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What is memory and how is it measured? The persistance of lecrning over time through the encoding, storage, and retrieval of infermation a. Recall: A mecisure of memory in which the person nust retrieve information learned earlier, as on a fill-in-the-blank test. Recognition: A measure of memory in which the person icentifies items previously lecrned, as on ci multiple choice test. c. Relearning: A mecisure of memory that assesses the amount of time saued when leaming matericil agein 21. What are the three stages of memory? Encoding: the process of getting information into the memors system 2 storage: the process uf retaining information over time Retrieval: the process of getting information out of 22. Draw and explain the three-stage multistore model of memory. automatic processing Aftention to Terzarsal memory storage impurtems 1 info Extemal sensory warking Encoding > Long event Short tem memary Encocling menary Remieung menus Steroge 1. we first recend tu-be remembered information as a fleeting sensory mencry. 2. Frun there, we process infermation into short-tem menary, where we encode it thruugh reneersal. 3. Finally, information maves into lang-tem memery fer later retrieul. a. Long-term memory: The relatively permanent and limitless archive of the memory system. includes knowledge. Skills, cind experiences. b. Short-term memory: Briefly cctivated memory of a few items Incit is later stored or forgotten. c. Sensory memory: The immediate, very brief recording of sensory information in the memory system. d. Rehearsal: The process of repeating information to help remember it. What is working memory? Stage where short i long tem memory cumbine. A newer understanding of short tem memory: conscicus, active processing of both () incoming sensory information and (2) information retrieved fram long-term menary a. Central executive A memary component that coordinates the activities of the phonclogical luap and visuospatial sketchpad. b. Phonological loop: A memory compenent that briefly holds auditery information. c. Visuospatial sketchpad: A memory cumpunent that briefly holds information dibout objects appearance and location in space. 24. How does memory work at the synaptic level? Mencries are stured in the brain through changes at the synaptic level. Neurch interconnections a. Long-tem otentation tiAn increase in a nerve ceus Aring potential after brief, rapid stimulationi a neural busis for learning and menery. b. Neurogenesis: The formation of new neurons. Module 2.4 Encoding Memories 25. Identify the different types of memory, providing examples of each. a. Explicit: Retention uf facts and experiences that we can consciously know and "declare". i. Somatic: General knowlecge and facts that ce have reamed Ex: Names of colors ii. Episodic: Memories of specific events anciexperiences from cur lives. Ex: Remembering your graduatien b. Implicit: Retention of leurned skius as cassically conditioned associations indepencent uf conscious recollection. C. Automatic Processing: Unconscious encoding of incidenta information, such as space, time, and frequency. anc of familior or well-leamed infermation. Effortful Processing: Encoding that requires attentien and conscious effert. e coniciA momentary sensory memory of visuel f. Echoic: A momentary sensing memory of clucitery Stimuli 26. What are the limits of short-term memory? Capacity a duration It holds items briefly and can only store a small amount of information a. "Magic number 7 plus or minus two" This refers to a concept developed by George A. Miller, It proposes the auerage number of items that a person can hold in their working memory. 27. How can memory be improved? a. Chunking: Organizing items into familiar, manaigecbie units; often occurs automatically b. Mnemonics: Memory clics, especially those techniques that use vivid imagery and organizational devices. c. Spacing effect: The tendency fur distributed stucky ar practice tu yield better long-term retention then is acheived through massed study or practice. 4hen smpereceninemnakeretrieung, ratrer 28. What is the difference between shallow and deep processing? shallow processing: Encoding un a basic level, based on the structure or appearance of words • Encodes on an elementary level, not as deep of a process like depth processing. Deep processing: an cong, tends to yieid the best retention What is the capacity of long-term memory? It nas limitless capacity. 30. How is each brain region associated with memory? a. Frontal Lobe Brain regiens send information to the frental lobe fur processing. b. Hippocampus It heips process explicit (conscious) memories of Facts cine events fur sturage. It acts as a loading dock where the lorain registers ancitemporarily holls the elements ofa C. Cerebellum phags a key mann to ming ca storing to-be- remembered episode classical conditioning d. Basal Ganglia Facilitates formation of our procedural memories for skills. Amygdala involved in the encoding of emotionally charged events and memory consolidation. 31. What is the purpose of memory consolidation? Mem reconsolate is the nau strase ng- memories intu long-term cres. What are flashbulb memories? clear memories of an emotionally significent moment or event. Module 2.6 Retrieving Memories 34. How do external cues, internal emotions, and order of appearance affect memory? a. Priming: The actuation, often unconsciously, of particuler associcitions in memory. b. Encoding specificity principle: The icec that cues and cuntexts specific to a particular memory will be most effective in helping us recallito c. Serial position effect: Our tendency to recal best the last items in a list initially (a recency effect), and the first items in a list after a delay (a primacy effect) d. Interleaving: A retrieval practice strategy that involes mixing the study of different topics. e. State-dependent memory: The tencency tu recall experiences that are consistent with the state which a person was Cit the time of encoding. f. Mood-congruent memory: The tencency to recall experiences that are consistent with one's current good or bad mood. Module 2.7 Forgetting & Other Memory Challenges 35. Why do we forget? a. Encoding failure: Unattenced information that never entered our memory system b. Storage decay: information fading from our memary C. Retrieval failure: When we cant access stored memory accurately i. Tip-of-the-tongue phenomenon: An incidequate retrieval: you can almost remember it - it’s just on the tip of your tongue. Motivated forgetting (a.k.a. repression): The basic clefense mechanism that banishes frum consciousness anxiety- arousing thuughts, Feelings, and memeries. e. Interference: When the retrieval of a memory is disrupted by the presence of other memories that are similars f. Amnesia: Memory loss due to brain damage/ injury. 36. Identify the difference between retrograde and anterograde amnesia. Anterograde: An inability to ferm new mencries Retrograde i An inability tu remember infermation frum cres pasto 37. Identify the difference between proactive and retroactive interference. (Hint: PO/RN) Proactive: The foward-acting disruptive effect of older leaming on the recall of new information. Retroactive: The backward acting disruptive effect of newer learning an the recau of old informatian. 38. How do misinformation, imagination, and source amnesia influence our memory construction? They distert the memery of an event. a. Reconsolidation: A process in which previously stured memories, when retrieved, are putentially altered before being stured again. b. Misinformation Effect: OCcurs when a menary has been corrupted by mislead information. i. Elizabeth Loftus well known fur her research on memary. especially false memeries. C. Deja vu: That eerie sense that "I've experienced this before."Cues from the current situation may unconscicuse trigger retrieval uf an earlier experience. d. Source Amnesia: Faulty memory fur now, when, or where information was learned crimagined.
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Review Questions and Answers 1. As a student of your program, why is it important to know more about Philippine history? Explain your answer. As a student of your program, it is important to know more about Philippine history because it helps us understand our roots, culture, and identity. Learning about our past enables us to appreciate the struggles and achievements of our ancestors, which shapes our present and future. It also fosters a sense of national pride and unity, and allows us to learn from past mistakes to build a better society. 2. Would you support the decision of the National Historical Commission that the cry of revolution happened in Pugad Lawin? Explain your answer. Yes, I would support the decision of the National Historical Commission that the cry of revolution happened in Pugad Lawin. This event is significant because it marked the start of the Philippine Revolution against Spanish colonial rule. Recognizing it in Pugad Lawin helps honor the bravery and sacrifices of the revolutionaries who ignited the fight for our country’s independence. 3. With the Filipino version rivaling the Spanish version of Cavite mutiny, which do you think is much more plausible? Expound. The Filipino version of the Cavite Mutiny is more plausible because it reflects the genuine grievances of Filipino workers and soldiers against the oppressive policies of the Spanish colonial government. The Spanish version, which portrayed the mutiny as part of a grand conspiracy, was likely exaggerated to justify harsher repression and control over the Filipinos. 4. What do we mean by “One past, many histories”? Explain your answer. “One past, many histories” means that while we have a single past, there are multiple perspectives and interpretations of historical events. Different groups of people may have different experiences and views of the same event, leading to diverse historical narratives. Understanding this helps us appreciate the complexity of history and respect different viewpoints. 5. How did the Martyrdom of GOMBURZA and the Cavite Mutiny contribute to the growth of Filipino Nationalism? Explain your answer. The martyrdom of GOMBURZA (Fathers Mariano Gómez, José Burgos, and Jacinto Zamora) and the Cavite Mutiny were pivotal in igniting Filipino nationalism. The execution of GOMBURZA for alleged involvement in the mutiny, despite limited evidence, exposed the injustices of Spanish colonial rule and galvanized the Filipino people to fight for reform and independence. These events inspired future leaders, including José Rizal, and fueled the nationalist movement. 6. What is the significance of the Tearing of Cedulas? What did the Cedulas signify? Explain your answer. The tearing of cedulas (residence certificates) during the Cry of Pugad Lawin was significant because it symbolized the Filipinos’ rejection of Spanish colonial rule and their willingness to fight for independence. The cedulas were a form of identification and taxation imposed by the Spanish authorities, and tearing them was a bold act of defiance and a declaration of the start of the revolution. 7. What role do education and the media play in influencing how the public views historical disputes as they change over time? Education and the media play crucial roles in shaping how the public views historical disputes over time. Through education, people learn about history from different perspectives, which can influence their understanding and opinions. The media, by reporting on historical events and disputes, also shapes public perception and awareness. Both can highlight new findings and perspectives, leading to a more informed and nuanced understanding of history. 8. How do stories about Rizal’s Retraction impact modern perceptions of Rizal and his contributions to Filipino identity? Stories about Rizal’s retraction, which claim he gave up his fight against Spanish rule and returned to the Catholic faith before his death, make people question his dedication and legacy. Despite this, many Filipinos still honor him for his role in shaping national identity and fighting for independence. This controversy shows that historical figures are complex and need careful study to understand fully. 9. What takeaway do you believe the Cavite Mutiny taught us? The Cavite Mutiny taught us the importance of standing up against oppression and fighting for justice. It highlighted the harsh conditions under Spanish rule and the courage of Filipinos who resisted. The mutiny also demonstrated the power of collective action and set the stage for future nationalist movements that ultimately led to Philippine independence. 10. What is the core Filipino claim in the Cavite Mutiny dispute? The core Filipino claim in the Cavite Mutiny dispute is that the mutiny was a response to the oppressive and unjust policies of the Spanish colonial government, not a mere conspiracy as portrayed by the Spanish. Filipinos argue that the mutiny was driven by legitimate grievances and was an early expression of the desire for independence and self-determination.
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Here’S A Summary Highlighting The Key Points: ### Pre-Colonial Period: - **Literary Forms**: Focus On The **Great Hero And Supernatural** Themes. Includes **Stories Of Gods And Goddesses**, **Riddles (Bugtong)**, **Proverbs**, **Folktales**, **Folksongs**, **Epics**, **Legends**, And **Myths**. ### Spanish Period (1565-1898): - **Colonization Began In 1565** Under Miguel Lopez De Legazpi. - **Spanish Language** Became The Main Literary Language; Catholicism Replaced Existing Traditions. - First Book Printed: **Doctrina Christiana** By Fr. Juan De Palencia (Tagalog) And Fr. Domingo Nieva (Spanish). - **Spanish Influences**: Religious Works Like *Ang Barlaan At Josaphat*, *Pasiong Mahal*, And Theatrical Forms Like **Sinakulo**, **Zarzuela**, And **Balagtasan**. - **Popular Writers**: - **Jose Rizal** (*Noli Me Tangere*, *El Filibusterismo*). - **Emilio Jacinto** (Wrote Political Works In Native Language). - **Andres Bonifacio** (*Ang Pag-Ibig Sa Tinubuang Lupa*). - **Common Literary Forms**: Until The 19th Century, The Religious Orders Controlled Printing Presses. The **Propaganda Movement** Emerged As A Reform Group. ### American Period (1898-1946): - **Free Public Education** Was Introduced, With English As The Medium Of Instruction. - Philippine Literature Became **Imitative Of American Models**. - **Key Writers**: - **Paz Marquez Benitez** (*Dead Stars*). - **Manuel E. Arguilla**, **Francisco Arcellana**, **N.V.M. Gonzalez**, **Jose Garcia Villa**. ### Japanese Period (1941-1945): - **Philippine Literature Development Was Halted**. There Was No Freedom Of Speech Or Press, And **English Newspapers Were Banned**. - Writers Began Using **Filipino**, And The Themes Focused On **Nationalism, Country, And Life In The Barrios**. - **Notable Writers**: **Salvador Lopez**, **Wilfrido Ma. Guerrero**, **Carlos Bulosan**, **Nick Joaquin**, And Others. ### Republic Period (1946-1985): - **Post-War Literature** Was Dominated By **Writers Educated In The Us Or England**. - Filipino Writers Were Exposed To **Western Trends** Through Programs Like The **Fulbright Program**. - **Notable Writers**: **N.V.M. Gonzales**, **Edilberto K. Tiempo**, **Nick Joaquin**, **Bienvenido Santos**. - **Literary Pieces**: *Without Seeing The Dawn* By **Stevan Javellana**, *Luha Ng Buwaya* By **Amado V. Hernandez**, *May Day Eve* By **Nick Joaquin**. ### Contemporary Period (1986-Present): - This Era Saw **Activism And Literary Revolution**. Writers Addressed Issues Like **Martial Law And Repression**. - **Youth Rebellion** And Mass Revolution Were Common Themes. **Oral Literature** Thrived Among Ethnic Communities. - The **Carlos Palanca Memorial Awards** Continue To Honor Literary Excellence Since 1950. This Note Outlines The Significant Literary Developments And Figures Across Different Periods In Philippine History.
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Franz Boas (1858–1942) Often Called The Founder Of Modern Anthropology, This First Professor Of Anthropology At Columbia University Trained Margaret Mead, Ruth Benedict, Alfred Kroeber, Author Zora Neale Hurston, And Many Others. He Conducted Fieldwork On The Inuits Of Baffin Island And The Kwakiutl (Now Referred To As Kwakwaka’Wakw) On Vancouver Island. His Publications Include 1911’S The Mind Of Primitive Man, Which Describes A Gift-Giving Ceremony Known As The “Potlatch.” Margaret Mead (1901–1978) For Her Best-Known Work, Coming Of Age In Samoa, Mead Interviewed Young Girls On The Island Ta’U, Which Led Her To Conclude That Adolescence In Samoan Society Was Much Less Stressful Than In The United States; In The Fateful Hoaxing Of Margaret Mead, Derek Freeman Claimed That She Was Lied To In Those Interviews. She Also Studied Three Tribes In New Guinea — The Arapesh, Mundugumor, And Tchambuli — For Her Book On Sex And Temperament In Three Primitive Societies. Ruth Benedict (1887–1948) A Colleague And Friend Of Margaret Mead, Benedict Studied The Zuni, Dobu, And Kwakiutl Cultures In Patterns Of Culture, Using Them To Illustrate The Idea Of A Society’S Culture As “Personality Writ Large.” She Also Described Japanese Culture In The Chrysanthemum And The Sword, A Work Written During World War Ii At The Request Of The U.S. Government. BronisłAw Malinowski Broh-Nee-Swaf Mah-Lee-Nawf-Skee (1884–1942) The Polish-Born Malinowski Studied At The London School Of Economics, Where He Would Later Spend Most Of His Career. He Described The “Kula Ring” Gift Exchanges Found In The Trobriand Islands In Argonauts Of The Western Pacific, And The Use Of Magic In Agriculture In Coral Gardens And Their Magic. He Also Argued, In Opposition To Sigmund Freud, That The Oedipus Complex Was Not A Universal Element Of Human Culture In His Book On Sex And Repression In Savage Society. Claude LéVi-Strauss (1908–2009) In The 1930s, LéVi-Strauss Did Fieldwork With The Nambikwara People Of Brazil, Which Formed The Basis For His Thesis On “The Elementary Structures Of Kinship.” He Held The Chair In Social Anthropology At The CollèGe De France From 1959 To 1982, During Which Time He Published Such Books As The Savage Mind And A Tetralogy About World Mythology Whose Volumes Include The Raw And The Cooked. He Pioneered In Applying The Structuralist Methods Of Ferdinand De Saussure To Anthropology, Which Led Him To Study Cultures As Sets Of Binary Oppositions. Clifford Geertz (1926–2006) Geertz Is Best Known For His Work In Symbolic Anthropology, A View That He Expounded In His Book The Interpretation Of Cultures. In That Book, He Introduced The Term “Thick Description” To Describe His Method Of Analyzing Behavior Within Its Social Context. One Such “Thick Description” Appears In His Essay “Deep Play: Notes On The Balinese Cockfight,” In Which Geertz Discusses Cockfighting As A Symbolic Display Of A Certain Kind Of Masculinity. Alfred Radcliffe-Brown (1881–1955) Radcliffe-Brown Is Considered The Founder Of A School Of Anthropology Known As Structural Functionalism, Which Focuses On Identifying The Groups Within A Society And The Rules And Customs That Define The Relationships Between People. His Own Early Fieldwork Was Conducted In The Andaman Islands And Western Australia, Where He Studied The Social Organization Of Australian Tribes. After Teaching In Australia, South Africa, And At The University Of Chicago, He Returned To England, Where He Founded The Institute Of Social And Cultural Anthropology At Oxford. James Frazer (1854–1941) Frazer Was A Scottish Anthropologist Who Primarily Studied Mythology And Comparative Religion. His Magnum Opus, The Golden Bough, Analyzed A Wide Range Of Myths That Center On The Death And Rebirth Of A Solar Deity; The Original Publication Controversially Discussed The Crucifixion Of Jesus As One Such Myth. The Work’S Title Refers To A Gift Given To Proserpine (Persephone) By Aeneas So That He Could Enter The Underworld In The Aeneid. Thor Heyerdahl (1914–2002) In 1947, Heyerdahl And Five Companions Sailed Across The Pacific Ocean — Going From Peru To The Tuamotu Islands — On A Balsa-Wood Raft Named Kon-Tiki, After The Incan Sun God Kon-Tiki Viracocha. He Later Built Two Boats From Papyrus (Ra, Which Failed In 1969, And Ra Ii, Which Succeeded In 1970) To Sail Across The Atlantic Ocean. These Voyages Demonstrated The Possibility That Ancient People Could Have Migrated Around The Globe Using Only Primitive Rafts. Jane Goodall (Born 1934) Goodall Is A British Primatologist Who Is Best Known For Her Work With Chimpanzees In Gombe Stream National Park In Tanzania. Her First Research Was Carried Out With Louis Leakey At Olduvai Gorge. In Her Pioneering Work With Primates, Which Is Detailed In Such Books As In The Shadow Of Man, She Discovered That Chimpanzees Have The Ability To Use Tools, Such As Inserting Grass Into Termite Holes To “Fish” For Termites.
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