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Studied by 4 peopleNoteStudied by 7 peopleNoteStudied by 8 peopleNoteStudied by 3 peopleNoteStudied by 43 peopleNoteStudied by 9 peopleEmergency financial aid programs can provide support for basic needs when unexpected situations arise.
Personal anecdote: The speaker discusses their experience as an undergraduate when their compel grant was revoked, emphasizing the support they received to restore it.
There is an assigned reading that spans 18 pages, prepared by Dr. G.
The reading aims to improve study behaviors and enhance memory, and discusses scientific insights that may challenge intuitive beliefs about learning and memory.
More discussion about this reading will take place in the next class.
Memory involves three key processes: encoding, storage, and retrieval.
Understanding memory is crucial for grasping how neurons communicate and retain information.
Encoding refers to the process of transforming sensory input into a format that can be stored in memory.
It includes:
Semantic Encoding: Associating words and meanings, not merely limited to vocabulary but also involves contextual understanding.
Visual Encoding: Using images and shapes to represent concepts. People tend to visualize prototypical examples of objects (e.g., a robin as a bird).
Acoustic Encoding: The use of sounds and rhythms, as exemplified in learning the alphabet song.
Connections to prior knowledge are crucial for effective encoding.
Some memory processes are automatic (e.g., driving) while others require conscious effort (e.g., memorizing a phone number).
Skills develop from effortful to automatic through practice, illustrating the concept of skill building.
Self-referential connections can enhance memory retention. Connecting new information to personal experiences makes it more memorable.
Being conscious of how we encode information helps in effective studying strategies.
Information moves through sensory memory, short-term memory, and long-term memory.
Sensory Memory: Very brief storage of sensory information, lasting seconds.
Short-Term Memory (STM): Lasts about 15-30 seconds; rehearsal can transfer information to long-term memory.
Long-Term Memory (LTM): Storage of information indefinitely; involves retrieval and use in daily life.
Introduces components:
Phonological Loop: Processes verbal and auditory information.
Visuospatial Sketchpad: Manipulates visual and spatial information.
Episodic Buffer: Integrates information across different modalities.
Central Executive: Oversees and coordinates information processing.
Episodic Memory: Personal experiences linked to time and place (e.g., where you were during significant events).
Semantic Memory: Factual knowledge (e.g., knowing names of capitals).
Involves skills and tasks that are performed automatically (e.g., riding a bike) without conscious thought.
Emotional memories may not be easily articulable but are strongly felt (e.g., fear responses).
Retrieval includes methods for recalling information from memory:
Recall: Generating information without prompts (e.g., essay questions).
Recognition: Identifying information from cues (e.g., multiple choice questions).
Relearning: Easier retrieval of previously learned material, highlighting "savings" effect in memory.
Discussed various effects observed in memory studies such as:
Primacy Effect: Remembering the first items presented better.
Recency Effect: Remembering the most recent items better.
Stroop Effect: Demonstrates interference in cognitive processing when tasks conflict (e.g., naming the color versus reading the word).
There are essential strategies to enhance understanding and retention of material, and being aware of memory's nature aids in better study practices.
NoteStudied by 4 peopleNoteStudied by 7 peopleNoteStudied by 8 peopleNoteStudied by 3 peopleNoteStudied by 43 peopleNoteStudied by 9 people
lecture recording on 27 February 2025 at 12.33.26 PM
Emergency financial aid programs can provide support for basic needs when unexpected situations arise.
Personal anecdote: The speaker discusses their experience as an undergraduate when their compel grant was revoked, emphasizing the support they received to restore it.
There is an assigned reading that spans 18 pages, prepared by Dr. G.
The reading aims to improve study behaviors and enhance memory, and discusses scientific insights that may challenge intuitive beliefs about learning and memory.
More discussion about this reading will take place in the next class.
Memory involves three key processes: encoding, storage, and retrieval.
Understanding memory is crucial for grasping how neurons communicate and retain information.
Encoding refers to the process of transforming sensory input into a format that can be stored in memory.
It includes:
Semantic Encoding: Associating words and meanings, not merely limited to vocabulary but also involves contextual understanding.
Visual Encoding: Using images and shapes to represent concepts. People tend to visualize prototypical examples of objects (e.g., a robin as a bird).
Acoustic Encoding: The use of sounds and rhythms, as exemplified in learning the alphabet song.
Connections to prior knowledge are crucial for effective encoding.
Some memory processes are automatic (e.g., driving) while others require conscious effort (e.g., memorizing a phone number).
Skills develop from effortful to automatic through practice, illustrating the concept of skill building.
Self-referential connections can enhance memory retention. Connecting new information to personal experiences makes it more memorable.
Being conscious of how we encode information helps in effective studying strategies.
Information moves through sensory memory, short-term memory, and long-term memory.
Sensory Memory: Very brief storage of sensory information, lasting seconds.
Short-Term Memory (STM): Lasts about 15-30 seconds; rehearsal can transfer information to long-term memory.
Long-Term Memory (LTM): Storage of information indefinitely; involves retrieval and use in daily life.
Introduces components:
Phonological Loop: Processes verbal and auditory information.
Visuospatial Sketchpad: Manipulates visual and spatial information.
Episodic Buffer: Integrates information across different modalities.
Central Executive: Oversees and coordinates information processing.
Episodic Memory: Personal experiences linked to time and place (e.g., where you were during significant events).
Semantic Memory: Factual knowledge (e.g., knowing names of capitals).
Involves skills and tasks that are performed automatically (e.g., riding a bike) without conscious thought.
Emotional memories may not be easily articulable but are strongly felt (e.g., fear responses).
Retrieval includes methods for recalling information from memory:
Recall: Generating information without prompts (e.g., essay questions).
Recognition: Identifying information from cues (e.g., multiple choice questions).
Relearning: Easier retrieval of previously learned material, highlighting "savings" effect in memory.
Discussed various effects observed in memory studies such as:
Primacy Effect: Remembering the first items presented better.
Recency Effect: Remembering the most recent items better.
Stroop Effect: Demonstrates interference in cognitive processing when tasks conflict (e.g., naming the color versus reading the word).
There are essential strategies to enhance understanding and retention of material, and being aware of memory's nature aids in better study practices.