PSYCH 2AA3 Lecture Notes - Lecture 6: Memory Rehearsal, Long-Term Memory, Synaptic Pruning
27 May 2016
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Cognitive Development: Info Processing10/27/2015 11:12:00 PM
INFORMATION PROCESSING MODEL
5 senses input
→ sensory memory/store (all info lost in 0.5-3s)
→ attention to stuff you pay attention to
→ short term & working memory (unrehearsed info lost in 10-15s)
(rehearsal – working/thinking about it (e.g. give phone # and repeat it out
loud until dial it on a phone)
→ info to be stored permanently into
→ long term memory! (eg. Info needed to comprehend new info +
techniques for processing new info, e.g. hear new sentence, have info in LTM
to help yo understand it or hear about experience and its IV is…your
retrieving from LTM what an IV is ) LTM pulled into short term and working
memory
- Retrieval memory= in LTM but cant find it
Understanding a New word
-word → sensory input → sensory memory - - Auditory register = after she
replayed what said and realized it was something creepy
→ may select for further attention → short term memory (where we just
store it before working on it) & working memory (if trying to actually
remember word, we are using working memory -rehearsal) → info to be
stored permanently → long term memory
- lil kids have to do this with every word they hear
Info Processing in infants
-Memory may be present at birth, but weak
• habituation/dishabituation research – memory may last only a few
seconds, but is still there
• Classical Conditioning (Blass 1984)
o 1-7 days old babies w sugar water on lips with stroke of forehead
→ they do response. They leanred that when forhead stroke I get
something tasty on lips
o Babies remembered simply stimulus response relationship long
enough to learn it
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o Now forehead stroke → they show response (want sugar water) →
So? Evidence that make still make memories at 1-7 days old!
• Memory improves w age! 2 months, 3 months, 6 months + retraining
Mobile Studies (Rovee-Collier) for kicking
o age vs. # days it remembers
o 2 months – remember training for 3 days , 3 months - 1 week,
6 months dramatic increase: 3 weeks.
o Reactivation experiences: remind babies of mobile experience
and kicking, but don’t retrain them,
- shift mobile without baby moving at all, we have
changed babies world for reactivation experience, its
perspective is diff, way oriented in crib is different , this
is similar experiences to remind that the mobile does
this thing
- if reactivate 2 m.o at 5 days can cause memory to last
a few extra days
- reactivation has to happen as memory was expected to
fade
- do reactive prob before expect would forget memory
o Training vs. Reactivation (jiggle): remind them that something
fun happens w mobile (she’s jiggling it), baby leaves, what she
found: 3 month old could remember training w string for 1 week,
if she jiggles it after 1 week, baby will still remember reactivation
training. Thus in 2 weeks, baby w reactivation experience will
remember what mobile does, baby w/o reactivation won’t
remember after 2 weeks.
• YOU REMIND THEM, NOT RETRAIN THEM! Make sure there are NO
opportunities for learning during reactivation of memory.
• At 6 months, can remember it for 1.5 years! (Til they’re age 2)
• Suggests reactivating good for memory
Older Children
Short Term Memory → how long hold info before working memory (10-15
s)
-proficiency efficiency becomes more EFFICIENT w age!
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-short term memory CAPACITY increase dramatically w age!
-Processing SPEED increases w age eg. Reaction time tasks → younger kids
take longer to react
Graph:
-eg. Adults can remember about 5-7 pieces of info
- By age 12 adult like in how many pieces of info we can hold
- Highest is digital span and the word span and letter span (# of items
recalled in order)
-eg. Random digits, random letters, random words
-Bad when young, about 11-12 years basically at adult level
Mechanisms?
• Neural Development
o synaptic pruning – becoming more efficient communication systems
(
o myelination – we are myelinating like crazy!
• Experiences - we are learning how to think, making connections/context
to things.
o Develop automaticity – things become automatic. eg. Automating math,
multiplication tables, BEDMAS, definitions, etc.
• Research: found kids who've automated math quicker can learn complex
math problems better/faster
• Research: shows kids who're better at remembering letters are better
readers than those who can’t automate. [Just a matter of recalling from
long term memory, rather than trying to learn/process it all again]
METACOGNITION
= awareness of our own thought process
= ability to assess your OWN KNOWLEDGE
Eg. Recognizing when you do/don’t understand something, are there
different ways u approach diff tasks? What strategies work for you?
-how do children learn how they best learn?
-having an awareness of whether or not you are actually taking in what
you’re learning, how to better process the info?
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