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Class Schedule

Class Schedule. In-text Citations Long-term Memory: Organization Experiment 2.3 Typicality in Categorization Experiment 2.1 Lexical Decisions. en.wikiversity.org. Long-term Memory.

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Class Schedule

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  1. Class Schedule In-text Citations Long-term Memory: Organization Experiment 2.3 Typicality in Categorization Experiment 2.1 Lexical Decisions en.wikiversity.org

  2. Long-term Memory Learning is the acquisition of new information or knowledge. Memory is the retention of learned information. From daily experience (and laboratory experience), we know that some memories last longer than others. • Long-term memories are those that can be recalled days, months and years after they were stored. • Short-term memories are those that last on the order of seconds to hours. • Sensory memories last < 0.5s.  Goal: study the organization of long-term memory long-term memory Consolidation

  3. Types of Long-term Memory Evidence suggests that there are two distinct types of long-term memory. Memory for facts and personal events that can be consciously recalled is called declarative (or explicit) memory; this is what we usually mean by the word “memory”. Long-term memory for habits and skills that cannot be consciously recalled is called non-declarative (or procedural or implicit) memory.

  4. Semantic Memory Semantic memory refers to general world knowledge that we have accumulated throughout our lives. Evidence suggests that semantic memory is stored in a distributed manner in cortex (e.g. sounds in/around auditory cortex; shapes in/around inferotemporal cortex). The anterior pole of the temporal cortex may act as a hub for convergence of information. Somatosensory cortex: Feel Auditory cortex: Sound Inferotemporal cortex: Shape Hub

  5. Organization of Semantic Memory General Principles: • Organized around the concept of categories or nodes • Highly interconnected Colors Vehicles Fruits

  6. Categorization tree Categories are the basic elements of human cognition; they are “the glue that holds our mental world together” (Murphy, 2002, p. 1). How are categories organized? Classical view vs. Prototype view

  7. Categorization: The Classical View 1 What is a bird? • A bird is an animal. • It has feathers. • It has two wings. • It has a beak. • It lays eggs. • It can usually fly.  Categories are defined by necessary and sufficient criteria (“logical”).

  8. Categorization: The Classical View 2 What is a square? • A square is a closed, flat figure. • It has four sides. • All sides are equal in length. • All interior angles are equal.  Clear-cut boundaries separate neighboring categories.  All category members have equal status.

  9. Classical View of Categorization: Issues Which features should be included on the feature list? Can all birds fly? • Not every member of a category shares all of its features • Is flying an exclusive feature of birds? • Some categories have fuzzy boundaries What is a game? Ludwig Wittgenstein (1956) • Games are fun and played for amusement. • Games involve opposing teams. • Games have winners and losers.

  10. Categorization: The Prototype View 1 Eleanor Rosch (1975) Is it a vehicle? (i) train (ii) bike (iii) car (iv) ship (v) sled (vi) plane

  11. Categorization: The Prototype View 2

  12. Categorization: Prototype and Culture Culture can influence the prototype of a category English breakfast French breakfast

  13. Categorization: Classical vs Prototype Experiment 2.3 Typicality in Categorization

  14. Network Model of Memory Organization Long-term memory as large network of mental concepts (nodes) linked by associations Strength of association (distance) determines the speed at which one concept speeds up the ability to recall or recognize the other

  15. Spreading Activation Spreading activation process: • activation of any one concept initiates a spreading of activity to nearby concepts and primes them so that they are more retrievable than they were before • closer concepts receive more activation than those further away • spreading activation declines with distance

  16. bird animal fly feathers cardinal duck Priming: Related Words Lexical Decision Task • stimulus1: “bird” • bird is activated in the network • activation spreads • associated nodes become activated (primed) • stimulus2: “cardinal” • cardinal is already partly activated • little further activation is required • Later stimulus processing is facilitated (e.g. faster reaction time)

  17. bird animal toenail fly feathers cardinal duck human Priming: Unrelated Words Lexical Decision Task • stimulus1: “bird” • bird is activated in the network • activation spreads • associated nodes become primed • stimulus2: “toenail” • Toenail is farther awayfrom bird than cardinal • Activation is already dispersed across nodes associated with bird • Activation must cross further distances to reach target • Later stimulus processing is not facilitated (e.g. slower reaction time)

  18. Experiments Expt 1: 2.3 Typicality in categorization Expt 2: 2.1 Lexical Decisions Write up both experiments together • Common introduction • Separate methods & results (Expt 1, Expt 2) Is interpretation of RT data affected by speed-accuracy trade-off? Statistics • Common discussion

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