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Learning and Memory - Coggle Diagram
Learning and Memory
Aboriginal and Torres strait islanders approaches to
learning
ways of knowing
based around a deep respect for Country (people learn from, within and through other entities, not just about them)
deeply embedded in relationships
consist of highly connected information
consist of highly relevant information for living
are informed by spiritual and ancestral knowledge
are stored and transmitted through oral cultures
are patterned/created on Country
LEARNING EMBEDDED IN RELATIONSHIP
Kinship systems
refers to the relationships people have with each other, the knowledges they are responsible for, and the entities within country they have a responsibility to care for
people are interconnected with each other, their ancestors and country
learning tends to be community-based and intergenerational
when these structures are disrupted, knowledge is disrupted
CONNECTION TO COUNTRY
refers to the
traditional lands
of a particular language or cultural group including geographical boundaries, as well as the
spiritual, emotional and intellectual entities and connections
within in it
includes people, relationships, animal, plants, geographical features, seasons, ancestors, artwork, tools, as well as knowledge of stories, songs, laws etc.
ways of knowing are based around
deep repect for country
People learn within, from and through other entities, not just about them
MULTIMODAL SYSTEM OF KNOWLEDGE
country as a multimodal system of knowledge
dependent on relationships
use of multiple learning techniques
Story sharing
- learning by listening and sharing stories and songs of the past, present and future
Land links
- learning that is linked to nature, land and country
Non-verbal
- uses kinesthetic techniques e.g dance, gestures, facial expressions
Symbols + Images
- learning occurs through symbols and images in art and drawings
Learning maps
- involves creating images or visuals to map pathways or prcoesses
Non-linear
- viewing learning through different perspectives
Deconstruct/Re
- start with big picture and then break down into components
Community Links
- learner brings local knowledge and shares with wider community
COMPARISONS
relies heavily on verbal/oral processes
relies heavily on written information
priorities connection to Country and relationship
learning tends to be based on written
different subjects are presented interconnectly
different subjects are taught individualluy
bi-directional relationship b/w teacher and learner
teacher is responsible for sharing their knowledge w learner
uses mental imagery to represent information
less likely to use mental imagery
INDIGENOUS
WRITTEN
Atkinson-Shiffrin multi-store model of
MEMORY
memory : refers to the set of psychological systems and processes that allow our past experiences to inform how we respond to and interpret our current experiences and to imagine the future
PROCESS OF MEMORY
Encoding
: converting info from the senses into a form that can be represented and stored in memory
Storage
refers to the retention in our memory
Retrieval
locating info stored in memory and bringing it into conscious awareness
MODEL
SENSORY
: entry point for all incoming sensory info into memory from ext. environment
stored in RAW form (not encoded)
not part of conscious awareness
ICONIC - holds exacts replica of visual info. form approx. 1/3-1/2 of a second
ECHOIC - holds exact replica of auditory info for approx 3-4 seconds
Capacity - unlimited
Duration - 0.2-4 seconds
.
LTMS
- info in LTM is encoded by its meaning, semantically and stored in semantic networks
-when info is required, we retrieve info by locating LTM and returning it into conscious awareness (STM)
CAPACITY
- virtually unlimited
DURATION
- relatively permanent*
STM
(info is encoded)
enables us to actively and consciously 'work on' and manipulate info while we undertake our everyday tasks
Capacity
- limited storage (5-9 items)
Duration
- 12-30 seconds (can be increased by rehearsal). info is lost through decay(items fade from memory) or displacement (old items are pushed out by new items)
Chunking
- grouping together seperate items into single, larger units of info to increase STM capacity
Maintenance Rehearsal
- single repetition of info so it can be held in STM for longer
Ellaborate Rehearsal
- involves assigning meaning to info
EXPLANATORY POWER
STRENGTHS
explains how info is transferred from SM to LTM and why forgetting occurs
findings from various studies, support the idea that STM & LTM are distinct memory stores
LIMITATIONS
doesn't recognise different types of LTMs
ignores psychological factors, such as motivation which influence learning and memory
some studies suggest the role of STM is more complex than suggested
LEARNING
relatively permanent change in behaviour that occurs as a result of experience
Social cognitive theory
OBSERVATIONAL LEARNING
actively watching
someone else's
behaviour
and the
consequence
of their behaviour to
guide
your future actions
involves being
conditioned indirectly
by observing someone else's conditioning
Vicarious reinforcement - learning to
repeat
a behaviour after seeing someone else get rewarded it for
Vicarious punishement - learning to
avoid
a behaviour after seeing someone else getting punishment
PROCESS OF OBSERVATIONAL LEARNING
Attention
: learner must
actively watch
a
model's behaviour
Retenetion
: the learner stores a
mental representation
of the learn behaviour
Reproduction
: learner has the
mental and physical ability
to perform the behaviour
Motivation
: the learner
must want to imitate
the behaviour
Reinforcement
: a positive outcome will mean the learner will
repeat the behaviour
again when motivated to do so
**Behaviour should be mentioned in each step, some behaviour + the key words
Behaviorist theories
OPERANT CONDITIONG
learning behaviour which the
likelihood of a particular behaviour occuring
is determined by the
consequence
of the behaviour
3 phase model
Antecedent
: only stimulus that triggers an action
eg. participating in athletes contest
Behaviour
: any behaviour
eg. wearing his gold chain when competing
Consequence
: something that makes the behaviour more or less like
eg. winning
REINFORCEMENT
Positive
- response followed by a
positive event
, increases the likelihood of a response occurring again
eg. rat push lever and gets food (adds stimuli)
Negative
- when the
removal, reduction or prevention of stimulus
more likely of doing response again
eg. rat push lever and electric shock stops (removing stimuli)
PUNISHEMENT
Positive
- reponse followed by a
negative, undersirable experience
that decreases the likelihood of response occuring again
eg. getting detention cause u didnt do homework (adding stimulus)
Negative/response cost
- form of a punishement that occurs when
something desirable is removed
eg. if you drink and drive, liscence would be taken away ( removing stimulus)
CLASSICAL CONDITIONING
simple form of learning which occurs through
repeated association
of two different stimuli to produce a
naturally occuring response
BEFORE CONDITIONING
(NS) ___ elicits no response
(UCS)
elicits
(UCR) in response to
__
DURING CONDITIONING
NS is repeatedly associated before UCS to produce UCR
AFTER CONDITIONING
After repeated pairings an association is made and the
_
(CS) alone elicits the
(CR) in response to
_
DIFFERENCES + SIMILARITIES
Classical Conditioning vs Operant Conditioning
Both involve learning through associations (stimulus–stimulus or behaviour–consequence). • Both lead to a change in behaviour over time.
Classical = involuntary reflex responses; Operant = voluntary behaviours. • Classical = learner is passive; Operant = learner is active (must perform a behaviour).
Operant Conditioning vs Observational Learning
Both involve an active learner. • Behaviour is influenced by consequences (direct reinforcement/punishment or vicarious reinforcement/punishment).
Operant = direct learning through personal consequences; Observational = indirect learning by watching others. • Operant = learner must perform the behaviour to learn; Observational = learner can learn without performing the behaviour (latent learning).
Classical Conditioning vs Observational Learning
Both can occur without conscious awareness. • Both involve forming associations that influence behaviour.
Classical = learner is passive; Observational = learner is active (attention, retention, reproduction, motivation). • Classical = learning involves involuntary responses; Observational = typically leads to voluntary imitation.
Brain structures involved in memory
TYPES OF LTM
EXPLICIT
memory that is
consciously/intentionally
recalled from LTM i.e. facts, events, general knowledge, expressed as words or symbols
Semantic
: facts or knowledge
Episodic
: personal experiences and events
IMPLICIT
memory that is
unconciously/unintentionally
recalled from LTM and are stored routines that are expressed as actions/emotional responses
Procedural Memory
- motor skills and actions e.g know how to ride bike
Classically Conditioned Memory
- classically conditioned responses. e.g being scared of the dentist
Location of memory
Hippocampus (E)
- encodes and retrives explicit LTMs
transfers LTMs to the neocortex for storage
(also plays a role in spatial memory)
Neocortex (E + 1)
- stores explicit and implicit LTMs
LTMs are stored where they were first processed
links together different components of a memory during retrieval
Amygdala (I)
- encodes and retrives implicit, classically conditioned emotional LTMs
also interacts with hippocampus to strengthen the encoding of explicit LTMs that have an implicit, emotional component
Cerebellum (I)
- encodes, stores and retrives implicit, procedural LTMs and simple CC motor responses
coordinates fine movements and balance
Basal Ganglia (I)
- encodes, stores and retrieves implicit, procedural LTMs and simple CC motor responses
coordinates smooth performance of actions/fluency (e.g one foot ahead of the other)
works with motor cortex to initiate and inhibit movements
plays a role in habit formation
Autbiographical Memories and Episodic Future thinking
autobiographical memory
a memory system consisting of episodes recalling from person's life, based on a micture of episodic and semantic memory
eg. episodic LTMs (kdancing to music) + semantic LTMs (location of party) = memory of the autobiographical event of a birthday party
when you retrieve the autobiographical LTMs, you need to reconstruct the memory ie. combine different pieces of information to form a recollection of the event
your autobiographical memory is not an exact replica of what occurred
possible imagine futures (episodic future thinking)
used to mentally 'try out' different scenarios to guide our future behaviours
projecting yourself towards in time to pre-experience an event might happen in your future
mental time travel
the capacity to mentally reconstruct past personal events and imagine possible future scenarios
when people attempt to mentally construct an imagined future, they draw on elements on their past experiences using episodic and semantic LTMs
eg. imagining a holiday: episodic memory provides the dishes you may try and the places you want to visit whilst semantic memory provides what language was spoken and what the weather there is like
Alzhiemer's disease and aphantasia
Alzhiemer's Disease
a neurogenerative disease characterised by the progressive deterioration of brain neurons causing (memory loss, decline in cognitive and social skills, confusion and personality change and decrease in cognition)
progresssion:
trouble forming new episodic and semantic LTMs due to hippocampi damage
trouble retrieving LTMs and constructing imagined futures
trouble retrieving semantic LTMs
trouble retrieving implicit, procedural LTMs
changes in brain
amyloid plaques
are abnormal clusters of proteins that form outside the neuron, between synapses of neurons and interferes with neural transmission between neurons
neurofibrillary tangles
are abnormal build-up of twisted strands
of protein fibres (tau) inside the neurons thats associated with cell death and inteferes with flow of information
brain atrophy
significant brain mass loss caused by the two progressively damaging neurons which die causing the brain tissue to shrink
can only be confirmed 100% after death
brain imaging
MRI and CT scans
provide info on structural changes (eg. brain atrophy and hippocampi degeneration
fMRI and PET scans
provide info on functional changes such as decreased activity in certain regions
Aphantasia
the inability to visualise mental imagery
mental imagery: refers to visual representations and experiences of sensory information w/o perscence of sensory stimuli
symptoms:
inability to generate mental imagery
trouble retrieving or 're-living' autobiographical memories
difficulty imagining possible imagined futures or hypothetical events in detail
dream less, have trouble recognising faces, have problems w factual memory
when creating mental imagery, we rely on semantic and episodic LTMs. people w aphantasia may still be be able to say what this experience would involve using other (ie. non-visual) episodic and semantic LTms, however, they wouldn't be able to conceptualise it in their minds
not a problem due to vision
Mnemonics
WRITTEN CULTURES
Acronyms
a word of pronounceable syllable made up of the first letter of the items, must be a PRONOUNCABLE word (ANZAC, LOL)
Acrostics
phrases, rhymes or poems in which first letter of each word act as a cue to help retrieve a word or idea that begins with start of letter (Never, Eat, Soggy, Weatbix (north, east, south, west))
Method of loci
involves
picturing/visualizing
each items
a culture in which stories and info are shared and preserved through the processes of reading and writing
ORAL CULTURES
Sung narratives
Stories that share important cultural, ecological, and survival info through singing, harmony and rhthy
music and movements enhance encoding storage and retrieval because it makes into more memoable.
rhythm + memory
Song lines
a sequence of sung narratives associated with specific locations that are linked by a walked/imagined path through country
rhythm + memory
is a culture that involve people who communicated vital info and spread stories via word of mouth