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memory, Topic 7: Thinking, Intelligence, and Language, Forgetting, Topic 8…
memory
Types of memory
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Primacy - the information perceived first is more likely to be remembered. Recency - the information perceived toward the end are likely to be remembered
Elaborative Rehearsal - technique of connecting new information with what already stored in our memory
Procedural Memory/Declarative Memory - basic type of long-term memory. Involves memories of rudimentary procedures and behaviors such as our memory in reading, writing and eating.
Semantic Memory - refers to the ability to remember certain symbols, concepts, and knowledge
Generic Memory - type of memory is vital and acts like mental dictionary/storage for common sense memory
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Model of memory
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Short-term memory - has limited duration of memory where you can retain the information for about only 20 secs/ it also has limited capacity
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Topic 7: Thinking, Intelligence, and Language
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Intelligence
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Intelligence Tests :
Stanford-Binet Intelligence Scale (Alfre Binet and Theodore Simon, 1905) - to identify children who might have difficulty in school
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Wechsler Intelligence Scale - Wechsler Adult Intelligence Scale (WAIS) is for adults and designed by David Wechsler in the late 1930s
Verbal Skills - verbal scale includes simple arithmetic, vocabulary, knowledge of general information and tests of comprehension
Performance Skills - an example activity in the performance scale would be to arrange three to five picutres so that they tell a story and arranging blocks to match a given pattern
Language - facilitates our thinking. Cognitive processes such as language and thought share a complex interaction with one another
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Summary
Cognition refers to mental processes involved in acquiring, storing, and retrieving and using knowledge
Three main stages of problem solving: preparation, production and evaluation
Creative Thinking involves abilities such as fluency (generating many ideas), flexibility (adapting ideas), and originality (creating unique solutions)
Language uses sounds and words to represent ideas, has symbols that are understood, allows endless combincation of symbols to create messages and follow specific rules for sentence structure
Forgetting
Reasons of forgetting
Proactive Interference - previously learned information interferes with the recall of newly learned information
Retroactive Interference - ability to recall previously learned information by the new learning materials
No Attention - lack of attention occurs when information is not sufficiently attended to or processed during encoding
Retrograde Amnesia - refers to loss of the memory of events occurring before a certain period of brain damage or other traumas. Anterograde Amnesia - involves difficullty forming new memories after experiencing trauma
Cue-dependent - memory cannot easily retrieve information when the cue does not match the cue present during encoding time.
Source Confusion - happens when mix up information from which can make it tricky to remember things well.
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Ways to improve memory
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Exercise your mind - actively engaging mind through reading, critical thinking and analysis
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Apply SPAR Method - Survey, Process the meaning, Ask question, Revision
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Encoding specificity - (Tulving and Thompson, 1973) the association you form at the time of learning will be the most effective retrieval cues
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