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Info Processing Memory Learning Ch10 (Vigilance & Monitoring…
Info Processing
Memory
Learning Ch10
Information Processing Model
For normal info
Sensory Mem > Perception > Cont. Process (Working Mem) + Long Term Mem >Response > Feedback
For Motoprogram /Reflex
Sensory Mem > Auto Processing (Procedural Mem) + Long Term Mem > Response > Feedback
Selective Attention
Cocktail Party Effect
Divided Attention
Central Processing/Central Executive
ONLY SINGLE CHANNEL PROCESSING
Memory
Memory (3 types)
SENSORY STORE
(process only 1%)
ICONIC
0.5 to 1 Sec
ECHOIC
2-8 Sec
WORKING MEMORY
10-20 Secs
7 +/- 2 bits
Improve Capacity
Chunking
Repetition & Rehearsal
LONG TERM MEMORY
Unlimited
EPISODIC MEMORY
(Autobiographical)
Disadvantage:
Prone to Amnesia - forgetting how to recall information that was stored. Can be temporary or permanent
It’s highly suggestive i.e. can be influence by suggestion leading you to change that memory
SEMANTIC MEMORY
Your language including general knowledge
More accurate than episodic memory
Also contain explicit information
PROCEDURAL MEMORY
aka MUSCLE MEMORY
aka MOTOR MEMORY
Skills aka Motor Programs are stored in procedural memory
This is IMPLICIT information
influenced by expectations, desires and experiences
How to Remember
OVER LEARNING
going over things again and again
CATCHPHRASES OR RHYMES
MNEMONICS
ASSOCIATION
Habituation
You get so used to a stimuli that is not essential we can tune it out which allows us to focus on the stimuli we do need
Vigilance & Monitoring
Min Vigilance = Circadian Low
HypoVigilance
HyperVigilance
Anxious, apprehensive, overloaded
Performance decreases
Fixation/Tunnelling of attention
Tasks are rushed
Inverted U curved applies Perf vs level of arrousal/vigilance…left is LOW sleep, boredom , mild alertness optimum stress anxiety panic (High)
Responses
High Arousal = High but less accurate response rates
Older = Slower response BUT Higher Accuracy
ERROR OF COMMISSION AKA RESPONSE ERROR
Learning (COIM)
The process of learning is a process of changing our behaviour whilst gaining knowledge or skills through experiences, study or being taught
COIM
CLASSICAL CONDITIONING
Where a new stimulus is made to evoke/get a response that was originally evoked by another stimulus
If we see alarms we would normally get anxious, HR goes up, BP up etc….if we just hear bell
It’s unconscious
Pavlov’s dog example
OPERANT CONDITIONING
The modification of behaviour (learning) through positive or negative reinforcement
INSIGHT LEARNING
The abrupt realisation of a solution using only cognitive processes i.e. you think before you act
4. IMITATION/MODELLING
/OBSERVATIONAL LEARNING
Most common
Most common form of learning, learning by imitation
Affected by
Motivation
Attention
Fatigue
Age
Bad instruction
Bad communication
Sickness
Intellectual capacity
Mental Schemas
PERSON SCHEMAS
The schema about the personality of other people
EVENT SCHEMAS
Events that have occurred. Good at helping us solve problems or approach tasks
ROLE SCHEMAS
Tells us how people should act in a certain role
Motor Programmes (Skill)
Subconscious (once initiated)
Procedural memory
ADVANTAGES
Increases our capacity to do other tasks, monitor other things etc….remember the Central Executive is single channel so this reduces the load
DISADVANTAGE
They - the skill - are prone to errors e.g pilot flying requesting pilot monitoring to do gear up and they put up the flaps instead
ANDERSON’S MODEL FOR LEARNING
NEW SKILL/MOTOR PROGRAMME
CAA
STAGE 1: COGNITIVE
we are looking at the theory behind the skill
STAGE 2: ASSOCIATIVE
Practicing the skill
STAGE 3: AUTONOMOUS/AUTOMATIC
Newly acquired skill is now put in PROCEDURAL memory and we should be able to do it automatically
