Recording-2025-02-25T14_43_15.110Z

Retention of Knowledge

• Despite not retaining the same level of Latin knowledge as in high school, some information still remains.

• Acknowledges the phenomenon of memory retention over time, referred to as a decay curve.

Retrieval Issues

• Questions arise about why information cannot be retrieved despite having been learned earlier.

Decay Theory

• Definition: Suggests that memories fade because they are unused.

  • Memory Types:

    • Sensory Memory: Immediate memories that decay rapidly (fractions of seconds).

    • Short-Term Memory: Information retained only as long as actively rehearsed. Decays quickly if not transferred to long-term memory.

    • Long-Term Memory: Less evidence supports decay; can retain memories indefinitely.

Problems with Encoding

• Possible reasons for inability to recall a memory:

  • Lack of careful attention during initial learning (e.g., distractions like phones).

  • Information may never have been properly encoded into memory.

  • Shallow processing during learning prevents deeper understanding:

    • Depth of Processing:

      • Shallow (structural) level: recognizes superficial details.

      • Deeper (semantic) level: deeper understanding allows better recall.

Interference as a Retrieval Problem

• Definition: Competing information obstructs memory retrieval.

• Types of Interference:

  • Proactive Interference: Older memories interfere with the retrieval of newer ones (e.g., recalling older students' names when meeting new students).

  • Retroactive Interference: Newer learned information interferes with the retrieval of older memories (e.g., recalling Spanish vocabulary interfered with learning French).

Examples of Interference

• A student recalls seeing information on a page during a test but cannot access the specific memory because of competing information.

• Example with names in a large class where interference occurs because of learning new names while trying to recall previous ones.

Dual Coding Theory

• Explains that salient and easy-to-visualize information is more likely to be remembered during studying for quizzes.

Learning vs. Memory

• Memory: Refers to the capacity to retain information (past events).

• Learning: Involves behavior change resulting from experience. A distinct process that includes applying memory effectively.

Historical Context in Psychology

• Early psychology aimed to study the mind and consciousness.

• Evolution towards behavioral focus: observation of behavior due to the inability to study mental processes scientifically.

Forms of Learning

1. Classical Conditioning

   • Learning through association (Pavlov's dog example).

   • Key Terms:

     • Unconditioned Stimulus (US): Natural stimulus causing a reflex.

     • Unconditioned Response (UR): Reflexive response caused by US.

     • Conditioned Stimulus (CS): Previously neutral stimulus that has been paired with US to elicit a response.

     • Conditioned Response (CR): Response to the CS after conditioning.

   • Example: Pavlov’s dogs salivating at the sound of a bell after repeated pairing with food.

2. Operant Conditioning

   • Learning based on consequences (reinforcements or punishments).

   • Examples in animal training and everyday behaviors.

3. Observational Learning

   • Learning by observing others (e.g., learning to change a tire by watching a video).

Key Conditioning Concepts

• Acquisition: Process of developing a conditioned response.

• Extinction: Loss of a conditioned response due to non-reinforcement.

• Spontaneous Recovery: Reappearance of a conditioned response after a period of extinction.

• Generalization: Tendency to respond similarly to stimuli resembling the conditioned stimulus.

• Discrimination: Ability to distinguish between different stimuli and respond appropriately.

Classical Conditioning Applications

• Little Albert Experiment: Demonstrated how fear responses can be conditioned (fear of white rats leading to fear of similar stimuli).

• Personal anecdotes illustrating instances of learned responses and conditioned reflexes, highlighting the power of conditioning in daily life contexts.