PL1101E Tutorial 4 TE23 by https://padlet.com/psypadlet/og2txngnhc8841ym Let's talk about Psych! en-us 2021-10-19 09:25:06 UTC 2021-10-22 05:18:49 UTC hello@padlet.com https://padlet.net/icons/png/1f603.png Grp 4 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835435853 -Sensory input is converted into sensory memory
-Becomes short term memory if we process it but if we don’t it would not be in our short term memory
-constant encoding become long term memory]]> 2021-10-22 04:10:24 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835435853 Grp 5 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835436540 If you see yourself in memory, it is false. All memories are false to some extent due to interference and decay. Even flashbulbs memories which are detailed and vivid, it is still prone to interference due to emotions. The phrasing of the questions can evoke certain emotions as well, leading to false memory.]]> 2021-10-22 04:10:49 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835436540 Group 3 zevesley https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835439718 Sensory memory refers to the brief storage of sensory information. Sensory memory is a memory buffer that lasts only very briefly and then, unless it is attended to and passed on for more processing, is forgotten. The purpose of sensory memory is to give the brain some time to process the incoming sensations, and to allow us to see the world as an unbroken stream of events rather than as individual pieces


Most of the information that gets into sensory memory is forgotten, but information that we turn our attention to, with the goal of remembering it, may pass into short-term memory. Short-term memory (STM) is the place where small amounts of information can be temporarily kept for more than a few seconds but usually for less than one minute (Baddeley, Vallar, & Shallice, 1990). Information in short-term memory is not stored permanently but rather becomes available for us to process, and the processes that we use to make sense of, modify, interpret, and store information in STM are known as working memory.

Although it is called memory, working memory is not a store of memory like STM but rather a set of memory procedures or operations.

If information makes it past short term-memory it may enter long-term memory (LTM), memory storage that can hold information for days, months, and years. The capacity of long-term memory is large, and there is no known limit to what we can remember (Wang, Liu, & Wang, 2003). Although we may forget at least some information after we learn it, other things will stay with us forever.


  • Information processing begins in sensory memory, moves to short-term memory, and eventually moves to long-term memory.
  • Maintenance rehearsal and chunking are used to keep information in short-term memory.
  • The capacity of long-term memory is large, and there is no known limit to what we can remember
]]> 2021-10-22 04:12:58 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835439718 Grp 5 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835442318 Mental representations aid in the formation of schemas and schemas can form the basis of heuristics. All of thought and memory requires an ability to categorise and label the categories. 

Heuristics are the mental shortcuts that works sometimes but also cause problems. It allows us to essentially bypass, a lot of effortful processing and thinking where you do not have to sit there and really pay attention to all the little details. But heuristics come with a limited degree of accuracy in the sense that they are fast and efficient but if we rely too heavily on our schemas, we think the world is too predictable and start to become biased in our decision-making.

Types of heuristics: recognition, availability, representative and affect
e.g. female surgeon (availability, representative)]]> 2021-10-22 04:14:44 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835442318 Grp 4 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835443362 Declarative comprises of semantic, auto
Non declarative - procedural, classical conditioning and priming

]]> 2021-10-22 04:15:24 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835443362 Group 2 roannpumpkin https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835447236
  • Sensory Memory: Holds large amounts of incoming data for brief amounts of time 
  • Short term memory: Next stage of information processing model --> Comprises of a tiny amount of information in the sensory memory that moves to be part of the short term memory
    • Failure in encoding memory from sensory to short term results in forgetting 
  • Working memory: Where you are actively using information and describe the process of interacting with information to keep it relevant or significant 
    • Consists of the central executive, visuospatial sketchpad, phonological loop, and episodic buffer
    • Differs from short term memory because 
      1. Information in the working memory can be actively manipulated whereas short term memory passively stores memory
      2. Working memory can manage multiple types of information simultaneously, whereas short-term memory cannot
  • Long term: Location of permanent memories
    • Storage in long term memory requires encoding from sensory memory through short term, requires rehearsal to be transferred from short term into long term 

    • ]]>     2021-10-22 04:17:41 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835447236     Grp4 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835447895 Real memory: have a lot of diff sensory details(what you see feel smell)however it is very difficult to distinguish between real and fake memory

    ]]>     2021-10-22 04:18:04 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835447895     group 1 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835448108 sensory memory
    - sensory data, possibly all information that affects the sensory receptors all at one time. 
    - only remains for a brief period

    short-term memory
    - focusing on a stimuli for further processing
    - involves visuospatial sketchpad, episodic buffer and phonological loop
    -hold up to 7 +-2 digits 

    working memory
    - involves active manipulation of multiple types of information simultaneously
    - involves your own perception

    long-term memory
    - involves elaborative rehearsal
    - few limitations in capacity or duration]]>     2021-10-22 04:18:12 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835448108     Grp 4 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835453255 Struggle to remember because of failure to encode and retrieve 
    Techniques and conditions: matching of states(same environment)]]>     2021-10-22 04:21:34 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835453255     Grp 5 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835453684 declarative:
    remember events and facts. Things that we are aware of consist of semantic, episodic and autobiographical. Conscious and explicit.
    e.g: the ability to recall phone numbers

    Non-declarative:
    Unconscious and implicit. automated performance. e.g brushing teeth. Conditioning and priming . Procedural. Operates in the background. ]]>     2021-10-22 04:21:53 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835453684     Group 2 roannpumpkin https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835456164
  • Declarative Memory: a consciously retrieved memory that is easy to verbalize including semantic, episodic, and autobiographical information; also known as explicit memory 
    • Semantic and episodic memories can be distinguished by 
      1. The type of information processed: Semantic memories contain general knowledge of the world, episodic memories include more specific information about events, objects and people
      2. The organisation of the information in memory
      3. The source of information
      4. The focus of memory: Semantic memories provides us with an objective understanding of our world, whereas episodic memories provide a reference point for our subjective experiences
    • Autobiographical memory: semantic or episodic memories that reference yourself (Example: memory of you taking care of your pet when you were young → more than one instance)
  • Non-declarative memory: at unconsciously and effortlessly retrieved memory that is difficult to verbalize such as a memory for classical conditioning, procedural learning, and priming also known as implicit memory 
    • Procedural, conditioning and priming 
    • Procedural can be learned, and becomes automatic, well rehearsed behaviour 
    • Conditioning and priming differ from each other in the sense that conditioning is a learned behaviour while priming is strictly due to influence from a lingering, unconscious effect
  • Declarative vs non declarative: explicit vs implicit

    • ]]>     2021-10-22 04:23:36 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835456164     Group 3 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835457732 Struggling to remember things is a factor of encoding and retrieval failure.

    Techniques to remember:
    Chunking - grouping of information so that they are encoded as one
    Associations - encoding new info with old info by drawing links between them
    Mnemonics - learning device through the concept of association 
    Repetition - repeated rote learning of content through repetition, not the most effective

    Conditions:
    Being in a distraction-free environment helps to reduce the chance of mind-wandering during the encoding process

    Being in good mental and physical conditions i.e, well-rested, good health

    Learning content that you are interested in, tends to help prevent mind wandering as well]]>     2021-10-22 04:24:35 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835457732     group 1 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835459362 declarative memory
    - things you can explain
    -e.g. semantic and episodic memory
    - semantic memory are general knowledge about the world, more objective
    - episodic memory are based on a timeline, categorial, based on your own experience (more subjective)

    non-declarative memory 
    - things that are harder to explain
    - conditioning 
    - procedural memory (ability to automate our performance)
    - can be both subjective and objective]]>     2021-10-22 04:25:42 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835459362     Group 3 zevesley https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835460458 Genes clearly play a role in a child’s language ability. We know that many genes are involved and we know that language is highly heritable. However, it can’t all be about genes. Whether we learn English or Japanese depends on our environment.

    Genes might also be important here. Genes influence language biologically. Perhaps more surprising is that genes can also shape our environments. For example, if we are genetically predisposed to be good readers, we may have more books around.

    It makes sense, then, that the children of good readers will have access to more books. So, what appears to be an environmental effect, could be driven, in part at least, by genes.

    This is what is meant by a gene-environment correlation, as Sara Hart and colleagues have described in their open-access paper arguing that “nature might be nurture”.

    We know that genes are important for language. However, this is not the end of the story. The environment is also very important and that will include the language environment that is created at school, as well as that created in the home. How much talking we do to children is important, and so is the range of language that we choose to use


    Nurture example: Upbringing and Environmental factors, such as Tuition and having Adults with extensive vocabulary as parents, would indefinitely learn and develop better language skills

    Nature: Animals do not have the innate capacity and ability to learn Human language, which is complex (Grammar, fixed terms, non-arbitrary) and based on Kanzi's video, where, rather than understanding Human Language, Kanzi was 'conditioned' to pair things to get rewards.

    ]]>     2021-10-22 04:26:23 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835460458     Grp 3 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835461786 Language is representative of culture: collectivist societies tend to have high-contextual communication style while individualist societies have low-context communication style because in collectivist societies, people tend to assume that we understand each other without explaining much in details while in individualist societies, it is assumed everyone is unique and hence would require much more elaborate explanations when it comes to communication.

    The Chinese language for example has more phrases to describe close relatives (different phrases for different family members) as compared to English due to the emphasis focused on familial relations in an Eastern collectivist culture.
    Another example is also the implicit ways in which winning and time is always emphasised in Western phrases like Nice guys finish last, assuming there is a need to win.]]>     2021-10-22 04:27:20 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835461786     Group 5 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835465564 Innate ability to learn languages, mechanism. The cortex is designated for language functions. Universal grammar. Other animals cannot learn languages? Bigger cortex than animals. We don't use language in the same way as animals. We use it for thought organization and we use the labels to convey thought. Broca's area, wernicke's area. Different languages in society, the areas that we grow up pidgin like singlish, affects the way we organize thought. Genie was not thought to speak in the first 13 years of her life. After 5 months of intensive support she was able to speak her first word. Had a lexicon of a 100 words a few months later. Never got syntax and grammar. Noam chomsky and nim chomsky. animals can't pass on language. Noam chomsjy believe that we have a universal grammar and the ability to pick up languages is innate. Believe there is a genetic mechanism for language acquisition. Monkey was just conditioned and didn't actually learn the language.]]> 2021-10-22 04:29:52 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835465564 group 1 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835468776 a false memory sometimes involves seeing yourself in third person POV and contains less information compared to real memory. 
    harder to recall false memory in reverse. 

    false memory can be caused by interference during the window of time in which memories are being processed but not fully consolidated yet -> leads to distortion, loss, or replacement by interference from other bits of information]]>     2021-10-22 04:32:09 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835468776     Group 2 roannpumpkin https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835480279
  • Nature: discussion regarding genetic basis for language acquisition and learning (language acquisition device, innate predisposed to language learning, universal grammar) 
    • Animal studies (teaching language is not something you can nurture in animals) 
  • Nurture: language learning requires environmental influence and exposure to kickstart (social deprivation studies), language can be shaped by culture and environment 
    • Different cultures/societies have different ways of expressing themselves (pronunciations) / accents (Western Countries VS Asian Countries in speaking English)
    • Social interaction: essential component to language learning → 2-way interaction in the form of conversion produces maximum results
    • Different cultural environments can produce different forms of colloquial slang, different forms and expressions of vocabulary depending on cultural landscape (e.g. culture is known to suppress sadness, less vocabulary to describe sadness) 

    • ]]>     2021-10-22 04:40:56 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835480279     group 1 https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835480554 nature 
    - intelligence is correlated with the thickness of the cerebral cortex
    - both brain size and proportion of grey matter are correlated with intelligence and both are ~ 85% heritable

    nurture
    - infants that are breastfed have higher IQ than infants that are not
    - worldwide increases in IQ levels have occured too quickly to represent genetic changes

    ]]>     2021-10-22 04:41:08 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835480554     Group 2 roannpumpkin https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835482363
  • It is difficult to tell whether memory is true or false when concerned with the individual, meaning it is difficult to tell when it is only you
  • Memory is encoded and stored through your own self-perception and what you experience or make out something to be during encoding 
  • If your memory has been manipulated or interfered with while encoding to falsify that memory, you have no way of identifying that fallacy since this new altered experience is what you know yourself to have gone through and perceived, this becomes the only perception that you know and encode into your memory
  • Can be alleviated by corroboration through presence of society or physical evidence that can do the fact checking for you, able to see the other versions of experience or perception that you are unable to identify 
  • Memory is true for more semantic memories: Facts that will not change
  • Examples of true memory: Name, who is getting married
    • Facts that will not change now or in the future
  • Example of false memory: Believing you started the washing machine before you left for work, only to come home and find you didn't
  • How to ensure that memory is true
    • Checking with family members / friends 
    • Referring to articles / sources
    • Look for sensory details to indicate true memories

    • ]]>     2021-10-22 04:42:37 UTC https://padlet.com/psypadlet/og2txngnhc8841ym/wish/1835482363