cognitive psychology ps200-02 unit 6 meta-cognition and strong memory strategies with professor...

Cognitive Psychology PS200-02Unit 6 Meta-Cognition and Strong Memory Strategies with Professor Kimberly Maring

Halfway Through

Late work? Get it in by

Unit 8! No late work after

that!

Questions?

Memories Studied

Semantic Memory: facts

Episodic Memory: Autobiographical

How do we increase

recall while decreasing

forgetting?

Optimal Memory Strategy!

For the next 10 seconds For the next 10 seconds

you are to memorize the you are to memorize the

following list:following list:

Optimal Memory Strategy!

Relax and Take a Break!

What was one significant

thing that happened in the

past week?

Now write down all the

words you can

remember.

Rehearsal

Rehearsal is the continuous repetition of

a name or an image of items to be

remembered

Requires the least effort and is natural

Organization

Sorting

Clustering

AssociationFinding something it relates to

Remember last week’s list?

ElaborationDefined as the association between two

concepts, items, or images, creating links

between newly learned concepts and stored

concepts

ElaborationDefined as the association between two concepts,

items, or images, creating links between newly

learned concepts and stored concepts

“When associated items are placed in an episode, process, or relation involving both of them, . . . the memories for these items will be strengthened as a function of elaboration” (Rohwher & Litrownik, 1983).

Early Memories

To begin, at what age do you

have your first memories?

What types of memories are

they?

Emotions Support Memory Retrieval

• Has this been your experience?• Do you have childhood memories which seem “unemotional?”

Autobiographical MemoryMemories of our own experiences

Stories in our minds of our lives

Cognitive Development

Cognition develops from birth to

age 25

Prefrontal Cortex (place your hand on your forehead—

the Prefrontal Cortex resides within) regulates

reasoning and decision making skills

Full decision making skills solidify in the

early to 20’s!

Piaget’s Model of Cognitive Development

Sensorimotor: Age 2 to 7

Preoperational: Age 2-7

Though language is not fully developed, we know that the STM is working even before birth.

Learn of the environment through senses—sound, sight, touch, hunger, movement.

Developing critical thinking skills (talking, walking, potty training)

Literate and love stories and being read to.

Not able to predict consequences nor understand that A + B + C

Piaget’s Model of Cognitive Development (continued)Concrete Operational: 7-12

Formal Operational: 12-25

Logic is the key to this age.

Understanding life through

logic—love puzzles, mystery

books, etc.

Abstract thought added

to logic

Childhood Amnesia Phase—Birth to 3 yearsTime of great learningGreat need for memory function

Memory systems are necessary for survival

The memory functions of the brain are developed but not fully connected

As the memory system becomes

more adept at remembering things,

long term recall becomes stronger

and we begin to have memories.

Robyn FivushPremier researcher •In of mother/child attachment and brain development •In autobiographical memory•Referred to in our text •See Resources at the end of this Power Point

Childhood Amnesia Phase—Birth to 3 years

Parent/Child InteractionsWhat develops memories in children?Eye-to eye contact with pleasant memoriesVerbalizationsWarm emotional connectionParental cues to memory

The above actions create attention retention ability—Attention is directly correlated to developing memory

This moves children to the Memory Phase called what?Hint: Ages 10-25

Adolescence (Surprise!)From sexual development into adulthoodThe brain remembers many more details in this

ageIn our culture it is a legal termIn developmental psychology uses different

classifications of age and developmental stagesPrefrontal cortex (understanding of consequences)

is fully connected by age 25Inferior temporal and occipital sulcus is fully

functional at 14 (tells the brain to take risks and do what “feels good”)

Cognitive Development—Adolescence This theory allows for 11 years of

mistakes that do not take into account consequences.

How does this relate to storing memories?Teens remember EVERY detail

The memory system does not filter out “unimportant” details

SELECTIVITY OF OLDER BRAINS

Not forgetful—instead, selectiveMore efficient—do not need to listen to

everything someone saysBetter at processing events and

environmental stimuli Therefore, strong associations are less likelyGood recent recallBut weaker STM/LTM recall because of

insignificance

The Mature BrainMistakenly assuming that something is not

important, when it really isMemory strategies are more sophisticatedFamily, friends, and coworkers help you with

stories

All the above account for a dip in accuracy

The 60’s shows an increase in recall. Why?

Less stress = Better

Memory

Any questions?????

ResourcesEpstein, R. (2007). The case against adolescence: Rediscovering the adult in

every teen. Sanger, CA: Quill Driver Books.

Fivush, R. (2006). Coping, Attachment, and Mother-Child Narratives of

Stressful Events. Merrill-Palmer Quarterly, 52, 125-150.

Fivush, R., & Haden, C. A. (Ed.). (2003). Autobiographical memory and the

construction of developmental and cultural perspectives. Mahway, NJ:

Lawrence Erlbaum Associates, Inc.

Robinson-Riegler, G., Robinson-Reigler, B. (2008). Cognitive psychology:

Applying the science of the mind. Boston: Allyn and Bacon.

Thompson-Cannino, J., Cotton, R., & Torneo, E. (2009). Picking Cotton: Our

memoir to injustice and redemption. New York: St. Martin’s Press.