=20
--Forwarded Message Attachment--Date: Wed, 7 Nov 2007 14:35:14 -0800From: j=
oeboyer31@yahoo.comTo: psych3120@lists.csbs.utah.eduSubject: [Psych3120] Re=
: Psych3120 digest, Vol 1 #1109 - 5 msgsThat whole thing about power functi=
on learning just makes sense to me. When I was serving a mission down in Br=
azil there were eleven of us together trying to learn Portuguese. The first=
few weeks we felt like we were learning tons and progressing really fast b=
ut after a few weeks everyone started to get really discouraged and down on=
themsleves because they felt like they weren't making progress anymore. We=
then realized that it is because we were progressing but couldn't see it a=
s well anymore because we weren't in the beginning stages and were further =
along where it is harder to make progress and requires more effort. psych31=
20-request@lists.csbs.utah.edu wrote:=20
Send Psych3120 mailing list submissions topsych3120@lists.csbs.utah.eduTo s=
ubscribe or unsubscribe via the World Wide Web,visithttp://lists.csbs.utah.=
edu/listinfo.cgi/psych3120or, via email, send a message with subject or bod=
y 'help' topsych3120-request@lists.csbs.utah.eduYou can reach the person ma=
naging the list atpsych3120-admin@lists.csbs.utah.eduWhen replying, please =
edit your Subject line so it is more specificthan "Re: Contents of Psych312=
0 digest..."Today's Topics:1. Network Models of Memory (Melissa Priest)2. B=
rown-Peterson Task (Danielle Cysewski)3. Serial Position Effects (Danielle =
Cysewski)4. Alissa Nielson (Alissa Nielson)5. Julie Hinckle: Blocking (JAME=
S C HINCKLE)From: "Melissa Priest" To: psych3120@li=
sts.csbs.utah.eduDate: Tue, 06 Nov 2007 20:35:03 +0000Subject: [Psych3120] =
Network Models of MemoryHaving discussed the activation of such networks, a=
nd the fact that one thought or memory leads to another based on one's expe=
riences, made me questionsome behavioral patterns of people with schizophre=
nia. Scripts or dialogs from someone with schizophrenia often looks somewha=
t like this. The person might be talking about ice cream and then abruptly =
change to the subject of a red fire truck, etc. I wonder whether some neura=
l ciruit has been triggered and they can't avoid verbalizing the informatio=
n. Such patterns of speech, appear to be the product of hallucinations to s=
omeone on the outside. While the pattern of topics makes perfect sense to t=
he individual....one thought leading to another.From: "Danielle Cysewski" <=
safari_girl45@hotmail.com>To: Date: Tue, 6 N=
ov 2007 19:14:30 -0700Subject: [Psych3120] Brown-Peterson Task
style=3D"MARGIN: 0in 0in 0pt 0.5in">In the Brown-Peterson Task, subjects we=
re presented with a trigram (three letters), then presented with a triple-d=
igit number and asked to count backwards by 3=92s. After varying lengths of=
time, subjects were then asked to recall the original trigram. The countin=
g backwards task was used as a distraction to keep subjects from rehearsing=
the trigram. Brown and Peterson found that the more time passes after the =
original viewing of the trigram, the worse recall becomes. This illustrates=
the decay of short-term memory =96 it fades with time. However, Waugh and =
Norman hypothesized that memory loss in this task could also be because of =
interference. To examine this, Waugh and Norman developed a task in which s=
ubjects were presented with a string of digits, read at either a 1 word per=
second interval or a 4 word per second interval. The rate of memory loss f=
or each group was quite similar, telling us thatshort-term memory loss is l=
argely due to interference. Old information in short-term memory is replace=
d by new information.=20
=20
Danielle CysewskiFrom: "Danielle Cysewski" To: <=
psych3120@lists.csbs.utah.edu>Date: Tue, 6 Nov 2007 19:28:14 -0700Subject: =
[Psych3120] Serial Position Effects
When subjects are presented with a list of unrelated words and then asked t=
o recall them, a =93U=94 shaped curve appears when we graph recall as a fun=
ction of position in the list. We see a high rate of recall in the beginnin=
gwords that steadily declines into a plateau. The plateau rises again to it=
s highest point at the latest words. This can be explained in terms of prim=
acy and recency effects. Rhundus discovered that primacy effects are due to=
rehearsal. In his experiment, the primacy curve matched the curve of rehea=
rsed items. Primacy effects result in a transfer of rehearsed items into Lo=
ng-Term Memory. Recency effects are due to the recent occurrence of the las=
t several words =96 those last words are easy to remember because they were=
just heard. Glanzer tested this by giving subjects a distracter task at th=
e end of the word list and he found that with the distracter, the recency e=
ffects went away. He concluded that recency effects are a result of the ite=
ms still left in short term memory. So, when given a long list of unrelated=
words, the first several words are rehearsed by the subject. These get put=
into long-term memory, making them easy to remember (Primacy effects), aft=
er severalwords, the participant is no longer able to rehearse all of the w=
ords. This is where we see the plateau in the graph. At the end of the word=
list, those words are still echoing in the short term memory because they =
were just presented (Recency Effects), and this makes them easier to recall=
.=20
=20
Danielle CysewskiDate: Tue, 06 Nov 2007 18:44:38 -0800From: "Alissa Nielson=
" To: Subject: [Ps=
ych3120] Alissa Nielson
In reading about schemas in chapter 6 I realized why my husband and I alway=
s fought. Communication was our biggest barrier because we had difference =
schemas for differentconcepts! Every time I tried to talk to him he was co=
nfused and I always thought he was just joking while I was trying to be ser=
ious and I would get mad. I have recently found out that he is and always =
has been completely serious about the questions he asked me about what I ha=
d previously said, he wasn't just joking, he really didn't understand. I a=
lways wondered how he could possibly get "that" out of what I had just said=
(hence I never believed him) but this chapter has given a meaning and name=
for it.
Also, at the end of the chapter it asks if there is a relation between sche=
mas and prejudism. I don't know if prejudism is the right word for it, but=
I do think that the schemas that we have for concepts can be so rigid that=
we judge others by them, so, ya, I guess prejudice, and bias.>>> 11/3/2007 1:02 PM >>>Send Psych3120 mailing =
list submissionstopsych3120@lists.csbs.utah.eduTo subscribe or unsubscribe =
via the World Wide Web, visithttp://lists.csbs.utah.edu/listinfo.cgi/psych3=
120or, via email, send a message with subject or body 'help' topsych3120-re=
quest@lists.csbs.utah.eduYou can reach the person managing the list atpsych=
3120-admin@lists.csbs.utah.eduWhen replying, please edit your Subject line =
so it is more specificthan "Re: Contents of Psych3120 digest..." KLEINFELD=
ER EXPECT MORE --------------------------------------------------------=
----------------- Warning: Information provided via electronic media is =
not guaranteed against defects including translation and transmission er=
rors. If the reader is not the intended recipient, you are hereby noti=
fied that any dissemination, distribution or copying of this communicatio=
n is strictly prohibited. If you have received this information in error,=
please notify the sender immediately. From: "JAMES C HINCKLE" To: "Psych 3120-Modes \(Cog. Psych\)" Date: Tue, 6 Nov 2007 19:53:36 -0700Subject: [Psych3120] Julie Hin=
ckle: Blocking The Scattergories game activity we all did i=
n class Monday was fun, but the first couple rounds made me aware that I =
was slow to respond to some of the word cues. I thought to myself, why a=
m I not doing very well? However, by the third and fourth round, process=
ing the cues seemed easier and my speed increased. After doing better in=
each round, I realized how important practicing is for this type of ex=
ercise. Do you remember when Ken (the guy from Utah) was on Jeopardy and=
won over a million dollars? I remember watching an interview with him a=
nd the interviewer asked how he got to be so good. Ken's reply was that =
he practiced all the time. He would consistently take in new information=
(trivia) and memorize it. This leads me to believe that if we all pract=
iced this same technique every day, our memory would improve (less retrie=
val failure) and responding to word cues would become easier. To be good=
at something (i.e. sports, math, crossword puzzles, etc.) you must pract=
ice, but also practice consistently. ______________________________=
_________________Psych3120 mailing listPsych3120@lists.csbs.utah.eduhttp://=
lists.csbs.utah.edu/listinfo.cgi/psych3120
__________________________________________________Do You Yahoo!?Tired of sp=
am? Yahoo! Mail has the best spam protection around http://mail.yahoo.com=20
--Forwarded Message Attachment--Date: Wed, 7 Nov 2007 14:35:42 -0800From: m=
attsweden@yahoo.comTo: psych3120@lists.csbs.utah.eduSubject: [Psych3120] Pr=
oceduralization and CompositionToday in class we learned of Proceduralizati=
on and Composition. An example of Proceduralization is doing a task for th=
e first time thinking about it step by step. Composition is where we thin=
k about a task in a simplified manner and do not focus on the specifics. P=
roceduralization and Composition makes me think of athletes that are in the=
zone or those that chock. Being in the zone is using Composition, chockin=
g is thinking about a task too much and each step which is Proceduralizatio=
n. The athlete thinks about a task too much, when it has been simple for t=
hem a thousand times over. I wonder why sometimes when people get nervous =
when a learned task is required and become choppy and slow. People see to =
throw Composition right out the window, its like they had almost never comp=
leted the task before. Although on the other hand some people seem to step=
it up and their Composition is even improved. This can be thought of as K=
arl Malone vs. Michael Jordan, NBA finals. Malone chocked and Jordan rocke=
d. What was the difference? MJ didn't think about it, he just did it. Ka=
rl Hesitated and slowed down. The Bulls won the series. ________________=
__________________________________Do You Yahoo!?Tired of spam? Yahoo! Mail=
has the best spam protection around http://mail.yahoo.com=20
--Forwarded Message Attachment--Date: Wed, 7 Nov 2007 21:20:43 -0800From: d=
sdunn3@yahoo.comTo: psych3120@lists.csbs.utah.eduSubject: [Psych3120] Produ=
ctions and power learning curve
In class today we talked about productions which are condition-action pairs=
. For example, if X happens then Y will happen. For instance, if when ski=
ing; if I put my weight on my right ski then I'll turn right. Productions =
are building blocks for complex behavior. After we begin to learn a new ta=
sk and begin applying the productions, the rate that we improve at takes pl=
ace at an accelerated speed. However, after we continue to practice the ta=
sk the level of improvement begins to taper off. The curve that this creat=
es is called the Power Function Learning curve and it is characteristic of =
every skill. When learning a new skill the improvement rate is much faster=
for college age individuals than that of older adults. So, ifthere's a sk=
ill that you are wishing to get good at don't procrastinate, do it now for =
the best rate of success.
=20
=20
David Dunn__________________________________________________Do You Yahoo!?T=
ired of spam? Yahoo! Mail has the best spam protection around http://mail.y=
ahoo.com=20
_________________________________________________________________
Windows Live Hotmail and Microsoft Office Outlook =96 together at last. =A0=
Get it now.
http://office.microsoft.com/en-us/outlook/HA102225181033.aspx?pid=3DCL10062=
6971033=
--_0cbc4662-2709-4472-8b2d-da3c72f381b9_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
\After going over the instance theory I thought it was really interesting.&=
nbsp; Whenever we encounter a problem, lets say 6 x 6 we develop a instance=
. If our job consisted of looking at numbers all the time, =
that would mean one would have many instances where they would&nb=
sp;come across 6x6. Wouldnt that drain us out. And mak=
e our reaction time slower?
Date: Thu, 8 Nov 2007 12:03:05 -0700
From: psych3120-request=
@lists.csbs.utah.edu
Subject: Psych3120 digest, Vol 1 #1110 - 3 msgs
=
To: psych3120@lists.csbs.utah.edu
Send Psych3120 mailing list s=
ubmissions to
psych3120@lists.csbs.utah.edu
To subscribe or uns=
ubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/li=
stinfo.cgi/psych3120
or, via email, send a message with subject or b=
ody 'help' to
psych3120-request@lists.csbs.utah.edu
You can rea=
ch the person managing the list at
psych3120-admin@lists.csbs.utah.edu<=
BR>
When replying, please edit your Subject line so it is more specific=
than "Re: Contents of Psych3120 digest..."
--Forwarded Message Attachment--
Date: Wed, 7 Nov 2007 14:35=
:14 -0800
From: joeboyer31@yahoo.com
To: psych3120@lists.csbs.utah.ed=
u
Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #1109 - 5 msgs
That whole thing about power function learning just makes sense to me. Whe=
n I was serving a mission down in Brazil there were eleven of us together t=
rying to learn Portuguese. The first few weeks we felt like we were learnin=
g tons and progressing really fast but after a few weeks everyone started t=
o get really discouraged and down on themsleves because they felt like they=
weren't making progress anymore. We then realized that it is because we we=
re progressing but couldn't see it as well anymore because we weren't in th=
e beginning stages and were further along where it is harder to make progre=
ss and requires more effort.
psych3120-request@lists.csbs.uta=
h.edu wrote:=20
Send Psych3120 mailing list submissions topsych3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the W=
orld Wide Web,
visit
http://lists.csbs.utah.edu/listinfo.cgi/psych312=
0
or, via email, send a message with subject or body 'help' to
psych3=
120-request@lists.csbs.utah.edu
You can reach the person managing th=
e list at
psych3120-admin@lists.csbs.utah.edu
When replying, plea=
se edit your Subject line so it is more specific
than "Re: Contents of P=
sych3120 digest..."
Today's Topics:
1. Network Models of Memo=
ry (Melissa Priest)
2. Brown-Peterson Task (Danielle Cysewski)
3. Ser=
ial Position Effects (Danielle Cysewski)
4. Alissa Nielson (Alissa Niels=
on)
5. Julie Hinckle: Blocking (JAMES C HINCKLE)
From: "Melissa Pries=
t" <melissadawn_pl@msn.com>
To: psych3120@lists.csbs.utah.edu
D=
ate: Tue, 06 Nov 2007 20:35:03 +0000
Subject: [Psych3120] Network Models=
of Memory
Having discussed the activation of such networks, and the=
fact that one
thought or memory leads to another based on one's experi=
ences, made me
question
some behavioral patterns of people with schi=
zophrenia. Scripts or
dialogs from someone with schizophrenia often loo=
ks somewhat like this. The
person might be talking about ice cream and =
then abruptly change to the
subject of a red fire truck, etc. I wonder =
whether some neural ciruit has
been triggered and they can't avoid verb=
alizing the information. Such
patterns of speech, appear to be the prod=
uct of hallucinations to someone on
the outside. While the pattern of t=
opics makes perfect sense to the
individual....one thought leading to a=
nother.
From: "Danielle Cysewski" <safari_girl45@hotmail.com><=
BR>To: <psych3120@lists.csbs.utah.edu>
Date: Tue, 6 Nov 2007 19:14=
:30 -0700
Subject: [Psych3120] Brown-Peterson Task
style=3D"MARGIN: 0in 0in 0pt 0.5in">In the Brown-Peterson Task, subjects were p=
resented with a trigram (three letters), then presented with a triple-digit=
number and asked to count backwards by 3=92s. After varying lengths of tim=
e, subjects were then asked to recall the original trigram. The counting ba=
ckwards task was used as a distraction to keep subjects from rehearsing the=
trigram. Brown and Peterson found that the more time passes after the orig=
inal viewing of the trigram, the worse recall becomes. This illustrates the=
decay of short-term memory =96 it fades with time. However, Waugh and Norm=
an hypothesized that memory loss in this task could also be because of inte=
rference. To examine this, Waugh and Norman developed a task in which subje=
cts were presented with a string of digits, read at either a 1 word per sec=
ond interval or a 4 word per second interval. The rate of memory loss for e=
ach group was quite similar, telling us that
short-term memory loss is l=
argely due to interference. Old information in short-term memory is replace=
d by new information.
Danielle Cysewsk=
i
From: "Danielle Cysewski" <safari_girl45@hotmail.com&=
gt;
To: <psych3120@lists.csbs.utah.edu>
Date: Tue, 6 Nov 2007 1=
9:28:14 -0700
Subject: [Psych3120] Serial Position Effects
When subjects are presented with a list of unrelate=
d words and then asked to recall them, a =93U=94 shaped curve appears when =
we graph recall as a function of position in the list. We see a high rate o=
f recall in the beginning
words that steadily declines into a plateau. T=
he plateau rises again to its highest point at the latest words. This can b=
e explained in terms of primacy and recency effects. Rhundus discovered tha=
t primacy effects are due to rehearsal. In his experiment, the primacy curv=
e matched the curve of rehearsed items. Primacy effects result in a transfe=
r of rehearsed items into Long-Term Memory. Recency effects are due to the =
recent occurrence of the last several words =96 those last words are easy t=
o remember because they were just heard. Glanzer tested this by giving subj=
ects a distracter task at the end of the word list and he found that with t=
he distracter, the recency effects went away. He concluded that recency eff=
ects are a result of the items still left in short term memory. So, when gi=
ven a long list of unrelated words, the first several words are rehearsed b=
y the subject. These get put into long-term memory, making them easy to rem=
ember (Primacy effects), after several
words, the participant is no long=
er able to rehearse all of the words. This is where we see the plateau in t=
he graph. At the end of the word list, those words are still echoing in the=
short term memory because they were just presented (Recency Effects), and =
this makes them easier to recall.
Danielle Cysewski
Date: Tue=
, 06 Nov 2007 18:44:38 -0800
From: "Alissa Nielson" <ANielson@kleinfe=
lder.com>
To: <psych3120@lists.csbs.utah.edu>
Subject: [Psyc=
h3120] Alissa Nielson
In reading about schemas in chapter 6 I realized why my husband and I =
always fought. Communication was our biggest barrier because we had d=
ifference schemas for different
concepts! Every time I tried to ta=
lk to him he was confused and I always thought he was just joking while I w=
as trying to be serious and I would get mad. I have recently found ou=
t that he is and always has been completely serious about the questions he =
asked me about what I had previously said, he wasn't just joking, he really=
didn't understand. I always wondered how he could possibly get "that=
" out of what I had just said (hence I never believed him) but this chapter=
has given a meaning and name for it.
Also, at the end of the chapter it asks if there is a relation between=
schemas and prejudism. I don't know if prejudism is the right word f=
or it, but I do think that the schemas that we have for concepts can be so =
rigid that we judge others by them, so, ya, I guess prejudice, and bias.
>>> <psych3120-request@lists.csbs.utah.edu> 11/3/2007 1=
:02 PM >>>
Send Psych3120 mailing list submissions
to
psy=
ch3120@lists.csbs.utah.edu
To subscribe or unsubscribe via the World=
Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
or, via ema=
il, send a message with subject or body 'help' to
psych3120-request@list=
s.csbs.utah.edu
You can reach the person managing the list at
psy=
ch3120-admin@lists.csbs.utah.edu
When replying, please edit your Sub=
ject line so it is more specific
than "Re: Contents of Psych3120 digest.=
.."
KLEINFELDER EXPECT MORE -----------------------=
-------------------------------------------------- Warning: Information =
provided via electronic media is not guaranteed against defects including =
translation and transmission errors. If the reader is not the intended=
recipient, you are hereby notified that any dissemination, distribution =
or copying of this communication is strictly prohibited. If you have rece=
ived
this information in error, please notify the sender immediately.=
From: "JAMES C HINCKLE" <jimandjulie@msn.com>
To: "Psych 31=
20-Modes \(Cog. Psych\)" <psych3120@lists.csbs.utah.edu>
Date: Tue=
, 6 Nov 2007 19:53:36 -0700
Subject: [Psych3120] Julie Hinckle: Blockin=
g
<=
!--[gte IE 5]> The Scattergories game activity we all did in class Mon=
day was fun, but the first couple rounds made me aware tha=
t I was slow to respond to some of the word cues. I thought to=
myself, why am I not doing very
well? However, by the third an=
d fourth round, processing the cues seemed easier and my speed increased.=
After doing better in each round, I realized how importa=
nt practicing is for this type of exercise. Do you re=
member when Ken (the guy from Utah) was on Jeopardy and won over a millio=
n dollars? I remember watching an interview with him and the interv=
iewer asked how he got to be so good. Ken's reply was that he pract=
iced all the time. He would consistently take in new informati=
on (trivia) and memorize it. This leads me to believe that if&=
nbsp;we all practiced this same technique every day, our memory =
would improve (less retrieval failure) and responding to word cu=
es would become easier. To be good at something (i.e. spo=
rts, math, crossword puzzles, etc.) you must practice, but also =
;practice consistently.
__________________=
_____________________________
Psych3120 mailing list
Psych3120@lists.=
csbs.utah.edu
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
<=
/PRE>
__________________________________________________
Do You Yahoo!?
Tir=
ed of spam? Yahoo! Mail has the best spam protection around
http://mail=
.yahoo.com
--Forwarded Message Attachment--
Date: Wed, 7 Nov 2007 14:35=
:42 -0800
From: mattsweden@yahoo.com
To: psych3120@lists.csbs.utah.ed=
u
Subject: [Psych3120] Proceduralization and Composition
Tod=
ay in class we learned of Proceduralization and Composition. An example of=
Proceduralization is doing a task for the first time thinking about it st=
ep by step. Composition is where we think about a task in a simplified man=
ner and do not focus on the specifics. Proceduralization and Composition m=
akes me think of athletes that are in the zone or those that chock. Being =
in the zone is using Composition, chocking is thinking about a task too muc=
h and each step which is Proceduralization. The athlete thinks about a tas=
k too much, when it has been simple for them a thousand times over. I wond=
er why sometimes when people get nervous when a learned task is required an=
d become choppy and slow. People see to throw Composition right out the wi=
ndow, its like they had almost never completed the task before. Although o=
n the other hand some people seem to step it up and their Composition is ev=
en improved. This can be thought of as Karl Malone vs. Michael
Jordan,=
NBA finals. Malone chocked and Jordan rocked. What was the difference? =
MJ didn't think about it, he just did it. Karl Hesitated and slowed down. =
The Bulls won the series.
______________________________=
____________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has t=
he best spam protection around
http://mail.yahoo.com
--Forwarded Message Attachment--
Date: Wed, 7 Nov 2007 21:20=
:43 -0800
From: dsdunn3@yahoo.com
To: psych3120@lists.csbs.utah.eduSubject: [Psych3120] Productions and power learning curve
In class today we talked about productions which are condition-action =
pairs. For example, if X happens then Y will happen. For instan=
ce, if when skiing; if I put my weight on my right ski then I'll turn right=
. Productions are building blocks for complex behavior. After w=
e begin to learn a new task and begin applying the productions, the rate th=
at we improve at takes place at an accelerated speed. However, after =
we continue to practice the task the level of improvement begins to taper o=
ff. The curve that this creates is called the Power Function Lea=
rning curve and it is characteristic of every skill. When learni=
ng a new skill the improvement rate is much faster for college ag=
e individuals than that of older adults. So, if
there's a skill th=
at you are wishing to get good at don't procrastinate, do it now for the be=
st rate of success.
David Dunn
____________________________________________=
______
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam pr=
otection around
http://mail.yahoo.com
<=
hr />Windows Live Hotmail and Microsoft Office Outlook =96 together at last=
. Get it now!
=
--_0cbc4662-2709-4472-8b2d-da3c72f381b9_--
From psych3120@lists.csbs.utah.edu Fri Nov 9 05:32:30 2007
From: psych3120@lists.csbs.utah.edu (Andrea Kalvesmaki)
Date: Thu, 8 Nov 2007 21:32:30 -0800 (PST)
Subject: [Psych3120] Re: Power function learning
In-Reply-To: <200711071903.lA7J2e0c007240@topo.csbs.utah.edu>
Message-ID: <712403.83224.qm@web38901.mail.mud.yahoo.com>
The Power Function Learning model for skill
acquisition is pretty interesting to look at. We all
experience it, with everything from riding a bike, to
skating, to cooking, but to actually see it drawn out
and explained in this way was fascinating. It makes
sense really.
I just taught my daughter how to ride a bike. She is
very procedural in nature, so we went through many
'steps' until she got it. But, like with Anderson's
model, as she mastered each step, that was one less
'process' she needed to make in order to bike. We went
from me calling out about 20 things to do and think of
at the beginning, to 'go!' at the end. And now, she
can't even remember going through all the steps to
learn how to do it. I think memory is fascinating this
way, and it is nice to see a model that explains it so succinctly.
From psych3120@lists.csbs.utah.edu Fri Nov 9 06:51:53 2007
From: psych3120@lists.csbs.utah.edu (Megan Gertsch)
Date: Thu, 8 Nov 2007 22:51:53 -0800 (PST)
Subject: [Psych3120] Popwer Function Learning
Message-ID: <992905.78447.qm@web56105.mail.re3.yahoo.com>
--0-1544765509-1194591113=:78447
Content-Type: text/plain; charset=us-ascii
Playing the piano is the first thing that came to my mind with the power function learning model. I've played the piano for over twenty years and a couple of years ago I started to teach my son to play. Before I started teaching him I expected it to be pretty easy, but it wasn't at all! I've been playing for so long that I never really think about all that goes into it, from posture and the postitioning of the hands to just being able to read the music. It really just seems so natural now, but in the first few months of teaching my son I sat there and said over and over "sit up straight," curve your hands, don't lay them flat on the keys," "see that little p, it doesn't mean pound on the keys, it means pianisimo, play softly." It brought back so many memories of how much I despised my piano teacher and I sounded just like her. Anyway, it really is amazing how much he has improved over the last couple of years. Now he can sit down and learn to play
anything by himself. I don't have to say anything. I bet that in a few more years it will come as naturally to him as it does to me and he'll be able to just sit down and play without thinking about it at all.
Megan Gertsch
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-1544765509-1194591113=:78447
Content-Type: text/html; charset=us-ascii
Playing the piano is the first thing that came to my mind with the power function learning model. I've played the piano for over twenty years and a couple of years ago I started to teach my son to play. Before I started teaching him I expected it to be pretty easy, but it wasn't at all! I've been playing for so long that I never really think about all that goes into it, from posture and the postitioning of the hands to just being able to read the music. It really just seems so natural now, but in the first few months of teaching my son I sat there and said over and over "sit up straight," curve your hands, don't lay them flat on the keys," "see that little p, it doesn't mean pound on the keys, it means pianisimo, play softly." It brought back so many memories of how much I
despised my piano teacher and I sounded just like her. Anyway, it really is amazing how much he has improved over the last couple of years. Now he can sit down and learn to play anything by himself. I don't have to say anything. I bet that in a few more years it will come as naturally to him as it does to me and he'll be able to just sit down and play without thinking about it at all.
Megan Gertsch
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-1544765509-1194591113=:78447--
From psych3120@lists.csbs.utah.edu Fri Nov 9 16:44:52 2007
From: psych3120@lists.csbs.utah.edu (Camille Elise Buffenmeyer)
Date: Fri, 9 Nov 2007 09:44:52 -0700
Subject: [Psych3120] From Camille Buffenmeyer
Message-ID: <8D0B9A86CFFA8A4AB3DAD5FD05114B481005CF@CAMPUSV3.xds.umail.utah.edu>
This is a multi-part message in MIME format.
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Looking at the Modal Model about how memory works between Sensory =
Memory, Short-Term Memory & Long-Term Memory is quite interesting to me. =
It is quite logical when one looks at it, and it's pretty funny that it =
took so long for the multiple models to be combined into one model. =
Thanks to Murdock though we have this model.
=20
The part that I find the most interesting to me is the Short-Term Memory =
section of the model. The term "rehearsal" is used. To me, I find the =
rehearsal aspect the most natural thing. Ever since I can remember, and =
I'm sure it's the same for most people, I've rehearsed things, like =
phone numbers, addresses, whatever until I get a chance to write it =
down, or store it in more permanent memory. I find it interesting that =
this is something that is either more natural, or learned at quite a =
young age. Since I couldn't say when I started rehearsing things, I =
couldn't say if it was natural or learned. It just seems so natural to =
me though.
=20
I think that it is very interesting how there is essentially 3 types of =
memory, Sensory, Short-Term (Working) and Long-Term. Before I learned =
about these different kids of memory, I never really thought of memory =
as having separate parts like that. But, when I learned about it, it =
makes so much more sense than one type of memory, because you really =
don't remember everything you've ever learned and experienced.
=20
The brain has always been so amazing to me. It's a crazy organ that can =
do so much, and to be able to remember so much, and never seem to fill =
up is awesome. There is no computer in the world comparable to the =
brain, especially when it comes to memory, recall and organization of =
memory.
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charset="iso-8859-1"
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=0A=
=0A=
=0A=
=0A=
Looking at the Modal =
Model about how memory works between Sensory Memory, Short-Term Memory =
& Long-Term Memory is quite interesting to me. It is quite =
logical when one looks at it, and it's pretty funny that it took so long =
for the multiple models to be combined into one model. Thanks to =
Murdock though we have this model.
=0A=
=0A=
The part that I find the most =
interesting to me is the Short-Term Memory section of the model. =
The term "rehearsal" is used. To me, I find the rehearsal aspect =
the most natural thing. Ever since I can remember, and I'm sure =
it's the same for most people, I've rehearsed things, like phone =
numbers, addresses, whatever until I get a chance to write it down, or =
store it in more permanent memory. I find it interesting that this =
is something that is either more natural, or learned at quite a young =
age. Since I couldn't say when I started rehearsing things, I =
couldn't say if it was natural or learned. It just seems so =
natural to me though.
=0A=
=0A=
I think that it is very interesting how =
there is essentially 3 types of memory, Sensory, Short-Term (Working) =
and Long-Term. Before I learned about these different kids of =
memory, I never really thought of memory as having separate parts like =
that. But, when I learned about it, it makes so much more sense =
than one type of memory, because you really don't remember everything =
you've ever learned and experienced.
=0A=
=0A=
The brain has always been so amazing to =
me. It's a crazy organ that can do so much, and to be able to =
remember so much, and never seem to fill up is awesome. There is =
no computer in the world comparable to the brain, especially when it =
comes to memory, recall and organization of =
memory.
------_=_NextPart_001_01C822EF.D98D31CA--
From psych3120@lists.csbs.utah.edu Fri Nov 9 16:56:39 2007
From: psych3120@lists.csbs.utah.edu (Camille Elise Buffenmeyer)
Date: Fri, 9 Nov 2007 09:56:39 -0700
Subject: [Psych3120] Camille Buffenmeyer
Message-ID: <8D0B9A86CFFA8A4AB3DAD5FD05114B481005D0@CAMPUSV3.xds.umail.utah.edu>
This is a multi-part message in MIME format.
------_=_NextPart_001_01C822F1.7F633264
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charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
The term "Flashbulb Memory" coined by Brown and Kulik is right on the =
point for me. If I think about it, it is so true that there are some =
memories that I remember in exact detail and there are others that have =
faded only to the general outline of what happened.
=20
A flashbulb memory is defined as "accurate, complete and immune to =
forgetting". When I think back to first hearing the new of 9/11 (which =
is the example given in the textbook) I can remember just arriving at =
school, walking up to my group of friends and having Stephanie Lickiss =
tell me what had happened. She said "Did you hear about the plane =
crash?" and I remember saying "no" and thinking it was a more 'minor' =
airplane crash (if you can consider any plane crash something minor). I =
remember wondering if a celebrity had died or something. And then the =
look on her face when she explained to me that it was a terrorist =
attack, and feeling the huge drop in my stomach.
=20
It is accurate, it is complete and it is something I can guarantee I =
won't be forgetting (short of something awful like Alzheimer's).
=20
I can also think back on memories that are faded and I can't remember =
exact details, they're not complete, etc. For example, dinner at my =
senior prom, I know I had Italian, but I don't remember what I ate. I =
know I wore a red dress, but I know that because I still have it. I =
know that my date was David, but I don't remember what he wore or what =
we talked about, etc. I know we took a limo, but I couldn't tell you =
what color or everyone in the limo. I vaguely remember getting my hair =
done, but I know I did, etc. It's not complete, probably not accurate =
(I'm starting to doubt I actually had Italian...I don't really know for =
sure), and it may continue to fade more with time.
=20
I think that typically flashbulb memories are things that are bigger and =
perhaps have more shock value, though not always. It just seems that =
things like 9/11 or the first time you fell in love, or when he asked =
you to marry him, etc. are things that are going to be more flashbulb, =
and things like what I did when I worked out at the gym last night, will =
fade.
=20
The memory probably does this for good reason to. It makes sense that =
things with more shock value are more remembered. Things that have less =
significance will fade.
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charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
=0A=
=0A=
=0A=
=0A=
The term "Flashbulb =
Memory" coined by Brown and Kulik is right on the point for me. If =
I think about it, it is so true that there are some memories that I =
remember in exact detail and there are others that have faded only to =
the general outline of what happened.
=0A=
=0A=
A flashbulb memory is defined as =
"accurate, complete and immune to forgetting". When I think back =
to first hearing the new of 9/11 (which is the example given in the =
textbook) I can remember just arriving at school, walking up to my group =
of friends and having Stephanie Lickiss tell me what had happened. =
She said "Did you hear about the plane crash?" and I remember saying =
"no" and thinking it was a more 'minor' airplane crash (if you can =
consider any plane crash something minor). I remember wondering if =
a celebrity had died or something. And then the look on her face =
when she explained to me that it was a terrorist attack, and feeling the =
huge drop in my stomach.
=0A=
=0A=
It is accurate, it is complete and it =
is something I can guarantee I won't be forgetting (short of something =
awful like Alzheimer's).
=0A=
=0A=
I can also think back on memories that =
are faded and I can't remember exact details, they're not complete, =
etc. For example, dinner at my senior prom, I know I had Italian, =
but I don't remember what I ate. I know I wore a red dress, but I =
know that because I still have it. I know that my date was David, =
but I don't remember what he wore or what we talked about, etc. I =
know we took a limo, but I couldn't tell you what color or everyone in =
the limo. I vaguely remember getting my hair done, but I know I =
did, etc. It's not complete, probably not accurate (I'm starting =
to doubt I actually had Italian...I don't really know for sure), and it =
may continue to fade more with time.
=0A=
=0A=
I think that typically flashbulb =
memories are things that are bigger and perhaps have more shock value, =
though not always. It just seems that things like 9/11 or the =
first time you fell in love, or when he asked you to marry him, etc. are =
things that are going to be more flashbulb, and things like what I did =
when I worked out at the gym last night, will fade.
=0A=
=0A=
The memory probably does this for good =
reason to. It makes sense that things with more shock value are =
more remembered. Things that have less significance will =
fade.
------_=_NextPart_001_01C822F1.7F633264--
From psych3120@lists.csbs.utah.edu Fri Nov 9 17:10:16 2007
From: psych3120@lists.csbs.utah.edu (Camille Elise Buffenmeyer)
Date: Fri, 9 Nov 2007 10:10:16 -0700
Subject: [Psych3120] Camille Buffenmeyer
Message-ID: <8D0B9A86CFFA8A4AB3DAD5FD05114B481005D1@CAMPUSV3.xds.umail.utah.edu>
This is a multi-part message in MIME format.
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charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I think that Nickerson's & Adam's penny recognition test is full of =
implications about memory, and how much our memory can miss.
=20
I looked over the fifteen penny drawings and selected penny I, because I =
could have sworn that the penny said "one cent" on it. When I pulled =
out the penny turns out it is actually drawing A and does NOT say one =
cent on it. I think this is important for many reasons.
=20
1) the power of suggestion. when I saw the drawing with "one cent" on =
it, my memory took the power of suggestion and created a false memory =
what I had "seen" on a penny.
=20
2) how much we overlook on a daily basis. as the book says, we've seen =
thousands of pennies (at least I have) in our lifetimes. and yet I =
can't even recall anything more than color and president on the penny. =
I couldn't tell you the president on the dime. I couldn't tell you =
which direction Lincoln is facing, and apparently I think it says "One =
Cent" on the side with the Lincoln, which it doesn't.
=20
I think it is so interesting how someone given 15 seconds to study a =
foreign coin will most likely remember more about it than the penny. 15 =
seconds isn't a very long time, so it's so funny that 15 seconds can be =
more than thousands of sightings. Sometimes we take the shortcut and =
remember things by color and size (brown =3D penny, small silver =3D =
dime, etc.). I guess it isn't vital to know everything that is on the =
penny (unless you're forging them) so we don't bother committing it to =
long term memory. I think that if our minds had to remember everything =
that we saw it would be full of so much that we didn't need to know. =
The vital things that we need to know (how to make food) are more likely =
to be put into long term memory.
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Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
=0A=
=0A=
=0A=
=0A=
I think that =
Nickerson's & Adam's penny recognition test is full of implications =
about memory, and how much our memory can miss.
=0A=
=0A=
I looked over the fifteen penny =
drawings and selected penny I, because I could have sworn that the penny =
said "one cent" on it. When I pulled out the penny turns out it is =
actually drawing A and does NOT say one cent on it. I think this =
is important for many reasons.
=0A=
=0A=
1) the power of suggestion. when =
I saw the drawing with "one cent" on it, my memory took the power of =
suggestion and created a false memory what I had "seen" on a =
penny.
=0A=
=0A=
2) how much we overlook on a daily =
basis. as the book says, we've seen thousands of pennies (at least =
I have) in our lifetimes. and yet I can't even recall anything =
more than color and president on the penny. I couldn't tell you =
the president on the dime. I couldn't tell you which direction =
Lincoln is facing, and apparently I think it says "One Cent" on the side =
with the Lincoln, which it doesn't.
=0A=
=0A=
I think it is so interesting how =
someone given 15 seconds to study a foreign coin will most likely =
remember more about it than the penny. 15 seconds isn't a very =
long time, so it's so funny that 15 seconds can be more than thousands =
of sightings. Sometimes we take the shortcut and remember things =
by color and size (brown =3D penny, small silver =3D dime, etc.). =
I guess it isn't vital to know everything that is on the penny (unless =
you're forging them) so we don't bother committing it to long term =
memory. I think that if our minds had to remember everything that =
we saw it would be full of so much that we didn't need to know. =
The vital things that we need to know (how to make food) are more likely =
to be put into long term memory.
------_=_NextPart_001_01C822F3.661E4FE6--
From psych3120@lists.csbs.utah.edu Fri Nov 9 19:22:03 2007
From: psych3120@lists.csbs.utah.edu (carly ostler)
Date: Fri, 9 Nov 2007 12:22:03 -0700
Subject: [Psych3120] how do we remember information for tests? is implicit or explicit
better?
In-Reply-To: <200711091907.lA9J6YFH027993@topo.csbs.utah.edu>
References: <200711091907.lA9J6YFH027993@topo.csbs.utah.edu>
Message-ID:
--_d129d4d5-77bd-4a08-b60e-843888c0721e_
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
=20
=20
=20
Carly Ostler
=20
in the beginning of class this wednesday we talked about the test next wedn=
esday and then when straight into implicit and explicit memory and it made =
me wonder; for all the information we've learned over the past month or so =
that we need to know for the test, which past of our memory system(s) will =
we use to recall information for the test? If the information was only sto=
red in our implicit memory, we would have no reccollection of any other the=
material, but then when we had the test in front of us would all the right=
answers be written down? or do we also need our explicit memory to tell us=
what we know and what we don't know?Perhaps we need a good mix of having a=
knowledge of the information stored, as well as the information stored in =
our unconscious thought so that the information we think we don't know will=
come to us when we take the test.
_________________________________________________________________
Help yourself to FREE treats served up daily at the Messenger Caf=E9. Stop =
by today.
http://www.cafemessenger.com/info/info_sweetstuff2.html?ocid=3DTXT_TAGLM_Oc=
tWLtagline=
--_d129d4d5-77bd-4a08-b60e-843888c0721e_
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Carly Ostler
in the beginning of class this wednesday we talked about the test next wedn=
esday and then when straight into implicit and explicit memory and it made =
me wonder; for all the information we've learned over the past month or so =
that we need to know for the test, which past of our memory system(s) will =
we use to recall information for the test? If the information was onl=
y stored in our implicit memory, we would have no reccollection of any othe=
r the material, but then when we had the test in front of us would all the =
right answers be written down? or do we also need our explicit memory to te=
ll us what we know and what we don't know?Perhaps we need a good mix of hav=
ing a knowledge of the information stored, as well as the information store=
d in our unconscious thought so that the information we think we don't know=
will come to us when we take the test.
Help yourself to FRE=
E treats served up daily at the Messenger Caf=E9. Stop by today!
=
--_d129d4d5-77bd-4a08-b60e-843888c0721e_--
From psych3120@lists.csbs.utah.edu Fri Nov 9 21:43:07 2007
From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu)
Date: Fri, 09 Nov 2007 16:43:07 -0500
Subject: [Psych3120] Quintin Fidler: Young and old difference in learning curve
Message-ID: <8C9F130A66DBBB4-B10-42D8@FWM-M15.sysops.aol.com>
----------MB_8C9F130A66DBBB4_B10_88B1_FWM-M15.sysops.aol.com
Content-Transfer-Encoding: quoted-printable
Content-Type: text/plain; charset="utf-8"
Being middle aged I have definitely noticed that it takes me
longer to learn new things than it used to so I was not surprised to see and
age difference on the charts that Dr. Strayer presented in class. However I
wonder if this is due to age alone or are there other factors. And have ther=
e
been any studies that have looked into this. My very unscientific hypothesis=
is
that our brains are much like a computer, when you first get a computer it
seems to work pretty good but as time goes on and you put more and more
programs and data in it seems to get slower and slower (even when you subtra=
ct
out viruses and ad-ware). The computer spends more time because it has more
data to sift through. Could it be that our brains are similar. It takes long=
er
to learn new tasks because there is less room and it is harder and takes lon=
ger
to find and make new connections. Another way to think about this is math cl=
ass
(or any subject). If you went to class and they said all you need to know is
2+2 =3D 4 it would be pretty easy to remember, but that=E2=80=99s not what h=
appens. They
keep adding information. At some point it gets harder to remember all of it.=
A
real world example might be the phone. If I say phone to an 18 year old they
first think of there cell phone and then maybe their house phone and possibl=
y
even a pay phone. I have all of that as well, but I also have memories of
rotary phones and a subset of skills to use one (which I bet there are stude=
nts
in this class who have never seen or would or be able to use one without a q=
uick
lesson). If you ask my mother she remembers using 5 digit phone numbers, she
even remembers a time when you had to listen for your ring on a crank phone=20=
and
the ring (1 Long and 2 Shorts, in an emergency it was a continuous ring). Th=
e
point is that for my mother when you give her a new phone technology she is
adding it to an already long list of technologies experiences and informatio=
n.
________________________________________________________________________
Email and AIM finally together. You've gotta check out free AOL Mail! - http=
://mail.aol.com
----------MB_8C9F130A66DBBB4_B10_88B1_FWM-M15.sysops.aol.com
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="utf-8"
Being middle aged I have definitely noticed that it=
takes me
longer to learn new things than it used to so I was not surprised to see and
age difference on the charts that Dr. Strayer presented in class. However I
wonder if this is due to age alone or are there other factors. And have ther=
e
been any studies that have looked into this. My very unscientific hypothesis=
is
that our brains are much like a computer, when you first get a computer it
seems to work pretty good but as time goes on and you put more and more
programs and data in it seems to get slower and slower (even when you subtra=
ct
out viruses and ad-ware). The computer spends more time because it has more
data to sift through. Could it be that our brains are similar. It takes long=
er
to learn new tasks because there is less room and it is harder and takes lon=
ger
to find and make new connections. Another way to think about this is math cl=
ass
(or any subject). If you went to class and they said all you need to know is
2+2 =3D 4 it would be pretty easy to remember, but that=E2=80=99s not what h=
appens. They
keep adding information. At some point it gets harder to remember all of it.=
A
real world example might be the phone. If I say phone to an 18 year old they
first think of there cell phone and then maybe their house phone and possibl=
y
even a pay phone. I have all of that as well, but I also have memories of
rotary phones and a subset of skills to use one (which I bet there are stude=
nts
in this class who have never seen or would or be able to use one without a q=
uick
lesson). If you ask my mother she remembers using 5 digit phone numbers, she
even remembers a time when you had to listen for your ring on a crank phone=20=
and
the ring (1 Long and 2 Shorts, in an emergency it was a continuous ring). Th=
e
point is that for my mother when you give her a new phone technology she is
adding it to an already long list of technologies experiences and informatio=
n.
----------MB_8C9F130A66DBBB4_B10_88B1_FWM-M15.sysops.aol.com--
From psych3120@lists.csbs.utah.edu Fri Nov 9 22:38:06 2007
From: psych3120@lists.csbs.utah.edu (erica smith)
Date: Fri, 9 Nov 2007 15:38:06 -0700
Subject: [Psych3120] (no subject)
Message-ID:
--_d1e17d0a-95df-41bd-be87-6b3f181bfbb6_
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Going over the power function learning model made me think that the human =
mind is capable of learning steps to almost everything until it become more=
quick and automatic. Of course everyone has skills in their own way, so s=
ome things may come more quickly to them than others. It made me wonder if=
people who may not do well at drawing or painting, if taught very slowly s=
tep by step, if they would perform it faster and better. Or if there are c=
ertain things, no matter how many times the process has been taught, that s=
ome people just cannot perform.
Erica Smith
_________________________________________________________________
Help yourself to FREE treats served up daily at the Messenger Caf=E9. Stop =
by today.
http://www.cafemessenger.com/info/info_sweetstuff2.html?ocid=3DTXT_TAGLM_Oc=
tWLtagline=
--_d1e17d0a-95df-41bd-be87-6b3f181bfbb6_
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Going over the power function learning model made me think that the h=
uman mind is capable of learning steps to almost everything until it become=
more quick and automatic. Of course everyone has skills in their own=
way, so some things may come more quickly to them than others. It ma=
de me wonder if people who may not do well at drawing or painting, if taugh=
t very slowly step by step, if they would perform it faster and better.&nbs=
p; Or if there are certain things, no matter how many times the process has=
been taught, that some people just cannot perform.
Erica Smith
<=
br />
Help yourself to FREE treats served up daily at the Messenger Ca=
f=E9. Stop by today!
=
--_d1e17d0a-95df-41bd-be87-6b3f181bfbb6_--
From psych3120@lists.csbs.utah.edu Sat Nov 10 01:40:07 2007
From: psych3120@lists.csbs.utah.edu (David Strayer)
Date: Fri, 09 Nov 2007 18:40:07 -0700
Subject: [Psych3120] Psych 4130
Message-ID: <47350BF7.8050901@utah.edu>
Hey everyone --- my Psych 4130 class for the Spring term has filled to
capacity already... But, if anyone is interested, I will make room on a
first-come first-serve basis for about 3 more people from our Psych
3120. If you are interested, let me know. And, good luck on the mid-term!
--Dave Strayer
From psych3120@lists.csbs.utah.edu Sun Nov 11 00:06:48 2007
From: psych3120@lists.csbs.utah.edu (Steve Best)
Date: Sat, 10 Nov 2007 16:06:48 -0800 (PST)
Subject: [Psych3120] Blocking
Message-ID: <397095.62375.qm@web36514.mail.mud.yahoo.com>
--0-1855604110-1194739608=:62375
Content-Type: text/plain; charset=us-ascii
Earlier this week, I was involved in a conversation with some co-workers in which we were trying to recall the names of actors in an old TV show. I knew one of the actors last names started with a "C", but I couldn't remember the rest of the name. When the name George Carlin popped into my head, it was all over - I found I couldn't think of anything close to the name I was searching for - it had completely fled from my mind. It suddenly occurred to me that this was a classic example of how the mind blocks certain information when you're trying to access it.
Steve Best
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
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--0-1855604110-1194739608=:62375
Content-Type: text/html; charset=us-ascii
Earlier this week, I was involved in a conversation with some co-workers in which we were trying to recall the names of actors in an old TV show. I knew one of the actors last names started with a "C", but I couldn't remember the rest of the name. When the name George Carlin popped into my head, it was all over - I found I couldn't think of anything close to the name I was searching for - it had completely fled from my mind. It suddenly occurred to me that this was a classic example of how the mind blocks certain information when you're trying to access it.
Steve Best
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-1855604110-1194739608=:62375--
From psych3120@lists.csbs.utah.edu Sun Nov 11 00:30:14 2007
From: psych3120@lists.csbs.utah.edu (Andrea Stark)
Date: Sat, 10 Nov 2007 17:30:14 -0700
Subject: [Psych3120] procedural memory
Message-ID:
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I found the lecture the other day incredibly fascinating. I have studied =
the difference between declarative memory and procedural memory before, =
specifically with regard to sports and coaching and how sometimes the =
best athletes make the worst coaches. This is because the really good =
athletes have procedural memory of the skills needed for their sport but =
don't have the declarative memory of it. They can do but they can't tell =
others how they do it. In my opinion, the best coaches have some =
experience failing at a task before finally succeeding. This helps them =
learn how to break a task down and correct mistakes and forms the =
declarative knowledge to do the same with athletes they may be coaching. =
In my experience as a dance teacher, I have found it necessary to be =
able to break steps down and teach them from their very basic elements =
and then add in more and more as the students practice until the point =
that the step has become part of their procedural knowledge. The most =
helpful thing to me in my ability to teach is the fact that I wasn't =
always the most talented dancer and made many mistakes but it is through =
learning to fix those mistakes that I developed my declarative knowledge =
of dance. I have danced with some very talented people in my life, and =
some of them are absolutley horrible at trying to explain dance steps to =
beginners. I know not every talented athlete (or dancer) makes a bad =
coach but I think having put in the work and build their skills from the =
ground up (because of being somewhat lacking in the natural ability =
department) can help build the necessary memories that others can =
benefit from in the future and can help them to become good coaches.
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=0A=
=0A=
=0A=
=0A=
I found the lecture the =
other day incredibly fascinating. I have studied the difference between =
declarative memory and procedural memory before, specifically with =
regard to sports and coaching and how sometimes the best athletes make =
the worst coaches. This is because the really good athletes have =
procedural memory of the skills needed for their sport but don't have =
the declarative memory of it. They can do but they can't tell others how =
they do it. In my opinion, the best coaches have some experience failing =
at a task before finally succeeding. This helps them learn how to break =
a task down and correct mistakes and forms the declarative knowledge to =
do the same with athletes they may be coaching. In my experience as a =
dance teacher, I have found it necessary to be able to break steps down =
and teach them from their very basic elements and then add in more and =
more as the students practice until the point that the step has become =
part of their procedural knowledge. The most helpful thing to me in my =
ability to teach is the fact that I wasn't always the most talented =
dancer and made many mistakes but it is through learning to fix those =
mistakes that I developed my declarative knowledge of dance. I have =
danced with some very talented people in my life, and some of them are =
absolutley horrible at trying to explain dance steps to beginners. I =
know not every talented athlete (or dancer) makes a bad coach but I =
think having put in the work and build their skills from the ground up =
(because of being somewhat lacking in the natural ability department) =
can help build the necessary memories that others can benefit from in =
the future and can help them to become good =
coaches.
------_=_NextPart_001_01C823FA.07231242--
From psych3120@lists.csbs.utah.edu Sun Nov 11 03:35:58 2007
From: psych3120@lists.csbs.utah.edu (Dan Lauritzen)
Date: Sat, 10 Nov 2007 20:35:58 -0700
Subject: [Psych3120] Baseball
Message-ID:
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Lecture was nice this week, it gave creedence to a saying that I have had
for some time. "I know all the rules to play baseball, but I can't play."
Essentially it is the difference between proceedural and declaritive
memory. As Dr. Strayer lectured I remembered learning to fence. It was
really fun at first, because I would be able to see great improvment from
one session to the next. Then as time went on I got frustrated because I
wasn't improving very quickly. Even worse, I often felt like I was getting
worse. As we looked at the mirror tracing graphs, I realized how normal it
all was. Now I think I gave up too easily. I knew what to do, I just
couldn't do it.
--
Dan Lauritzen
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Lecture was nice this week, it gave creedence to a saying that I have had for some time. "I know all the rules to play baseball, but I can't play." Essentially it is the difference between proceedural and declaritive memory. As Dr. Strayer lectured I remembered learning to fence. It was really fun at first, because I would be able to see great improvment from one session to the next. Then as time went on I got frustrated because I wasn't improving very quickly. Even worse, I often felt like I was getting worse. As we looked at the mirror tracing graphs, I realized how normal it all was. Now I think I gave up too easily. I knew what to do, I just couldn't do it.
--
Dan Lauritzen
------=_Part_55632_18841248.1194752158377--
From psych3120@lists.csbs.utah.edu Sun Nov 11 20:57:25 2007
From: psych3120@lists.csbs.utah.edu (psych3120@lists.csbs.utah.edu)
Date: Sun, 11 Nov 2007 15:57:25 -0500
Subject: [Psych3120] Judd Tingey: Re: Quintin Fidler: Young and old difference in learning curve
In-Reply-To: <8C9F130A66DBBB4-B10-42D8@FWM-M15.sysops.aol.com>
References: <8C9F130A66DBBB4-B10-42D8@FWM-M15.sysops.aol.com>
Message-ID: <8C9F2BC98FDDE60-620-4317@webmail-de01.sysops.aol.com>
----------MB_8C9F2BC98FDDE60_620_8762_webmail-de01.sysops.aol.com
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I totally agree with your hypothesis relating the human mind to a computer.=
=C2=A0 Another example that I think solidifies your point is that even a wel=
l-maintained computer will eventually be outshined by a new computer.=C2=A0=20=
Technology just has a way of making a faster and more efficient product.=C2=
=A0 This can totally be compared to the human mind as well.=C2=A0 For exampl=
e, I am 24 years old and I believe that I am still fairly sharp when it come=
s to learning and memory.=C2=A0 But then I see younger kids who are absolute=
ly amazing at newer things.=C2=A0 Kids can do wonders with video games, comp=
uter programs, etc.=C2=A0 I would fathom that we can go "past our prime," bu=
t it seems as though the younger kids are becoming more and more proficient=20=
at things that most of us would have to spend countless hours trying to mast=
er.=C2=A0 One example that comes to mind is myspace; it took me like two wee=
ks to make a profile for myself and I consider it fairly basic.=C2=A0 Some o=
f the younger kids are able to make vastly elaborate pages in what would app=
ear to be no time at all.=C2=A0 Their mastery of html is amazing.=C2=A0 My D=
ad actually received a certificate for=C2=A0fluency in html back in the 70s=20=
and that was rare for the time.=C2=A0 Imagine how many people would be certi=
fied today? I don't imagine that they=C2=A0even certify people anymore.
=C2=A0
I am somewhat a believer in the evolutionary psychology perspective and I fe=
el as though humans as becoming better at adapting to changing times.=C2=A0=20=
I look at it like a car travelling down the road.=C2=A0 What I mean is that=20=
everything is relative.=C2=A0 As times change, people become better able to=20=
adapt, but the speed in which time changes maintain the balance, meaning tha=
t the children of today will probably be amazed when they see the accomplish=
ments of their children, just as a car could maintain pace with other cars w=
hether on a country road or the interstate.=C2=A0 So in this sense, the char=
ts that Dr. Strayer presented in class should remain consistent over time ev=
en if human beings do not.
-----Original Message-----
From: quinting@aol.com
To: psych3120@lists.csbs.utah.edu
Sent: Fri, 9 Nov 2007 2:43 pm
Subject: [Psych3120] Quintin Fidler: Young and old difference in learning cu=
rve
Being middle aged I have definitely noticed that it takes me longer to learn=
new things than it used to so I was not surprised to see and age difference=
on the charts that Dr. Strayer presented in class. However I wonder if this=
is due to age alone or are there other factors. And have there been any stu=
dies that have looked into this. My very unscientific hypothesis is that our=
brains are much like a computer, when you first get a computer it seems to=20=
work pretty good but as time goes on and you put more and more programs and=20=
data in it seems to get slower and slower (even when you subtract out viruse=
s and ad-ware). The computer spends more time because it has more data to si=
ft through. Could it be that our brains are similar. It takes longer to lear=
n new tasks because there is less room and it is harder and takes longer to=20=
find and make new connections. Another way to think about this is math class=
(or any subject). If you went to class and they said all you need to know i=
s 2+2 =3D 4 it would be pretty easy to remember, but that=E2=80=99s not what=
happens. They keep adding information. At some point it gets harder to reme=
mber all of it. A real world example might be the phone. If I say phone to a=
n 18 year old they first think of there cell phone and then maybe their hous=
e phone and possibly even a pay phone. I have all of that as well, but I als=
o have memories of rotary phones and a subset of skills to use one (which I=20=
bet there are students in this class who have never seen or would or be able=
to use one without a quick lesson). If you ask my mother she remembers usin=
g 5 digit phone numbers, she even remembers a time when you had to listen fo=
r your ring on a crank phone and the ring (1 Long and 2 Shorts, in an emerge=
ncy it was a continuous ring). The point is that for my mother when you give=
her a new phone technology she is adding it to an already long list of tech=
nologies experiences and information.
Email and AIM finally together. You've gotta check out free AOL Mail!
________________________________________________________________________
Email and AIM finally together. You've gotta check out free AOL Mail! - http=
://mail.aol.com
----------MB_8C9F2BC98FDDE60_620_8762_webmail-de01.sysops.aol.com
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="utf-8"
I totally agree with your hypothesis relating the human mind to=
a computer. Another example that I think solidifies your point is tha=
t even a well-maintained computer will eventually be outshined by a new comp=
uter. Technology just has a way of making a faster and more efficient=20=
product. This can totally be compared to the human mind as well. =
For example, I am 24 years old and I believe that I am still fairly sharp w=
hen it comes to learning and memory. But then I see younger kids who a=
re absolutely amazing at newer things. Kids can do wonders with video=20=
games, computer programs, etc. I would fathom that we can go "past our=
prime," but it seems as though the younger kids are becoming more and more=20=
proficient at things that most of us would have to spend countless hours try=
ing to master. One example that comes to mind is myspace; it took me l=
ike two weeks to make a profile for myself and I consider it fairly basic.&n=
bsp; Some of the younger kids are able to make vastly elaborate pages in wha=
t would appear to be no time at all. Their mastery of html is amazing.=
My Dad actually received a certificate for fluency in html back=20=
in the 70s and that was rare for the time. Imagine how many people wou=
ld be certified today? I don't imagine that they even certify people an=
ymore.
I am somewhat a believer in the evolutionary psychology perspec=
tive and I feel as though humans as becoming better at adapting to changing=20=
times. I look at it like a car travelling down the road. What I=20=
mean is that everything is relative. As times change, people become be=
tter able to adapt, but the speed in which time changes maintain the balance=
, meaning that the children of today will probably be amazed when they see t=
he accomplishments of their children, just as a car could maintain pace with=
other cars whether on a country road or the interstate. So in this se=
nse, the charts that Dr. Strayer presented in class should remain consistent=
over time even if human beings do not.
-----Original Message-----
From: quinting@aol.com
To: psych3120@lists.csbs.utah.edu
Sent: Fri, 9 Nov 2007 2:43 pm
Subject: [Psych3120] Quintin Fidler: Young and old difference in learning cu=
rve
Being middle aged I have definitely noticed that it t=
akes me longer to learn new things than it used to so I was not surprised to=
see and age difference on the charts that Dr. Strayer presented in class. H=
owever I wonder if this is due to age alone or are there other factors. And=20=
have there been any studies that have looked into this. My very unscientific=
hypothesis is that our brains are much like a computer, when you first get=20=
a computer it seems to work pretty good but as time goes on and you put more=
and more programs and data in it seems to get slower and slower (even when=20=
you subtract out viruses and ad-ware). The computer spends more time because=
it has more data to sift through. Could it be that our brains are similar.=20=
It takes longer to learn new tasks because there is less room and it is hard=
er and takes longer to find and make new connections. Another way to think a=
bout this is math class (or any subject). If you went to class and they said=
all you need to know is 2+2 =3D 4 it would be pretty easy to remember, but=20=
that=E2=80=99s not what happens. They keep adding information. At some point=
it gets harder to remember all of it. A real world example might be the pho=
ne. If I say phone to an 18 year old they first think of there cell phone an=
d then maybe their house phone and possibly even a pay phone. I have all of=20=
that as well, but I also have memories of rotary phones and a subset of skil=
ls to use one (which I bet there are students in this class who have never s=
een or would or be able to use one without a quick lesson). If you ask my mo=
ther she remembers using 5 digit phone numbers, she even remembers a time wh=
en you had to listen for your ring on a crank phone and the ring (1 Long and=
2 Shorts, in an emergency it was a continuous ring). The point is that for=20=
my mother when you give her a new phone technology she is adding it to an al=
ready long list of technologies experiences and information.
----------MB_8C9F2BC98FDDE60_620_8762_webmail-de01.sysops.aol.com--
From psych3120@lists.csbs.utah.edu Sun Nov 11 22:03:39 2007
From: psych3120@lists.csbs.utah.edu (Erin Rutledge)
Date: Sun, 11 Nov 2007 14:03:39 -0800 (PST)
Subject: [Psych3120] Essay Option #4
Message-ID: <757316.4696.qm@web32405.mail.mud.yahoo.com>
--0-247244056-1194818619=:4696
Content-Type: text/plain; charset=us-ascii
Any suggestions and/or help to the following answer?
Tulving proposed that episodic memories are associated with a particular time and place and are also associated with a "this happened to me" feeling, giving it a personal quality to the act of remembering. He broke down creating new memories, recoding a memory, and retrieving new memories into three elements of observables, processes, and states. For creating a new memory, the observable is the original event which is something that happens at a particular time and place. What is stored in memory depends not only on the original event, but also on the cognitive state of the individual at the time of the event. The original event and the cognitive state are encoded through the process of encoding and are together transformed into an episodic memory, which is the original engram that contains information and features about a specific event occurring at a specific time and encoded in a particular cognitive environment.
Memories are recoded through an interpolated event, which is something that happens subsequent to the original event that may lead to a recoding of the original engram into a recoded engram which is the episodic memory that is created by through the process of recoding. The recoded engram combines the information from the original engram with information from the interpolated event to produce a new long term episodic memory. The observer may not be able to differentiate between the original engram or the recoded engram.
When retrieving a memory, the appropriate retrieval cues which are other external factors of the event that initiates the memory retrieval process of ecphory. Ecphory is the process that combines the information in the retrieval cue and the engram into ecphoric information, which is the mental state created by the ecphoric process. The ecphoric information is then converted through the process of conversion, into some form of memory performance. The memory performance is the observable outcome of the memory retrieval process.
Tulving's elements of episodic memory has implications for state dependent learning in that the individual will have better memory recall if there are in the same cognitive state of mind as they were when the original event occurred. In addition, if there are similar retrieval cues present at recall as there were when the original event was encoded, the individual will also have better success in memory recall.
In addition, Tulving's elements of episodic memory has implications for eyewitness testimony in that an interpolated event, such as how someone asked a person to state what they recalled, can by itself recode and individuals memory of what they saw. Every time a person recalls an event, they must reconstruct the memory, and with each recollection the memory may be changed or colored by events that occurred after the original event, or through other people's recollections or suggestions. Because of this, Loftus concluded that truth and reality, when seen through the filter of our memories, are not objective facts but are really subjective, interpretative realities, which can cause great implications for the legal system in regards to eyewitness testimony.
Erin.
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-247244056-1194818619=:4696
Content-Type: text/html; charset=us-ascii
Any suggestions and/or help to the following answer?
Tulving proposed that episodic memories are associated with a particular time and place and are also associated with a "this happened to me" feeling, giving it a personal quality to the act of remembering. He broke down creating new memories, recoding a memory, and retrieving new memories into three elements of observables, processes, and states. For creating a new memory, the observable is the original event which is something that happens at a particular time and place. What is stored in memory depends not only on the original event, but also on the cognitive state of the individual at the time of the event. The original event and the cognitive state are encoded through the process of encoding and are
together transformed into an episodic memory, which is the original engram that contains information and features about a specific event occurring at a specific time and encoded in a particular cognitive environment.
Memories are recoded through an interpolated event, which is something that happens subsequent to the original event that may lead to a recoding of the original engram into a recoded engram which is the episodic memory that is created by through the process of recoding. The recoded engram combines the information from the original engram with information from the interpolated event to produce a new long term episodic memory. The observer may not be able to differentiate between the original engram or the recoded engram.
When retrieving a memory, the appropriate retrieval cues which are other external factors of the event that initiates the memory retrieval process of ecphory. Ecphory is the process
that combines the information in the retrieval cue and the engram into ecphoric information, which is the mental state created by the ecphoric process. The ecphoric information is then converted through the process of conversion, into some form of memory performance. The memory performance is the observable outcome of the memory retrieval process.
Tulving's elements of episodic memory has implications for state dependent learning in that the individual will have better memory recall if there are in the same cognitive state of mind as they were when the original event occurred. In addition, if there are similar retrieval cues present at recall as there were when the original event was encoded, the individual will also have better success in memory recall.
In addition, Tulving's elements of episodic memory has implications for eyewitness testimony in that an interpolated event, such as how someone asked a
person to state what they recalled, can by itself recode and individuals memory of what they saw. Every time a person recalls an event, they must reconstruct the memory, and with each recollection the memory may be changed or colored by events that occurred after the original event, or through other people's recollections or suggestions. Because of this, Loftus concluded that truth and reality, when seen through the filter of our memories, are not objective facts but are really subjective, interpretative realities, which can cause great implications for the legal system in regards to eyewitness testimony.
Erin.
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
--0-247244056-1194818619=:4696--
From psych3120@lists.csbs.utah.edu Sun Nov 11 22:31:20 2007
From: psych3120@lists.csbs.utah.edu (william sheltowt)
Date: Sun, 11 Nov 2007 15:31:20 -0700
Subject: [Psych3120] procedural/declarative memory + state-dependent learning
Message-ID: <8162db450711111431q74ad8721n3fe9b9986509243b@mail.gmail.com>
I was thinking about the difference between declarative memory, and
procedural memory last night when I was watching Grey's Anatomy.
There were plenty of fictitious instances where first year interns
where thrown in to situations where they were faced with a situation
and did not know what to do. These charachters had just graduated
from four years of medical school yet like in one situation where a
patient was having a siezure they did not know what to do. However
the less educated, but more experienced nurses where shown operating
smoothly. Watching this just clarified the critical role of
experience in creating procedural memory's. Also when I was watching
this I thought of state-dependent learning. It seems that when in
periods of intense stress alot of the intensive education is thrown
out the window, and no longer accessible.
Bill Shelton
From psych3120@lists.csbs.utah.edu Sun Nov 11 22:43:30 2007
From: psych3120@lists.csbs.utah.edu (Spencer Weston)
Date: Sun, 11 Nov 2007 15:43:30 -0700
Subject: [Psych3120] Spreading activation
References: <200711101904.lAAJ3ajW007968@topo.csbs.utah.edu>
Message-ID: <51A7FD635262AB41A83F05F6B2AEA7B511E2C6@LP-EXCHVS03.CO.IHC.COM>
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Since we learned about spreading activation, I cannot shake it from my =
mind. It seems I have been searching my lifetime for ways to explain =
why I think the way I do and how things around me can influence my =
decisions. From all perspectives I can implore, spreading activation =
seems to be the key to memory and behavior. Particularly interesting is =
the automatic nature of spreading activation. It seems that everything =
we do can be explained on the cellular level and fits with all the =
research such as neuron activation, etc., where one cell de-polarizes =
and the signal reaches out strongly to nearby cells and less strong the =
farther the cells are from the source of activation. Truly mind-blowing =
and fascinating. I am strongly thinking about conducting research in =
such a field as it could lead to better developments of technologies and =
understandings of unconscious social structures and their affects. =20
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------_=_NextPart_001_01C824B4.485CA1AB--
From psych3120@lists.csbs.utah.edu Mon Nov 12 00:06:06 2007
From: psych3120@lists.csbs.utah.edu (Diana Alleman)
Date: Mon, 12 Nov 2007 00:06:06 +0000
Subject: [Psych3120] Diana Alleman
Message-ID:
Diana Alleman
Topic: Seven Sins of Memory
One of the seven sins of memory which I tend to have continually is absent
mindedness. I lose my keys in a matter of five minutes when running in and
out of my apartment. I can’t remember the last person I talk to on the
phone or what it was we talked about. My memory to what happens moments
before seems to vanish. I found the explanation to why absent mindedness
occurs to be informative. The three points from lecture that I learned why
there are disruptions to my memory when remembering information or where I
placed an item are to be insufficient attention, interruption, and
inadequate environment cues. To fix my sin I have started to write things
down when I find it significant (what I think I should commit to memory) and
the concern for my traveling keys is still one I need to work through. I
also need to pay attention to where my mind is most of the time and find a
way to focus to the small details in my day.
From psych3120@lists.csbs.utah.edu Mon Nov 12 01:20:10 2007
From: psych3120@lists.csbs.utah.edu (Amanda Lindsey)
Date: Sun, 11 Nov 2007 17:20:10 -0800
Subject: [Psych3120] RE: Psych3120 digest, Vol 1 #1115 - 5 msgs
In-Reply-To: <200711120016.lAC0FZmM019975@topo.csbs.utah.edu>
References: <200711120016.lAC0FZmM019975@topo.csbs.utah.edu>
Message-ID:
--_ee2b8641-7904-4ac1-82b6-e94fabe6f7d9_
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Along with others, I too believe in the theory of the human mind being comp=
arable to a computer. Not only do i think it is like a computer because of=
technological advances, but I also think that the younger generation is be=
coming more intelligent when it comes to working a computer. My parents ha=
ve always been fascinated with how quickly my brothers and I have been at c=
ompleting simple tasks with computers. In our eyes, my brothers and I have=
always thought our parents had no interest in learning about computers. I=
have always felt like my parents didn't care enough to even make the effor=
t to train their memory to complete simple html tasks such as, copying and =
pasting, uploading pictures, downloading music, etc. But no matter how many=
times I teach my mother, she is never able to grasp one of these concepts.=
The thought of younger minds being more "advanced" than older, does make =
pretty good sense to me though. But I also believe that with enough traini=
ng and replication, a lot of the older generation are just as capable of wo=
rking things such as computers, just as well as the younger generation. =20
Amanda Lindsey
Date: Sun, 11 Nov 2007 17:15:35 -0700
From: psych3120-request@lists.csbs.utah.edu
Subject: Psych3120 digest, Vol 1 #1115 - 5 msgs
To: psych3120@lists.csbs.utah.edu
Send Psych3120 mailing list submissions to
psych3120@lists.csbs.utah.edu
=20
To subscribe or unsubscribe via the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cgi/psych3120
or, via email, send a message with subject or body 'help' to
psych3120-request@lists.csbs.utah.edu
=20
You can reach the person managing the list at
psych3120-admin@lists.csbs.utah.edu
=20
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Psych3120 digest..."
=20
--Forwarded Message Attachment--
To: psych3120@lists.csbs.utah.edu
Date: Sun, 11 Nov 2007 15:57:25 -0500
From: thenudecoconut@aol.com
Subject: [Psych3120] Judd Tingey: Re: Quintin Fidler: Young and old differe=
nce in learning curve
I totally agree with your hypothesis relating the human mind to a computer.=
Another example that I think solidifies your point is that even a well-ma=
intained computer will eventually be outshined by a new computer. Technolo=
gy just has a way of making a faster and more efficient product. This can =
totally be compared to the human mind as well. For example, I am 24 years =
old and I believe that I am still fairly sharp when it comes to learning an=
d memory. But then I see younger kids who are absolutely amazing at newer =
things. Kids can do wonders with video games, computer programs, etc. I w=
ould fathom that we can go "past our prime," but it seems as though the you=
nger kids are becoming more and more proficient at things that most of us w=
ould have to spend countless hours trying to master. One example that come=
s to mind is myspace; it took me like two weeks to make a profile for mysel=
f and I consider it fairly basic. Some of the younger kids are able to mak=
e vastly elaborate pages in what would appear to be no time at all. Their =
mastery of html is amazing. My Dad actually received a certificate for flu=
ency in html back in the 70s and that was rare for the time. Imagine how m=
any people would be certified today? I don't imagine that they even certify=
people anymore.
=20
I am somewhat a believer in the evolutionary psychology perspective and I f=
eel as though humans as becoming better at adapting to changing times. I l=
ook at it like a car travelling down the road. What I mean is that everyth=
ing is relative. As times change, people become better able to adapt, but =
the speed in which time changes maintain the balance, meaning that the chil=
dren of today will probably be amazed when they see the accomplishments of =
their children, just as a car could maintain pace with other cars whether o=
n a country road or the interstate. So in this sense, the charts that Dr. =
Strayer presented in class should remain consistent over time even if human=
beings do not.
-----Original Message-----
From: quinting@aol.com
To: psych3120@lists.csbs.utah.edu
Sent: Fri, 9 Nov 2007 2:43 pm
Subject: [Psych3120] Quintin Fidler: Young and old difference in learning c=
urve
Being middle aged I have definitely noticed that it takes me longer to lear=
n new things than it used to so I was not surprised to see and age differen=
ce on the charts that Dr. Strayer presented in class. However I wonder if t=
his is due to age alone or are there other factors. And have there been any=
studies that have looked into this. My very unscientific hypothesis is tha=
t our brains are much like a computer, when you first get a computer it see=
ms to work pretty good but as time goes on and you put more and more progra=
ms and data in it seems to get slower and slower (even when you subtract ou=
t viruses and ad-ware). The computer spends more time because it has more d=
ata to sift through. Could it be that our brains are similar. It takes long=
er to learn new tasks because there is less room and it is harder and takes=
longer to find and make new connections. Another way to think about this i=
s math class (or any subject). If you went to class and they said all you n=
eed to know is 2+2 =3D 4 it would be pretty easy to remember, but that=92s =
not what happens. They keep adding information. At some point it gets harde=
r to remember all of it. A real world example might be the phone. If I say =
phone to an 18 year old they first think of there cell phone and then maybe=
their house phone and possibly even a pay phone. I have all of that as wel=
l, but I also have memories of rotary phones and a subset of skills to use =
one (which I bet there are students in this class who have never seen or wo=
uld or be able to use one without a quick lesson). If you ask my mother she=
remembers using 5 digit phone numbers, she even remembers a time when you =
had to listen for your ring on a crank phone and the ring (1 Long and 2 Sho=
rts, in an emergency it was a continuous ring). The point is that for my mo=
ther when you give her a new phone technology she is adding it to an alread=
y long list of technologies experiences and information.
Email and AIM finally together. You've gotta check out free AOL Mail!
--Forwarded Message Attachment--
Date: Sun, 11 Nov 2007 14:03:39 -0800
From: erinlrutledge@yahoo.com
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Essay Option #4
Any suggestions and/or help to the following answer?
Tulving proposed that episodic memories are associated with a particular ti=
me and place and are also associated with a "this happened to me" feeling, =
giving it a personal quality to the act of remembering. He broke down crea=
ting new memories, recoding a memory, and retrieving new memories into thre=
e elements of observables, processes, and states. For creating a new memor=
y, the observable is the original event which is something that happens at =
a particular time and place. What is stored in memory depends not only on =
the original event, but also on the cognitive state of the individual at th=
e time of the event. The original event and the cognitive state are encode=
d through the process of encoding and are
together transformed into an episodic memory, which is the original engram=
that contains information and features about a specific event occurring at=
a specific time and encoded in a particular cognitive environment. =20
Memories are recoded through an interpolated event, which is something that=
happens subsequent to the original event that may lead to a recoding of th=
e original engram into a recoded engram which is the episodic memory that i=
s created by through the process of recoding. The recoded engram combines =
the information from the original engram with information from the interpol=
ated event to produce a new long term episodic memory. The observer may no=
t be able to differentiate between the original engram or the recoded engra=
m.=20
When retrieving a memory, the appropriate retrieval cues which are other ex=
ternal factors of the event that initiates the memory retrieval process of =
ecphory. Ecphory is the process
that combines the information in the retrieval cue and the engram into ecp=
horic information, which is the mental state created by the ecphoric proces=
s. The ecphoric information is then converted through the process of conve=
rsion, into some form of memory performance. The memory performance is the=
observable outcome of the memory retrieval process. =20
Tulving's elements of episodic memory has implications for state dependent =
learning in that the individual will have better memory recall if there are=
in the same cognitive state of mind as they were when the original event o=
ccurred. In addition, if there are similar retrieval cues present at recal=
l as there were when the original event was encoded, the individual will al=
so have better success in memory recall. =20
In addition, Tulving's elements of episodic memory has implications for eye=
witness testimony in that an interpolated event, such as how someone asked =
a
person to state what they recalled, can by itself recode and individuals m=
emory of what they saw. Every time a person recalls an event, they must re=
construct the memory, and with each recollection the memory may be changed =
or colored by events that occurred after the original event, or through oth=
er people's recollections or suggestions. Because of this, Loftus conclude=
d that truth and reality, when seen through the filter of our memories, are=
not objective facts but are really subjective, interpretative realities, w=
hich can cause great implications for the legal system in regards to eyewit=
ness testimony. =20
Erin.=20
=20
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around=20
http://mail.yahoo.com --Forwarded Message Attachment--
Date: Sun, 11 Nov 2007 15:31:20 -0700
From: sheltowt@gmail.com
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] procedural/declarative memory + state-dependent learni=
ng
I was thinking about the difference between declarative memory, and
procedural memory last night when I was watching Grey's Anatomy.
There were plenty of fictitious instances where first year interns
where thrown in to situations where they were faced with a situation
and did not know what to do. These charachters had just graduated
from four years of medical school yet like in one situation where a
patient was having a siezure they did not know what to do. However
the less educated, but more experienced nurses where shown operating
smoothly. Watching this just clarified the critical role of
experience in creating procedural memory's. Also when I was watching
this I thought of state-dependent learning. It seems that when in
periods of intense stress alot of the intensive education is thrown
out the window, and no longer accessible.
=20
Bill Shelton
--Forwarded Message Attachment--
Date: Sun, 11 Nov 2007 15:43:30 -0700
From: Spencer.Weston@intermountainmail.org
To: psych3120@lists.csbs.utah.edu
Subject: [Psych3120] Spreading activation
Since we learned about spreading activation, I cannot shake it from my mind=
. It seems I have been searching my lifetime for ways to explain why I thi=
nk the way I do and how things around me can influence my decisions. From =
all perspectives I can implore, spreading activation seems to be the key to=
memory and behavior. Particularly interesting is the automatic nature of =
spreading activation. It seems that everything we do can be explained on t=
he cellular level and fits with all the research such as neuron activation,=
etc., where one cell de-polarizes and the signal reaches out strongly to =
nearby cells and less strong the farther the cells are from the source of a=
ctivation. Truly mind-blowing and fascinating. I am strongly thinking abo=
ut conducting research in such a field as it could lead to better developme=
nts of technologies and understandings of unconscious social structures and=
their affects. =20
=20
--Forwarded Message Attachment--
From: dinanna32@hotmail.com
To: psych3120@lists.csbs.utah.edu
Date: Mon, 12 Nov 2007 00:06:06 +0000
Subject: [Psych3120] Diana Alleman
Diana Alleman
Topic: Seven Sins of Memory
=20
One of the seven sins of memory which I tend to have continually is absent=
=20
mindedness. I lose my keys in a matter of five minutes when running in and=
=20
out of my apartment. I can=92t remember the last person I talk to on the=20
phone or what it was we talked about. My memory to what happens moments=20
before seems to vanish. I found the explanation to why absent mindedness=20
occurs to be informative. The three points from lecture that I learned wh=
y=20
there are disruptions to my memory when remembering information or where I=
=20
placed an item are to be insufficient attention, interruption, and=20
inadequate environment cues. To fix my sin I have started to write things=20
down when I find it significant (what I think I should commit to memory) an=
d=20
the concern for my traveling keys is still one I need to work through. I=20
also need to pay attention to where my mind is most of the time and find a=
=20
way to focus to the small details in my day.
=20
=20
=20
--_ee2b8641-7904-4ac1-82b6-e94fabe6f7d9_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Along with others, I too believe in the theory of the human mind being comp=
arable to a computer. Not only do i think it is like a computer becau=
se of technological advances, but I also think that the younger generation =
is becoming more intelligent when it comes to working a computer. My =
parents have always been fascinated with how quickly my brothers and I have=
been at completing simple tasks with computers. In our eyes, my brot=
hers and I have always thought our parents had no interest in learning abou=
t computers. I have always felt like my parents didn't care enough to=
even make the effort to train their memory to complete simple html tasks s=
uch as, copying and pasting, uploading pictures, downloading music, etc. Bu=
t no matter how many times I teach my mother, she is never able to grasp on=
e of these concepts. The thought of younger minds being more "advance=
d" than older, does make pretty good sense to me though. But I also b=
elieve that with enough training and replication, a lot of the older genera=
tion are just as capable of working things such as computers, just as well =
as the younger generation.
Amanda Lindsey
=
Date: Sun, 11 Nov 2007 17:15:35 -0700
From: psych3120-request@lists.csbs=
.utah.edu
Subject: Psych3120 digest, Vol 1 #1115 - 5 msgs
To: psych31=
20@lists.csbs.utah.edu
Send Psych3120 mailing list submissions =
to
psych3120@lists.csbs.utah.edu
To subscribe or unsubscribe vi=
a the World Wide Web, visit
http://lists.csbs.utah.edu/listinfo.cg=
i/psych3120
or, via email, send a message with subject or body 'help=
' to
psych3120-request@lists.csbs.utah.edu
You can reach the pe=
rson managing the list at
psych3120-admin@lists.csbs.utah.edu
W=
hen replying, please edit your Subject line so it is more specific
than =
"Re: Contents of Psych3120 digest..."
--Forwarded=
Message Attachment--
To: psych3120@lists.csbs.utah.edu
Date: Sun, 11=
Nov 2007 15:57:25 -0500
From: thenudecoconut@aol.com
Subject: [Psych=
3120] Judd Tingey: Re: Quintin Fidler: Young and old difference in learning=
curve
I totally agree with your hypothe=
sis relating the human mind to a computer. Another example that I thi=
nk solidifies your point is that even a well-maintained computer will event=
ually be outshined by a new computer. Technology just has a way of ma=
king a faster and more efficient product. This can totally be compare=
d to the human mind as well. For example, I am 24 years old and I bel=
ieve that I am still fairly sharp when it comes to learning and memory.&nbs=
p; But then I see younger kids who are absolutely amazing at newer things.&=
nbsp; Kids can do wonders with video games, computer programs, etc. I=
would fathom that we can go "past our prime," but it seems as though the y=
ounger kids are becoming more and more proficient at things that most of us=
would have to spend countless hours trying to master. One example th=
at comes to mind is myspace; it took me like two weeks to make a profile fo=
r myself and I consider it fairly basic. Some of the younger kids are=
able to make vastly elaborate pages in what would appear to be no time at =
all. Their mastery of html is amazing. My Dad actually received=
a certificate for fluency in html back in the 70s and that was rare f=
or the time. Imagine how many people would be certified today? I don'=
t imagine that they even certify people anymore.
I am somewhat a believer in the evolutionary psycholo=
gy perspective and I feel as though humans as becoming better at adapting t=
o changing times. I look at it like a car travelling down the road.&n=
bsp; What I mean is that everything is relative. As times change, peo=
ple become better able to adapt, but the speed in which time changes mainta=
in the balance, meaning that the children of today will probably be amazed =
when they see the accomplishments of their children, just as a car could ma=
intain pace with other cars whether on a country road or the interstate.&nb=
sp; So in this sense, the charts that Dr. Strayer presented in class should=
remain consistent over time even if human beings do not.
-----Original Message-----
From: quint=
ing@aol.com
To: psych3120@lists.csbs.utah.edu
Sent: Fri, 9 No=
v 2007 2:43 pm
Subject: [Psych3120] Quintin Fidler: Young and old di=
fference in learning curve
Being=
middle aged I have definitely noticed that it takes me longer to learn new=
things than it used to so I was not surprised to see and age difference on=
the charts that Dr. Strayer presented in class. However I wonder if this i=
s due to age alone or are there other factors. And have there been any stud=
ies that have looked into this. My very unscientific hypothesis is that our=
brains are much like a computer, when you first get a computer it seems to=
work pretty good but as time goes on and you put more and more programs an=
d data in it seems to get slower and slower (even when you subtract out vir=
uses and ad-ware). The computer spends more time because it has more data t=
o sift through. Could it be that our brains are similar. It takes longer to=
learn new tasks because there is less room and it is harder and takes long=
er to find and make new connections. Another way to think about this is mat=
h class (or any subject). If you went to class and they said all you need t=
o know is 2+2 =3D 4 it would be pretty easy to remember, but that=92s not w=
hat happens. They keep adding information. At some point it gets harder to =
remember all of it. A real world example might be the phone. If I say phone=
to an 18 year old they first think of there cell phone and then maybe thei=
r house phone and possibly even a pay phone. I have all of that as well, bu=
t I also have memories of rotary phones and a subset of skills to use one (=
which I bet there are students in this class who have never seen or would o=
r be able to use one without a quick lesson). If you ask my mother she reme=
mbers using 5 digit phone numbers, she even remembers a time when you had t=
o listen for your ring on a crank phone and the ring (1 Long and 2 Shorts, =
in an emergency it was a continuous ring). The point is that for my mother =
when you give her a new phone technology she is adding it to an already lon=
g list of technologies experiences and information.
Email and A=
IM finally together. You've gotta check out free
AOL Mail!
<=
blockquote>--Forwarded Message Attachment--
Date: Sun, 11 Nov 2007 14:03=
:39 -0800
From: erinlrutledge@yahoo.com
To: psych3120@lists.csbs.utah=
.edu
Subject: [Psych3120] Essay Option #4
Any suggestions and/or hel=
p to the following answer?
Tulving proposed that episodic memories a=
re associated with a particular time and place and are also associated with=
a "this happened to me" feeling, giving it a personal quality to the act o=
f remembering. He broke down creating new memories, recoding a memory=
, and retrieving new memories into three elements of observables, processes=
, and states. For creating a new memory, the observable is the origin=
al event which is something that happens at a particular time and place.&nb=
sp; What is stored in memory depends not only on the original event, but al=
so on the cognitive state of the individual at the time of the event. =
The original event and the cognitive state are encoded through the process=
of encoding and are
together transformed into an episodic memory, whic=
h is the original engram that contains information and features about a spe=
cific event occurring at a specific time and encoded in a particular cognit=
ive environment.
Memories are recoded through an interpolated=
event, which is something that happens subsequent to the original event th=
at may lead to a recoding of the original engram into a recoded engram whic=
h is the episodic memory that is created by through the process of recoding=
. The recoded engram combines the information from the original engra=
m with information from the interpolated event to produce a new long term e=
pisodic memory. The observer may not be able to differentiate between=
the original engram or the recoded engram.
When retrieving a memor=
y, the appropriate retrieval cues which are other external factors of the e=
vent that initiates the memory retrieval process of ecphory. Ecphory =
is the process
that combines the information in the retrieval cue and t=
he engram into ecphoric information, which is the mental state created by t=
he ecphoric process. The ecphoric information is then converted throu=
gh the process of conversion, into some form of memory performance. T=
he memory performance is the observable outcome of the memory retrieval pro=
cess.
Tulving's elements of episodic memory has implications =
for state dependent learning in that the individual will have better memory=
recall if there are in the same cognitive state of mind as they were when =
the original event occurred. In addition, if there are similar retrie=
val cues present at recall as there were when the original event was encode=
d, the individual will also have better success in memory recall.
In addition, Tulving's elements of episodic memory has implications fo=
r eyewitness testimony in that an interpolated event, such as how someone a=
sked a
person to state what they recalled, can by itself recode and ind=
ividuals memory of what they saw. Every time a person recalls an even=
t, they must reconstruct the memory, and with each recollection the memory =
may be changed or colored by events that occurred after the original event,=
or through other people's recollections or suggestions. Because of t=
his, Loftus concluded that truth and reality, when seen through the filter =
of our memories, are not objective facts but are really subjective, interpr=
etative realities, which can cause great implications for the legal system =
in regards to eyewitness testimony.
Erin.
Do You Yahoo!?
T=
ired of spam? Yahoo! Mail has the best spam protection around
http://m=
ail.yahoo.com
--Forwarded Message Attachment--
=
Date: Sun, 11 Nov 2007 15:31:20 -0700
From: sheltowt@gmail.com
To: ps=
ych3120@lists.csbs.utah.edu
Subject: [Psych3120] procedural/declarative =
memory + state-dependent learning
I was thinking about the diff=
erence between declarative memory, and
procedural memory last night when=
I was watching Grey's Anatomy.
There were plenty of fictitious instance=
s where first year interns
where thrown in to situations where they were=
faced with a situation
and did not know what to do. These charachters =
had just graduated
from four years of medical school yet like in one sit=
uation where a
patient was having a siezure they did not know what to d=
o. However
the less educated, but more experienced nurses where shown o=
perating
smoothly. Watching this just clarified the critical role ofexperience in creating procedural memory's. Also when I was watchingthis I thought of state-dependent learning. It seems that when in
peri=
ods of intense stress alot of the intensive education is thrown
out the =
window, and no longer accessible.
Bill Shelton
--Forwarded Message Attachment--
Date: Sun, 11 Nov 2007 15=
:43:30 -0700
From: Spencer.Weston@intermountainmail.org
To: psych3120=
@lists.csbs.utah.edu
Subject: [Psych3120] Spreading activation
Since we learned about spreading activation, I cannot shake it from my m=
ind. It seems I have been searching my lifetime for ways to explain why I =
think the way I do and how things around me can influence my decisions. Fr=
om all perspectives I can implore, spreading activation seems to be the key=
to memory and behavior. Particularly interesting is the automatic nature =
of spreading activation. It seems that everything we do can be explained o=
n the cellular level and fits with all the research such as neuron activati=
on, etc., where one cell de-polarizes and the signal reaches out strongly =
to nearby cells and less strong the farther the cells are from the source o=
f activation. Truly mind-blowing and fascinating. I am strongly thinking =
about conducting research in such a field as it could lead to better develo=
pments of technologies and understandings of unconscious social structures =
and their affects.