https://padlet.com/diegozun1100/dszzar27n6ii en-us 2017-11-20 19:39:10 UTC 2018-01-24 21:57:31 UTC hello@padlet.com diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208871127

To Explain how the information processing model works

To Understand how encoding works 

 Encoding-  key board doesn't need much thought 

Storing- Hard drive 

Retrieving- Screen

3 stage memory model

• Sensory memory- Short Term Memory- Long term Memory
• Short term memory will go away if not rehearsed in an instant 
• Can keep 5-9 objects remembered 
• To hold on to it we need rehearsal called maintenance rehearsal or rote rehearsal or called repetition 
• Elaborately rehearsal- make meaning of what you want to remember
• Long term memory is unlimited and holds forever

Sensory Memory:

• Iconic= Visual lasts half a second
• Echoic = Auditory lasts 3-4 second
• Auditory lasts longer

Encoding in STM

• How it sounds- acoustic phonologically
• What it looks like- visual info
• What is the meaning- semantics
• Shapes vs. Sounds
• Relating it to your own life= more memorable 

STM called working memory or primary memory

Making letters into words to memorize is called chunking 

Procedural memory vs. Semantic Memory

Procedural- how to do things that you know how to do things basal ganglia 

Semantic- Knowing that and must be meaningful for you hippocampus

]]> 2017-11-20 19:39:55 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208871127 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208903627 31-1: What is memory?

• Memory is information that has been acquired, stored, and can be retrieved
• Research on memory's extremes show us how it works like author's father after stroke, all normal besides not being able to make new memories
• At the other extreme are people like Shereshevskii who could repeat up to 70 digits and was v accurate even remembering things from before very very well
• You remember countless things all the time as seen w study showing pictures and then repeating w new ones people can usually identify what they saw before
• Also seen w picture fragments as experiment showed people who saw pic a long time ago could recognize what it was from pic fragments

]]> 2017-11-20 21:35:35 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208903627 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208905994 31-2: How do Psychologists describe the human memory system?

• We compare memory to a computer as we say:
  • Getting information into our brain is encoding
  • Retaining the information is called storage
  • Getting the info back out is called retrieval 
• Not exact though as our memories are less literal and we use parallel processing when we analyze things
• Connectionism views memories as products of interconnected neural networks that change every time we learn something new allowing us to be better able to adapt to our environment
• A better explanation of memory is:
  • We first record to be remembered info as a fleeting sensory memory
  • Then it becomes short term memory where we encode it through rehearsal
  • Lastly, info moves into long term memory for later retrieval
• Updated to include, working memory and automatic processing
• Working Memory:
  • Research shows that STM is not just temporary shelf, but an active desktop where we connect what we sense to what we remember
  • This is called working memory and is seen as we read to try to connect what we remember to what we see
  • May enter through vision or auditory input and as we integrate the inputs, we are quite focused and it is thought that a central executive controls this focused processing
  • Without focused attention, info fades as seen in experiment that showed that rehearsal was necessary to remember things better

]]> 2017-11-20 21:45:49 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208905994 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208908152 31-3: How do explicit and implicit memories differ?

• Explicit Memories (declarative memories) are those that we consciously know and declare (facts) and use effortful processing to be encoded
• Automatic Procesing works for implicit memories which we might not be aware of AKA nondeclarative memories

]]> 2017-11-20 21:58:09 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208908152 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208908567 31-4: What information do we automatically process?

• Implicit memories include procedural memories like riding a bike or associations among stimuli like feeling nervous at the dentist because of the painful drill 
• We unconsciously process info about 
  • Space like where we have things or left them
  • Time like the sequence of how things are going in our day
  • Frequency like how many times we've done something
• Our two track mind uses the two different processing methods and shows how vision, thinking, and memory are not just single abilities and are split between different parts
• Effortful Processing and Explicit Memories
  • Automatic processing happens so easily that it is hard to shut off and we can learn if as sen through reading for it to be automatic 
  • We learn these things that are hard at first, but over time become auto

]]> 2017-11-20 22:00:44 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208908567 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208910031 31-5: How does Sensory Memory work?

• Sensory memory feeds our active working memory to record momentary images and sounds and was experimented on by sperling which showed that given a v small amount of time, we can recall half of what is seen
• The participants could recall all the letters if given help through tones for each line showing that the memory was there for recall
• This is iconic memory as it has to do w images we see and we can recall w great accuracy, if very quick since it goes away quite quickly
• There is also echoic memory for sounds that can be seen if you zone out and teacher says what did I just say? and you can remember what they said

]]> 2017-11-20 22:09:59 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208910031 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208911756 31-6: What is the capacity of our short-term and working memory?

• Short term memory can retain 7 give or take 2 info bits and if not rehearsed, will have a very short life
• Working memory capacity varies depending on age and other factors as young adults have the best capacity, but still can't mulitask very well

]]> 2017-11-20 22:19:18 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208911756 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208912456 31-7: What are some effortful processing strategies that can help us remember new information?

• Research shows that there are many ways to boost our ability to make new memories and these can make a difference when retrieving memories
• Chunking
  • This is where you group items into familiar, manageable units that help remember it easier
  • We remember things best when they're organized in a way that is meaningful to us 
• Mnemonics
  • Mnemonics are memory aids that use vivid imagery since we are very good at remembering mental pictures 
  • The peg word system is where you memorize a jingle and then associate the peg words w things to be remembered which helps a lot 
  • Combined makes very good memory aids such as acronyms like ROY G. BIV and HOMES for the great lakes 
• Hierarchies
  • People also split stuff up into hierarchies of broad concepts divided into narrower concepts and facts
  • This helps us retrieve info quickly and helps recall a lot 
• Distributed Practice
  • Practicing over time will lead to better memory over time than cramming as things are forgotten quicker so try practicing a lot in advance 
  • Spreading learning over long periods of time can help information retention for a life time as seen in an experiment studying foreign language 
  • A good way to distribute is through repeated self testing, where you keep asking questions over time instead of rereading stuff
  • Spaced study and self assessment beat cramming and rereading and only smart practice makes for lasting memories

]]> 2017-11-20 22:24:44 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208912456 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208915524 31-8: What are the levels of processing, and how do they affect encoding?

• We process verbal info at different levels starting w shallow processing where we encode basic things like word's letter or sound
• Deep processing encodes semantically, based on meaning of the words 
• The deeper (more meaningful) the processing, the better our retention
• In a classic experiment, it was seen that the deeper processing used, the better something is remembered 
• Making Material Personally Meaningful:
  • New material must be made meaningful for us to better remember it later on
  • When you remember things, you remember what you encoded, not necessarily what happened so your memory might mirror class notes more than the class
  • We can avoid mismatches by rephrasing what we see and hear into meaningful terms which is seen as meaningful stuff is much easier to memorize than non meaningful stuff 
  • Seen as thinking about material and relating is the best thing to do 
  • Actors do this as they split the script up into intentions to remember it even easier 
  • We have very good recall for what is meaningful to ourselves, called the self reference effect and is especially strong in West culture 
  • Remembering depends both on time spent learning and meaningfulness of info through deep processing

]]> 2017-11-20 22:48:35 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208915524 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208922244 33-1: Why do we forget?

• Though remembering things is good, forgetting is also nice as we don't have to carry unnecessary information with us 
• In the case of AJ and S shows how much of a hassle it can be to have to remember everything that one sees at all times , thus having a good memory is good but forgetting is as well
• Our memory is also unpredictable though as it can be quirky remembering somethings, but not others 
• Forgetting and the Two Track Mind:
  • For some memory loss is severe and permanent, like HM who lost hippocampus to lose seizures and thus could not make new memories
  • HM suffered from Anterograde Amnesia where he could recall his past but not form new memories
  • There is also retrograde amnesia that is when one cannot recall their past of what is stored as long term memory
  • Same seen w Oliver Sacks and Jimmie who had anterograde amnesia and when showed a pic of the earth from the moon could not believe it to be possible 
  • Though they cannot learn new things, they can learn non verbal tasks like going to the bathroom, but w/o awareness as it is classically conditioned
  • Automatic processing was still there also seen in Alzheimer's patients who can learn how to do something but don't consciously know they have 
• Encoding Failure
  • What we don't encode is never remembered and as age goes down so does encoding efficiency which explains why older people remember less
  • No matter how young we are though, we will miss things that we don't try to encode like if we text in class
• Storage Decay
  • Sometimes we forget what we encode anyway as seen by Hermann Ebbinghaus saying that forgetting is at first rapid, but levels off w time
  • Also seen by Harry Bahrick who saw how people forgot spanish they learned in HS or College and showed that from 3 to 25 years after what they knew was the same as in they didn't forget much 
  • An explanation might be gradual fading of the physical memory trace but there can be other reasons for inacessible memories like not encoded or discarded or just not retrieveable
• Retrieval Failure
  • Sometimes forgetting can be the feeling of a word or name on the tip of your tongue but can be retrieved easier w clues and is more common as we age
  • These problems can come from interference or perhaps motivated forgetting 
  • Interference
    • Clutter might stop your retrieval as seen in Proactive (forward acting) interference where an old memory stops recall of new info 
    • Retroactive (backwards acting) interference is when new learning disrupts old and like stone tossed in pond disrupting the water
    • Researchers found that forgetting is probably more about the matter of interference in the brain
    • The hour before sleep is the best time to try to memorize stuff but not right before or during
    • Old and new learning do not always compete as seen w Latin and french learning
  • Motivated Forgetting
    • Memories fail us as it is a unreliable and self serving historian as seen in an experiment where participants were told how good toothbrushing is and they said they brushed a lot while maybe not have 
    • Sigmund Freud would say that our memory systems self censor info or repress painful of unacceptable memories to protect our self concept and minimize anxiety
    • But this lingers and can be retrieved, but now it is said to not happen as much but it just stays there naturally if it is traumatic

]]> 2017-11-20 23:39:38 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208922244 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/208927082 33-2: How do misinformation, imagination, and source amnesia influence our memory construction? How do we decide whether a memory is real or false?

• Our memory is not exact as every time we remember a memory, we change it slightly and over time this can make a whole different image
• Misinformation and Imagination Effects
  • Seen in experiments showing participants a crash, when asked if they smashed or hit each other, those that heard smash remembered it as more violent and dangerous
  • This shows the misinformation effect of how, when misled, we will remember things wrong as our memory changes
  • Just hearing a vivid retelling of something can make give false memories as seen when dutch students told they got sick from egg salad, they wouldn't eat egg-salad sandwiches
  • Even imagining something as it happening can make it seem real to the person
  • Digitally altered photos showing imagination inflation happens as children made fake memories from fake pics
  • The same happens just w/ our own memory as studied and seen as the author believed that his parents brought his baby brother on the bus when they did not  

]]> 2017-11-21 00:21:34 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/208927082 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/209247961

Multi-store model of memory

• Explanation of how memory processes work 
• You hear, see, and feel many things, but only a small number are remembered 
• Sensory Details Sensory memory then to STM to LTM through rehearsal and back through retrieval

Proactive and Retroactive 

• Proactive= Old info gets in the way of new information 
• Retroactive= New info interferes w old info  

Serial Position Effect

• You remember the first and last parts of a list 

Superior Autobiographical or Hyperthymesia 

• Jill Price could remember everything since she was 14 years old 
• Found by James McGaugh 
• 
  

]]> 2017-11-21 19:40:43 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/209247961 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/210620960 Method of loci to memorize things by giving each of the parts in a certain spot of your house 
Pickled Garlic, Smoked Salmon, Cottage Cheese, 6 gatorade bottles, socks (red, striped, wet), and ziplock baggies
Implicit memory: Information that is unintentionally retained by your memory
Explicit Memory: Information that you intentionally try to remember
Semantic Memory: Facts like a banana is yellow or when your birthday is (explicit type)
Procedural Memory: Remembering how to do something so later you don't have to manually remember how to do it (implicit)
Classical Conditioning Memory: Associations like classical conditioning seen in last unit (implicit)
Episodic Memory: A person's unique memory of a certain event (explicit)
Priming Memory: Exposure to one stimulus amplifies the thought of another thing (implicit)
Flashbulb Memory: A vivid memory of a certain event or incident and what surrounds it as people remember what they were doing and how they felt when it happened and can be changed over time as you remembered it
Eidetic Memory: The ability to reproduce very sharp images of what one has seen (photographic memory)]]> 2017-11-27 19:39:42 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/210620960 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211655554 32-1: What is the capacity of long-term memory? Are our long-term memories processed and stored in specific locations?

• Our Long Term Memories are essentially limitless and do not need to delete things to fit more stuff
• Retaining Information in the Brain
  • Surgeons and memory researchers were amazed at vivid memories triggered by brain stimulation
  • This did not prove that all of our past was in there, just that it had been invented 
  • Additionally, all of the brain is involved in memories not just one part as seen w rats that could still get out of a maze after learning and losing parts of their brains
  • Many parts of our brain encode, store, and retrieve information that forms memories

]]> 2017-11-29 22:21:37 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211655554 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211657742 32-2: What roles do the frontal lobes and hippocampus play in memory processing?

• Explicit memories for facts and episodes include frontal lobes and the hippocampus 
• The frontal lobe gets input from other parts of the brain to bring memories back but both sides have different roles as the left is more w stuff like passwords while the right has stuff like visuals 
• The Hippocampus is the save button for the brain as it lays down memories into LTM
• Damage to this leads to people being unable to recall explicit memories and is seen as birds cannot find where they stashed food in winter w/o it 
• The Left again is more w verbal information while right has to do w visuals
• Has many parts involved as one associates names w faces, the other has spatial mnemonics from the back 
• Memories are not always here as they are prepared to be stored somewhere else later
• Sleep helps in this as the hippocampus is very active during sleep as it seems to recall the days memories w the brain cortex 

]]> 2017-11-29 22:33:57 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211657742 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211658988 32-3: What roles do the cerebellum and basal ganglia play in our memory processing?

• Without the Hippocampus and frontal lobes, we can still remember implicit memories w automatic processing as seen w amnesia patient seeing doctor everyday and  getting pricked w a tack in the doctor's hand, leading to the next day her not wanting to shake the doctor's hand for "some" reason
• The Cerebellum is used for this as those that have damaged cerebellums cannot remember things implicitly and form associations
• The Basal Ganglia facilitates formation of procedural memories for skills w/o us knowing as the basal ganglia does receive input, but does not give any back
• Our implicit memory may help keep stuff we learned as infants throughout our lives, but there is still infantile amnesia due to :
  • How we store a lot of explicit things using words which infants don't know 
  • The hippocampus is one of the last brain structures to mature

]]> 2017-11-29 22:41:41 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211658988 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211660365 32-4: How do emotions affect our memory processing?

• Emotions cause stress hormones to be released leading to stronger memory formation of that event and weaker memory of other neutral events
• Emotions often persist w/o conscious awareness of what caused them as seen w patients w hippocampal damage who watch a sad or happy movie and feel that way after w/o remembering the movie
• Stressful or emotional events can make very strong, reliable memories while weaker emotions make weaker ones and can be changed w the blocking of stress hormones
• Emotion triggered hormonal changes explain why we remember exciting or shocking events called flash bulb memories as our brain seems to capture what is around us when we feel this way
• Seen w people in 1989 San Fran Earthquake as those who were in it knew exactly what they were doing while those who heard didn't really know
• Flashbulb memories are pretty accurate, until we change them over time w misinformation

]]> 2017-11-29 22:50:26 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211660365 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211661360 32-5: How do changes at the synapse level affect our memory processing?

• As we read and try to learn things, our brain is changing as neural connections and pathways are forming and strengthening
• The question of how memories are a part of the physical brain has led to the studying of synapses in Aplysia and showed that when learning occurred, the slug released serotonin into certain synapses that became more efficient at transmitting signals
• In experiments w people, connections increased sensitivity for hours as the neuron needed less prompting to release its neurotransmitter and more connections existed between the neurons
• This better efficiency is called long- term potentiation (LTP) and is the nerual basis for learning and remembering associations as seen in experiments w mice as letting happen helped and blocking it did not
• Once LTP is done, that memory cannot be taken out by a current unlike things in STM that may be forgotten w a current, or a hard hit to the head
• Some experts have tried to make companies in the quest to better memory over time 
• Though this might be possible in the future there are ways now like sleep and studying well 

]]> 2017-11-29 22:57:19 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211661360 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211662755 32-6: How is memory measured?

• There are three measures of retention being:
  • Recall- retrieving information that is not currently in your conscious awareness but that was learned at an earlier time. A fill-in-the-blank question tests your recall
  • Recognition- Identifying items previously learned. A multiple choice tests your recognition
  • Relearning- Learning something more quickly when you learn it a second or later time. When you study for a final exam or engage in language used in early childhood, you will relearn the material more easily than you did before
• Long after recall goes away, recognition is still there as seen when people try to remember others from hs but can't but when given pic and names can
• Recognition is extremely quick as even before we can say it, we know that we know it
• Relearngin also shows memory as seen by Ebbinghaus in his nonsense syllables that even though he had not rehearsed in a day, he still remembered some of them when he went back to study again
• Shows that you need to continue to rehearse what you learn to make sure it sticks
• Tests of recognition and of time spent relearning demonstrate that we remember more than we recall

]]> 2017-11-29 23:07:54 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211662755 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/211665062 32-7: How do external cues, internal emotions, and order of appearance influence memory retrieval?

• Retrieving memory is like a spider on a web as memory is a web of associations and thus we need things like retrieval cues to be able to retrieve what we want to remember 
• Priming:
  • Best cues come from associations we form when we encode the memory but usually vision is the best one to help remember things
  • Associations are activated w/o our awareness as William James described priming to be the wakening of associations as hearing or seeing rabbit primes associations w hare
  • Priming is invisible memory that you aren't consciously aware of and can come at any moment and stay
  • Can influence behaviors as in one study, people were primed w money related words and were less likely to help since their associations w materialism and self interest were brought up
• Context-dependent memory
  • Being in the context where you experienced something can prime your memory retrieval as seen w scuba divers learning words above water or under water and being better when they were in the same place they learned in
  • Seen with how you forget what you wanted to do when you enter a room as there are not as many cues as in the first room and once you get back you finally remember
  • Also seen in 3 month olds as they began to do the same w kicking cribs if they were in the same crib w same bumper
• State-Dependent Memory
  • This memory depends on what you state you are in, such as drunk or not and thus explains why we might remember where stuff is drunk if we hid it drunk
  • Mood is also another state as memories are mood congruent, or follow moods, and thus will show how if we are feeling bad bad memories come and vice versa
  • Shows why depressed people feel differently about their past than others and also in teens as their changing moods also do the same to views of their parents
  • This explains why moods persist and how people who are predisposed to be depressed may be stuck in the same vicious cycle
• Serial Position Effect
  • Leaves us wondering why there are holes in our memories from the first to the last based on how we might rehearse the earlier ones more than than the last ones
  • Experiments show that people remember the latest ones due to the recency of the event while they remember the others due to their rehearsal

]]> 2017-11-29 23:20:59 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/211665062 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/213518148 34-1: What is cognition and what are the functions of concepts?

• Cognition: the mental activities associated with thinking, knowing, remembering and communicating information
• Concepts: Mental groupings of similar objects, events, ideas, and people that help simplify our thinking as they give us much info w little effort
• We usually form concepts w prototypes: mental image or best example of a category like robins for birds while a penguin isn't really a prototype for that
• As we put an item in a category, our memory later shifts toward the category prototype as seen if we see a blended white 70% and 30% Asian face as we then begin to see it more as white over time
• If we move away from prototypes category boundaries begin to blur which leads us to perceive things in different ways that might not be helpful
• Thus, Concepts might speed things up, but they might not be the best all in al

]]> 2017-12-05 21:30:33 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/213518148 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/213519835 34-2: What is creativity and what fosters it?

• Creativity is the ability to produce ideas that are new and valuable and has to do with intelligence but not just that 
• Usually, tests use convergent thinking to get to one answer, while creativity tests use divergent answers to see how many different answers can be found
• Injury to the left parietal lobe can damage convergent thinking while frontal lobes will kill imagination
• There are 5 parts of creativity called:
  • Expertise: A well developed base of knowledge like building blocks that we try to organize in different ways to see something in a new way
  • Imaginative Thinking Skills: The ability to see things in new ways to recognize patterns or to make connections this then leads us to make new ideas that others might not have thought of 
  • A venturesome personality: How we seek new experiences, tolerate ambiguity and risk, and get through obstacles that allows us to see new stuff
  • Intrinsic Motivation: Being driven by interest satisfaction and challenge rather than external pressures as seen w creative people more focused on happiness from doing work rather than deadlines and such
  • A Creative Environment: A place that sparks, supports, and refines creative ideas as seen w Google areas where they have gotten a lot of its ideas from added employee creative time
• To boost creativity:
  • Develop Expertise: Follow your passion to become and expert at it
  • Allow time for Incubation: Give time to think but also to set it aside and come back later
  • Set aside time for the mind to roam freely: Take time to jog or walk or meditate to relax
  • Experience other cultures and ways of thinking: Seeing new things allows us to be better at being more creative

]]> 2017-12-05 21:37:21 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/213519835 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/213948175 35-1: What cognitive strategies assist our problems solving and what obstacles hinder it?

• How do we solve problems?
• We do this through different methods like algorithms that are step by step procedures guaranteeing a solution but must go through every possibility
• Heuristics as well as we reduce options as a shortcut to take less time, but could lead to more errors compared to algorithms
• Might seem like one is not needed in insight as we arrive to the solution of the problem seemingly out of no where 
• Usually called an aha moment and comes in sudden flashes after frontal lobe and right temporal lobe activity
• We are not the only ones as chimpanzees do the same as well with their own problems
• Insight strikes w no sense of getting warmer and can be seen in jokes like You don't need a parachute to skydive, unless you want to do it again
• As helpful as these are, there are some methods that don't help like confirmation bias, where we only look for info to support what we want as seen in experiments over time and actual real world events like War in Iraq
• If incorrectly see a problem its hard to get out of this view, called fixation where we can't see it from a new perspective
• An example is mental set, which is out tendency to see a problem in the mind set thats worked before 
• This predisposes how we think and can sometimes be an obstacle to solving problems

]]> 2017-12-06 23:59:15 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/213948175 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/213949622 35-2: What is intuition, and how can the representativeness and availability heuristics, over confidence, belief perseverance, and framing influence our decisions and judgements?

• When making judgements we usually follow our intuition or fast automatic, unreasoned feelings and thoughts 
• These judgements are possible due to heuristics but the two kinds availability and representative, can lead us down the wrong path
• The Representative Heuristic:
  • This is when we judge the likelihood of things in terms of how well they rep our particular prototypes/stereotypes
  • A short, slim person who likes to read poetry is morel likely thought of as an Ivy League professor compared to a truck driver though it being a truck driver is more statistically possible
  • We compare it to our mental rep of the category, which might not necessarily be right
• The Availability Heuristic
  • This is when we estimate the likelihood of something based on how mentally available it is like, we think planes are more dangerous than cars because we've heard more reports on plane accidents than cars
  • We come to fear these events based on information we hear most often, not how often it actually happens, which leads to errors
  • This is seen w global warming as there is no real close images to scare us, so we don't really worry much, but when things seem close or real to us, we pay attention
• Overconfidence
  • Sometimes, we overestimate how smart or good at judgements we are which is overconfidence
  • BP was like this we they thought everything would be safe w such a big oil rig in Gulf of Mexico but that didn't work too well
  • Also seen w how we overestimate the future and leave things to do later though, things wont be so different 
  • Like we say we will be richer next year so we spend more on loans and credit now 
  • This can go away though, as people can learn what they do and don't know to better use their judgements 
• Belief Perseverance
  • Belief perseverance is when we stay with what we believe in against contrary evidence as it is easier to believe what you think is right than change your opinion
  • The more we appreciate our own beliefs, the tighter we cling to them leading to possible problems later
• Framing
  • This is how we present an issue to someone that can have varying effects
  • If we say a surgery has a 10% death rate it might discourage compared to a 90% success rate 
  • Also numbers scare people as 10 in 10 million is scary compared to the .000001 percent that it truly is 
  • This is seen also seen in being an organ donor as when automatically put in to the system, people won't opt out, but when people start out of the program, they don't opt in 
  • Framing can influence people's decisions

]]> 2017-12-07 00:13:46 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/213949622 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/213953113 How do smart thinkers use intuition?

• Our intuition can lead us down the wrong path as we usually find answers based off intuition and might not be the best answer
• Intuition is big as when we try to answer problems, we need to focus on it, but also get distracted to unconsciously find the answer to the problem 
• Our intuitions can change over time due to experience such as seeing someones face that looks like someone else who hurt us might lead us to act warily of this new person
• Intuition is recognition born of experience as over time we have gotten so good at making judgements about certain things, that we do it automatically seen w experiences nurses, firefighters, art critics, car mechanics, and hockey players
• Now though intuition can be risky in judging risks, it can actually help us if we make sure to check this w reality

]]> 2017-12-07 00:40:17 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/213953113 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/214300956

What is mood congruent theory? 

• This is the tendency to recall things that put you in a bad mood before

What does it mean when memory is state dependent?

• Tendency to recall things drunk that you learned when drunk

What is context dependent memory?

• When you need to be  in a certain context to remember somethings you were doing or saying

Alzheimers vs. Dementia

• Alzheimers is when you begin to forget things, but over time your brain gets worse and worse over time 
• Called Neurocognitive disorders to seem less intrusive 
• Can be major or mild 
• Alzheimers
  • Plaques and tangles starts to form in the hippocampus 
  • This causes memories to be harder to remember 
  • These then spread to different parts of the brain to then damage more of the brain
  • Then goes to language center, decision making center (frontal lobe), then emotions that begin to go awry, then senses go bad, eventually get to oldest memories (episodic), eventually gets to balance and regulation of heartbeat to then kill someone

Psychogenic Amnesia

• When you get amnesia for no physiological reason why, since its based on psychological reasons
• Sean from the video had the dissociative fugue state where you separate who you are from you 
• Had a lot of emotions and feelings which caused this happen 

Korskakoff's Syndrome

• Memory loss due to severe alcoholism 

]]> 2017-12-07 19:39:15 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/214300956 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/214376024 Language is the movement of information from one person to another based on us understanding what is seen or heard
36-1: What are the structural components of language?

• Language Structure
  • Spoken language can be split into: 
    • Phonemes: The smallest distinctive sounds in a language such as chat that has ch, a, and t and there are 869 total different ones in all languages, English only uses 40 while others have half or more than double that
    • Morphemes: Smallest units that carry meaning in a given language some in English are both Phonemes and Morphemes like I or s but words can have more phonemes such as bat or gentle or words like preview or adapted 
    • Grammar: System of rules that enables us to communicate w one another which help us get meaning from sounds and order of words 
  • Language becomes more and more complex, but it is from simple things but the complexity we see is what distinguishes us from other animals in language capacity
• Language Development
  • From age 1 to high school graduation we learn 60,000 words, but how?
  • We can't state our language's syntax rules, but we are able to make correct sentences as a preschooler while college students learning a new language cannot
  • We are extremely good at making sentences and remembering words as we make these sentences up on the fly while thinking of other things which is amazing taking into consideration all that can be put as wrong

]]> 2017-12-08 02:52:24 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/214376024 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/214379465 36-2: What are the milestones in language development?

• Receptive Language
  • Children's language moves from simple to complex as it starts w not being able to talk to recognizing differences in speech sounds and reading lips at around 4 months
  • By 7 months babies are able to segment spoken sounds into words and based on how good they are at this, it can predict their language abilities at ages 2 and 5
• Productive Language 
  • Babies' productive language, or producing words, comes next as they are able to recognize noun verb differences as they respond to misplaced ones
  • Before nurture takes its course, babies begin to making different sounds in the babbling stage at around 4 months which leads them to just make different sounds 
  • They do not imitate human speech or the language they hear and deaf babies w deaf parents do this w their hands 
  • By 10 months, the babbling has meaning as a trained ear can understand what the baby wants and w/o other languages, the baby only goes w the native tongue
  • Thus, once theyre older they cannot distinguish sounds in japanese as Japanese can't from english w r and l
  • Around the first birthday, children get to the one word stage as they realize sounds carry meaning and if trained will associate what they see w what to say
  • Over time they begin to use sounds to communicate which fam can understand and over time turns into nouns that stand for a sentence
  • By 18 months, they learn more and get two the 2 word stage by their first bday and get telegraphic speech where there is mostly nouns and verbs 
  • These also follow syntax of language as in spanish homes it goes noun adjective while in english it goes adjective noun
  • After that they begin to say longer and longer phrases and even if behind they can catch up as they learn quicker 
  • By early elementary school, kids understand complex sentences and begin to enjoy in humor conveyed by double meanings 

]]> 2017-12-08 03:31:00 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/214379465 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/214380431 36-3: How do we acquire language?

• Languages share universal grammar like verbs, nouns, and adjectives and we humans are built to learn grammar that we don't even need training for it
• We are not set for a specific language though and we readily learn the language around us starting w nouns usually
• Statistical Learning
  • Though adults cannot recognize syllables from other languages, infants can do it very well since they are just beginning to learn language 
  • Further seen w how they can distinguish syllable patterns and pay attention to ones they don't know 
• Critical Periods 
  • Adults cannot do this as well as they learn the language away from the critical period of childhood where we are meant to learn language so therefore, the earlier we learn a language, the better
  • The window of language starts to close at a bout 2 or 3 but fully closes at age 7 where if there is no language present, the kid might not be able to learn any language
  • Also seen in deaf children that don't learn language early enough as they are never as fluent as those who have

]]> 2017-12-08 03:43:33 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/214380431 diegozun1100 https://padlet.com/diegozun1100/dszzar27n6ii/wish/214381009 36-4: What brain areas are involved in language processing and speech?

• Though we can learn language very easily, it can be lost easily as well w aphasia, even if it does not affect every part of one's linguistic ability as reading or writing
• Seen w Broca's area where if damaged, speech would be impaired and Wernicke's area that if damaged would lead to meaningless words and bad understanding
• This has been confirmed by neuroscience but also seen w language being all around the brain w MRI showing how we interpret different things like jokes, vowels or stories
• A good thing to remember is that we divide mental functions such as how we read and understand what is seen and thus, is why if we have a stroke, only some might be affected
• What we experience is a just the visible tip of the info processing iceberg
• We get a C on decision making and risk assessment 
• B on inventive ways to solve problems that are prone to fixation
• An A on cognitive efficiency through heuristics 
• A+ on how we are creative, learn and use language

]]> 2017-12-08 03:52:58 UTC https://padlet.com/diegozun1100/dszzar27n6ii/wish/214381009