ITP - Topic 8
Chapter 8 - Learning and Memory
1. Introduction
Focus on understanding the concepts of learning and memory, their definitions, and importance.
Objectives for students include:
Define learning and memory.
Distinguish different theories of learning.
Explain the importance of learning.
Understand the basic system of human memory.
Discuss how information is stored and organized.
Understand memory changes over time and techniques to improve memory.
2. What is Learning?
Definition: Learning is relatively permanent changes in behavior due to experience, excluding temporary changes from factors like disease or injury.
Types of Learning:
Associative Learning: Formation of associations among stimuli or responses.
Types: Classical Conditioning, Operant Conditioning.
Cognitive Learning: Involves understanding and making use of information-rich processes.
3. Associative Learning
Reinforcement: Increases probability of response recurrence.
Antecedents: Events preceding a response, crucial in classical conditioning.
Consequences: Follow a response; more important in operant conditioning.
4. Theories of Learning
4.1 Classical Conditioning
Definition: Linking a neutral stimulus with a response-producing stimulus.
Example: A horn ringing (neutral stimulus) associated with a puff of air (unconditioned stimulus).
Steps:
Before Conditioning: NS does not produce a response.
During Conditioning: Pairing NS with US leads to conditioned response.
After Conditioning: NS becomes conditioned stimulus that elicits response.
4.2 Operant Conditioning
Definition: Learning based on consequences of behavior.
Law of Effect: Responses followed by pleasant outcomes are likely to be repeated.
Reinforcement vs. Punishment:
Reinforcer: Increases behavior.
Punisher: Decreases behavior.
Examples of operant conditioning in different fields (education, sports, work).
5. Social Learning
Learning by Observation: Learning occurs through observing a model.
Conditions for Learning:
Attention: The learner must focus on the model's behavior.
Retention: The learner retains observed behavior for later use.
Motor Reproduction: The learner can perform the observed behavior.
Motivation: Reinforcement expectations influence behavior execution.
6. What is Memory?
Definition: Memory is the mind's ability to encode, store, and retrieve information.
Memory Types:
Sensory Memory: Brief retention of sensory information.
Short-Term Memory: Holds limited information temporarily.
Long-Term Memory: Permanent storage of vast information.
7. Information-Processing Model
Describes the process of memory as involving attention, encoding, storage, and retrieval stages.
8. Types of Memory
Sensory Memory: Lasts for a few seconds; includes iconic (visual) and echoic (auditory) memory.
Short-Term Memory: Retains around seven items for about twenty seconds; can be improved through chunking.
Long-Term Memory:
Implicit Memory: Cannot be consciously recalled; includes skills.
Explicit Memory: Can be consciously accessed; includes facts (semantic) and autobiographical events (episodic).
9. Memory Storage
Semantic Networks: Connections between related memories leading to easier retrieval.
Hippocampal Region: Key for encoding new information into long-term memory.
10. Forgetting
Forgetting Theories: Include encoding failure, interference, and decay.
Types of Interference:
Proactive: Old memories interfere with new ones.
Retroactive: New memories interfere with old ones.
11. Improving Memory
Strategies to enhance memory include mnemonics, practice, and visualization techniques.
12. Autobiographical Memory
Memorable Transitions: Strong recollections during significant life changes.
Flashbulb Memories: Strong memories for emotional, significant events.
Forgetting Theories and Distortion: Misleading information can alter memories, leading to forgetting or distortion.