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Models of Long-Term Memory

Models of Long-Term Memory. Connectionist Approach (Semantic LTM) Schema Theory (Episodic LTM). Network of Associations. What do we need this information for?. Thinking, Reasoning and Problem-Solving Learning from our Past. Cognitive Activity 1: Thinking.

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Models of Long-Term Memory

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  1. Models of Long-Term Memory Connectionist Approach (Semantic LTM) Schema Theory (Episodic LTM) Network of Associations What do we need this information for? Thinking, Reasoning and Problem-Solving Learning from our Past

  2. Cognitive Activity 1: Thinking Automatic, instantaneous, unconscious retrieval of information ‘Thinking’ is driven by the level of domain-knowledge Chunking (Chase & Simon, 1973) Subordinate Level Classification (Tanaka & Taylor, 1991) Finer level discrimination (Whorf’s linguistic hypothesis)

  3. Cognitive Activity 2: Reasoning and Problem-Solving Syllogistic Reasoning: All As are Bs All Bs are Cs So: All As are Cs Effortful, time-consuming and consciously driven, linkage of information to solve a problem. Conditional If-Then statements Reasoning: (Wason Card Task) (Wason & Johnson-Laird, 1972)

  4. Conditional Reasoning E K 4 7 If a card has a vowel on one side then it has an even number on the other side Computers: very good at these tasks. Humans: 33% turn over E only 46% turn over E and 4 only 4% show correct performance (E, 7)

  5. Realistic Wason-Type Task 60p 40p If the envelope is sealed then it needs a more expensive stamp (Johnson-Laird, Legrenzi & Legrenzi, 1972) 21/24 (87.5%) of participants produce the right combination of moves in this example (sealed envelope, envelope with cheap stamp). Knowledge overcomes previous confirmatory bias.

  6. Problem-Solving Scenarios Recreational Problem #1: I met a man on the way to St Ives. The man had 7 wives, and each had 7 sacks. In each sack were 7 cats, and each cat had 7 kittens. How many were going to St Ives? GPS: thrown by language Humans: Can eventually reach the solution but can be lured by the detail.

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  8. Problem-Solving Scenarios Recreational Problem #2: You have 2 measuring jugs. One holds 5 gallons. The other holds 3 gallons. How do you measure exactly 4 gallons? GPS: Finds this task difficult – violates the ‘means-end’ heuristic Humans: Difficult but insight can overcome the logical block (‘eureka’ moment)

  9. How do Humans Solve Problems? We don’t work according to logic. We show biases: a confirmatory bias We show an influence of our prior knowledge: experience helps problem-solving through analogy/generalisation automating aspects of the solution to lighten mental load

  10. Functional Fixedness By moving only one beaker, get to the stage whereby alternate beakers contain water. Domain-knowledge can lead to think only within one schema and only think of one (traditional) use for an object. Problem-solving through creativity requires that you overcome this functional fixedness and ‘think outside the box’.

  11. Thinking about our Thinking Our awareness of our own memory give us: a verbal protocol – a measure of performance metamemory judgements – insight on performance Domain knowledge can affect metamemory as much as memory.

  12. Metamemory following inaccessibility ‘TOT’ state (Tip of the Tongue State) can be accompanied by a ‘Feeling of Knowing’ (FOK – see Asher Koriat). Feeling of Knowing can bias further search of memory Domain-knowledge affects this metamemory judgement: I ought to know this I have a partial recall – I nearly have it…

  13. Metamemory following Retrieval Speed of retrieval Ease of retrieval Processing fluency Decision to report/withhold Confidence Successful retrieval can be accompanied by metamemory judgements which validate the retrieval (or otherwise). Domain-knowledge can affect these judgements also: Familiarity, Accessibility, Expectancy, Stereotypy

  14. Validity of Metamemory “We often have useful insights into our own mental processing, and just as often have no insight at all.” (Ashcraft, 1994, p 380)

  15. Summary - Knowledge allows us to learn from our past associations. - Thinking is largely unconscious, instantaneous and effortless. - Reasoning and problem-solving is effortful and consciously driven. - Cognitive activity is affected by level of domain-knowledge. - Our beliefs about our cognitive activity is affected too. - Domain-knowledge can help and can hinder us.

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