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Multiple Intelligences

Handouts: Please pick up a copy of today’s

handouts for:

September 21, 2012

Cognitive Psychology

Mark Rafter http://www.canyons.edu/faculty/rafterm

Class Three: Friday, September 14th

Remembering

Leftovers:

- Compare and contrast recognition vs. recall

and illustrate the vulnerability of memory with two

classic studies:

- Long-term memory of a common object & The

perils of eyewitness testimony

(Nickerson and Adams) (Elizabeth Loftus)

Class Four: Friday, September 21st Forgetting

- Compare and contrast three forms of forgetting

(a) decay, (b) interference, (c) amnesia

- Identify the "seven sins of memory"

(Daniel Schacter)

http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html

Sarah Jayne Blakemore

"The mysterious workings of the adolescent brain” (14:26)

Jill Bolte Taylor's stroke of insight (18:42)

http://www.ted.com/talks/lang/eng/jill_bolte_taylor_s_powerful_stroke_of_insight.html

Sensory Memory STM LTM

Mark Rafter (1-25-2011)

Sensory Memory STM LTM

Mark Rafter (1-25-2011)

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Arrow Number

Type of Remembering

1 Data Driven (Bottom-Up) Awareness

2 Selective Attention (Top-Down) Awareness

3 Maintenance Rehearsal (refresh information in STM)

4 Elaborative Rehearsal (associate new information with old)

5 Selective (cued) Remembering

6 Unintentional Intrusive Memory (LTM to STM)

7 Producing Information from Memory (Recall and Recognition)

Recognition &

Recall

Assume that some information is in LTM. Present the complete information to the person.

(My face is the complete information.) The person searches to see if the same information is

already stored in LTM. The person answers either “Yes.” or “No.”

(“Yes, I found that information in my LTM.”) “Yes, I recognize your face.”

or (“No, I can not find the information in my LTM.”)

“No, I do not recognize your face.”

“Do you recognize my face?”

Sensory Memory STM LTM

Mark Rafter (1-25-2011)

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“Yes!”

Assume the information is in LTM. Present a ‘cue’ for the person to initiate recall.

(My face is the cue) The person searches through LTM for the associated

information. (My name is the associated information)

The person retrieves the information into STM. The person then reproduces the information.

(“I have the information in my LTM.”) “Your name is Mark Rafter.”

or (“I can not find the information in my LTM.”)

“No, I do not recall your name.”

“Do you recall my name?”

Sensory Memory STM LTM

Mark Rafter (1-25-2011)

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“Rafter!”

After meeting someone new, if we see them again later, we may say: “I remember you, but I can’t remember your name.”

More specifically, we mean:

“I recognize your face, but I can’t recall your name.”

Recognition is easier and more accurate than Recall.

Nickerson (1965) showed subjects 600 pictures of

various scenes and events, and tested retention at

intervals from a day to a year later (in a new vs. old

categorization task). Performance after 1 day =

92%, after one year = 63%.

Standing, Conezio & Haber (1970) presented

2560 color slides, 10 sec. each; subjects then saw

pairs of new & old items and had to say which was

old. Performance still at 90% a few days later.

Note: An OLD item is one that was in the original presentation set.

A NEW item is one that was not in the original presentation set.

Goldstein and Chance (1971) used women's faces, magnified snowflakes, and inkblots; 14 items of each set, 3 sec. each; recognition tested 2 days later with a new vs. old decision task mixing the 14 items with 70 new ones (so chance = 14%). Performance per set was:

71% accuracy for faces 48% accuracy for inkblots 33% accuracy for snowflakes

Better memory for concrete rather than abstract information (a green Granny Smith apple rather than nutritious food)

Better memory for distinctive rather than typical information. (faces rather than snowflakes)

Note: An OLD item is one that was in the original presentation set.

A NEW item is one that was not in the original presentation set.

Please rely on your own memory

for this RECOGNITION task.

Array

Nickerson, R.S., and Adams, J.J. (1979). Long-term memory

for a common object. Cognitive Psychology, 11, 287-307.

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J

E D C B

I H G F

K L M N O

Loftus, E. F. (1975). Leading questions

and the eyewitness report.

Cognitive Psychology, 7, 560-572.

Loftus suggests memory is based on two types of information:

what we perceive at the time of the event and

what we find out after the event.

What we hear after an event can distort our memory. Leading questions can alter our

memory of the event and the testimony we give later.

Subjects viewed a video of an accident involving two cars.

After viewing a video of an accident involving two cars, subjects were asked

one of two questions:

“How fast were the cars going when they smashed each other?”

-or- “How fast were the cars going

when they hit each other?”

…also, “Did you see any broken glass?”

“Cars Smashed”

“Cars Hit”

After the video no collision suggestion was given

Estimated speed

40.8 mph

Estimated speed

34 mph

16 saw

broken glass.

7 saw

broken glass.

6 saw

broken glass.

34 didn’t see

any broken glass.

43 didn’t see

any broken glass.

44 didn’t see

any broken glass.

They were also asked one of two other questions:

“Did you see a stop sign?” - or -

“Did you see the stop sign?”

Significantly more who were asked about the stop sign

reported seeing it, although there never was a stop sign.

Biased Input Filters Not everything detected is stored

Unbiased Input Everything detected is stored

After information is stored it is reconstructed

After information is stored it is unaffected

Information is lost in a systematic manner

Information is not lost.

More recent events will alter the accurate storage of earlier events

Recent recordings do not affect accuracy of earlier recordings

Reproduction of the event is biased.

Reproduction of the event is unbiased. (High fidelity!)

Information that was not stored may be remembered.

Information that was not recorded, will not be

reproduced.

Chase, W.G. & Simon, H.A. (1973). The Mind’s Eye in Chess

When Testing Memory of Actual Board Game Positions

Masters are better than Beginners

Masters had both Crystallized (Gc) & Fluid (Gf) Wisdom & Wit

Beginners had only Fluid (Gf) Wit

When Testing Memory of Random Board Positions

Beginners are as good as or better than Masters

Masters had only Fluid (Gf) Wit

Beginners had only Fluid (Gf) Wit

Recall the color names

We will see: Six lines Four colors per line Start at the top line and call out (recall) the name of the colors, left to right. Do not call out the shapes of the colors. Simply call out the names of the colors.

Let’s practice.

Let’s do this quickly!

On the next slide,

start at the top line and call out

the name of the colors, left to right.

…again we will see: Six lines Four colors per line Start at the top line and call out (recall)

the name of the colors, left to right. Do not call out the shapes of the colors. Simply call out the names of the colors.

Let’s practice.

Let’s do this quickly!

On the next slide,

start at the top line and call out

the name of the colors, left to right.

Sensory Memory STM LTM

Mark Rafter

“BLUE”

“RED”

The Stroop Color-Word Test

“Dichotic Listening Task”

A limited amount & a limited type of information is

processed from the unattended message:

Memory of Ignored Message

Explicit Memory: Sex of the Speaker

…and one’s own name

Implicit Memory: (horses)

The Presence of a Weapon: Tooley, V., Brigham, J. C., Maass, A., & Bothwell, R. K. (1987). Facial recognition: Weapon effect and attentional focus. Journal of Applied Social Psychology, 17(10), 845-859

The Person Carried:

A Tennis Racket

A Hand Gun

Memory of the Person’s Face

Good Memory

Poor Memory

The Context of Mood: Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129-148

Mood when Learning the List

Mood when Remembering

the List

Sad

Happy

Sad

Good Memory

Poor Memory

Happy

Poor Memory

Good Memory

46

Child Attachment Type

Memory for

Good Event

Memory for

Bad Event

Secure Very Good Very Poor

Insecure Very Poor Very Good

47

The End.

Note:

This was as far as we progressed

on Friday, September 21st.

Note:

We’ll “continue to proceed”

on Friday, September 28th.