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ktangen

March 28, 2023 by ktangen

Cognitive Bias

Notes

1. Limited Amount of Will

  • Volition
  • Self-control
  • Marshmallow Study

2. Depletion & Decision Fatigue

  • Iyengar & Lepper
    • more choices you have, the less you want to decide anything
    • facing six options is better than facing 26
    • satisfaction decreases when you have too many options
    • calculate odds of happiness based on the number of options
    • more options, the less likely you are to have selected the correct one
    • how many is the right number? No one really knows
  • Ways we handle decision making when we are fatigued
    • First, status quo; expel no effort.
    • Second, default setting; expel limited effort.
    • Third, event substitution; fight about what to have for lunch
    • Fourth, reasoning by simplification
      • Kahneman & Frederick call this attribute substitution
      • make analogies
      • some analogies are better than others but all serve the purpose of simplification
    • Fifth, heuristics
      • algorithm = will always work (even if it is not the fastest method)
      • heuristic is a mental shortcut. It is fast and usually works
      • rule of thumb
      • readily accessible

3. Effects of Decision Fatigue

  • Reduced ability to make trade-offs
  • decision avoidance
  • impulse purchasing
  • impaired self regulation
  • Analysis paralysis (over analyzing)

4. Heuristics & Judgment

  • Kahneman & Tversky
  • Availability
  • Representativeness
  • Cognitive laziness
  • Problem substitution

5. Cognitive Bias

  • refers to the imperfection of our information processing heuristics
  • heuristics are rules used to prevent information overload
  • help us sort out what is important
  • fast but have systematic errors (bias)
  • attentional bias – pay attention to emotional $or recurring thoughts. When we frequently think about the car we drive, we pay more attention to the cars other people drive.
  • availability heuristic = overestimate our future performance when we focus on our past successes; remember wins and ignore losses
  • Availability heuristic. If you can remember it, it is important or true.
  • Bandwagon effect. Base your behavior on what others are doing.
  • Barnum effect (Forer effect). Tendency to rate vague descriptions of personality as highly accurate if you believe they were generated specifically for you. A type of subjective validation.
  • belief bias. Strength of belief is interpreted as truth
  • confirmation bias = look for confirming evidence of our current beliefs and ignore contradictory evidence
  • confirmation bias. Search for supporting data to reduce inconsistency.
  • current moment bias. Prefer current pleasure, leave pain for the future.
  • fundamental attribution error (correspondence bias). Over-emphasize personality-based explanations. Under-emphasize situational influences
  • gambler’s fallacy (Monte Carlo fallacy). A type of mental averaging or limited time frame. Belief that random events currently more frequent than normal will in the short term future be less frequent than normal.
  • Google effect. Less likely to remember information you believe is accessible online.
  • halo effect. A form of confirmation bias combined with stimulus generalization. Throndike’s observation that positive feeling in one area tend to be transferred to other areas. If you like a person, they are good and trustworthy. If you dislike one aspect, you will dislike everything.
  • hindsight bias. I knew it all the time. Post hoc ego proctor hoc.
  • IKEA effect. Dan Ariely’s observation that people tend to place greater value on things they make or assemble. A type of effort justification.
  • Lake Wobegone effect. Tendency to overestimate achievements (based onGarrison Keillor fictional town where all the children above average). People estimate their intelligence, driving ability, popularity and problem solving skills as being above average.
  • loss aversion. Strong preference to avoid loss; twice as strong as desire for gain (Tversky & Kahneman).
  • neglect of probability. Tendency to disregard probability, particularly in uncertain situations. Small risks are completely neglected or greatly overrated.
  • normalcy bias. Tend to under prepare for disasters because we underestimate its probability and its effect.
  • post-purchase rationalization. Find reasons for having made a decision.
  • spotlight effect. The tendency to overestimate how much others notice you. Similar to the imaginary audience experienced by adolescents.
  • status-quo bias. Tend to be reluctant to change. Stay with routines.

Terms

  • active learning
  • ambiguous information
  • Ariely
  • Aristotle
  • attention
  • attentional bias
  • availability heuristic
  • Bandwagon effect
  • Barnum effect
  • bearing map (vector map)
  • behaviorism
  • belief bias
  • biotic experiments
  • boundary cells
  • Bruner, Jerome
  • cognition
  • cognitive behaviorism
  • cognitive bias
  • cognitive load
  • cognitive map
  • cognitive theories
  • comprehension
  • computation
  • concepts
  • conceptual structures
  • confirmation bias
  • constructivism
  • contextual learning theory
  • correspondence bias
  • cross-maze
  • current moment bias
  • Darwin
  • decision making
  • discovery learning
  • effort justification
  • evaluation
  • Forer effect
  • functional fixedness
  • fundamental attribution error
  • Gambler’s fallacy
  • generalizations
  • Gestalt
  • goal directed behavior
  • Google effect
  • grid cells
  • halo effect
  • heuristics
  • hindsight bias
  • hippocampus
  • IKEA effect
  • imaginary audience
  • infographics
  • information processing
  • internships
  • intervening variable
  • judgment
  • Koffka
  • Kohler
  • Lake Wobegone effect
  • landmark familiarity
  • latent learning
  • learning
  • learning as an active process
  • loss aversion
  • Maslow’s hammer
  • meaning extraction
  • mental images
  • mental representation
  • mental set
  • mental structures
  • mind as computer
  • mind maps
  • Monte Carlo fallacy
  • neglect of probability
  • normalcy bias
  • object identification
  • object location
  • path integration
  • peer teaching
  • perception
  • performance
  • phi phenomenon
  • Piaget
  • place cells
  • post-purchase rationalization
  • principle of psychophysical isomorphism
  • principle of totality
  • problem solving
  • prototypes
  • reasoning
  • scaffolding
  • self-monitoring
  • self-organizing tendencies
  • self-regulation
  • similarity
  • sketch map (landmark map)
  • spatial features
  • spatial information
  • spatial reasoning
  • spiral curriculum
  • spotlight effect
  • status-quo bias
  • stereotypes
  • stimulus discrimination
  • stimulus generalization
  • structural overviews
  • student-focused learning
  • Stumpf
  • subjective validation
  • thinking
  • Throndike
  • Titchener
  • Tolman
  • Tversky & Kahneman
  • vividness
  • Vygotsky
  • Wertheimer, Max
  • working memory
  • Wundt

Quiz

 

 

Filed Under: Learning

March 28, 2023 by ktangen

Expectations

We anticipate the unknown. We use our past experience to predict what will happen in the future. A closed door suggests surprises could be inside. A pregnant woman bring up associations with other people and situations. Our brains don’t like surprise, so we spin stories about possible things what will or might happen.

Here are 5 things we will cover:

  • Perceptual Expectations
  • Myths of Life
  • Framing & Priming
  • Loss Aversion
  • Rotter

1. Perceptual Expectation

  • illusions
  • Gestalt

2. Myths of Life

  • Life should be fair

 

Terms

  • algorithm
  • anchoring
  • attribute substitution
  • behavior potential
  • bounded rationality
  • choice-war = Tangen’s term for decision fatigue
  • cognitive science
  • contingency
  • decision fatigue
  • decision making
  • decision satisfaction
  • default setting heuristic
  • depletion
  • draw the problem
  • event substitution heuristic
  • expectation (E)
  • expectations
  • external locus of control
  • fable
  • fast and frugal
  • focusing effect
  • Fox & Cat
  • framing effect
  • George Pólya: “How To Solve It.”
  • Gigerenzer, Gerd
  • heuristics
  • internal locus of control
  • inventor’s paradox
  • Iyengar & Lepper (too many choices)
  • Kahneman & Frederick
  • learned helplessness
  • locus of control
  • loss aversion
  • mental shortcut
  • moral of the story
  • multiple alternatives
  • options
  • perspective shifting = abstract to concrete or concrete to abstract
  • placebo effect
  • predictions
  • problem simplification
  • processing time
  • rational choice theory
  • reasoning by simplification
  • reinforcement value (RV)
  • retrograde reasoning = working a problem backwards
  • Rotter, Julian
  • rule accessibility
  • rule of thumb
  • rule stability
  • satisficing
  • Simon, Herbert
  • six options
  • status quo heuristic
  • trial and error heuristic
  • Tversky & Kahneman

Qu8z

1. The Fox got caught because processing options:

  • a. relieves anxiety
  • b. relaxes you
  • c. takes time
  • d. is fun

2. Which will always work, even if it is not the fastest method:

  • a. process analysis
  • b. goal setting
  • c. algorithm
  • d. heuristic

3. Learned helplessness is similar to Rotter’s ______ locus of control.

  • a. segmental
  • b. relational
  • c. external
  • d. internal

4. Iyengar & Lepper note that the more options you have:

  • a. the higher your satisfaction
  • b. the lower your satisfaction
  • c. the kinder you become
  • d. the easier it gets

5. Analogies serve the purpose of:

  • a. simplification
  • b. amplification
  • c. lateralization
  • d. regeneration

 

Answers

1. The Fox got caught because processing options:

  • a. relieves anxiety
  • b. relaxes you
  • c. takes time
  • d. is fun

2. Which will always work, even if it is not the fastest method:

  • a. process analysis
  • b. goal setting
  • c. algorithm
  • d. heuristic

3. Learned helplessness is similar to Rotter’s ______ locus of control.

  • a. segmental
  • b. relational
  • c. external
  • d. internal

4. Iyengar & Lepper note that the more options you have:

  • a. the higher your satisfaction
  • b. the lower your satisfaction
  • c. the kinder you become
  • d. the easier it gets

5. Analogies serve the purpose of:

  • a. simplification
  • b. amplification
  • c. lateralization
  • d. regeneration

 

3. Framing & Priming

  • Framing
  • Priming
  • Ariely

4. Loss Aversion

  • Kahneman

5. Rotter

  • Julian Rotter
    • combines behaviorism plus cognition
    • general expectation theory
    • BP = f(E & RV)
    • behavioral potential (BP)
    • expectations (E); likelihood
    • reinforcement value (RV); reward size
    • locus of control
    • “externals”
      • learned helplessness
    • “internals”

 

The Fox got caught because processing options:

  • a. relieves anxiety
  • b. relaxes you
  • c. takes time
  • d. is fun

2. Which will always work, even if it is not the fastest method:

  • a. process analysis
  • b. goal setting
  • c. algorithm
  • d. heuristic

3. Learned helplessness is similar to Rotter’s ______ locus of control.

  • a. segmental
  • b. relational
  • c. external
  • d. internal

4. Iyengar & Lepper note that the more options you have:

  • a. the higher your satisfaction
  • b. the lower your satisfaction
  • c. the kinder you become
  • d. the easier it gets

5. Analogies serve the purpose of:

  • a. simplification
  • b. amplification
  • c. lateralization
  • d. regeneration

 

Answers

1. The Fox got caught because processing options:

  • a. relieves anxiety
  • b. relaxes you
  • c. takes time
  • d. is fun

2. Which will always work, even if it is not the fastest method:

  • a. process analysis
  • b. goal setting
  • c. algorithm
  • d. heuristic

3. Learned helplessness is similar to Rotter’s ______ locus of control.

  • a. segmental
  • b. relational
  • c. external
  • d. internal

4. Iyengar & Lepper note that the more options you have:

  • a. the higher your satisfaction
  • b. the lower your satisfaction
  • c. the kinder you become
  • d. the easier it gets

5. Analogies serve the purpose of:

  • a. simplification
  • b. amplification
  • c. lateralization
  • d. regeneration

 

 

Mind Map of Expectations

Filed Under: Learning

March 28, 2023 by ktangen

Forgetting

One view of forgetting is that memories disappear over time. They are vivid when originally store but become fainter as time goes on. Although this is a good observation about how we feel about memory, it would be about the same as saying that rust occurs because of time.

Rust occurs because of oxidization, which gets worse over time. It is not time itself that causes rust. Memories get worse over time but what is the memory’s equivalent of oxidization?

Here are 5 things we’ll cover:

  • Forgetting Principles
  • Interference
  • Three Mechanisms
  • Amnesia
  • Memory Fialures

 

Terms

  • accessible memories
  • amygdala
  • anterograde amnesia
  • Atkinson & Shiffrin
  • automatic processing
  • available memories
  • Baddeley
  • basal ganglia
  • cerebellum
  • chunking
  • deep processing
  • déjà vu
  • distributed practice
  • Ebbinghaus
  • echoic sensory store
  • effortful processing
  • emotional coding
  • encoding
  • encoding failure
  • encoding specificity principle
  • episodic memory
  • explicit memories
  • external mnemonics
  • false memory
  • flashbulb memories
  • forgetting
  • forgetting curve
  • herpes encephalitis
  • hierarchies
  • hippocampus
  • iconic sensory store
  • implicit memories
  • improving memory
  • interference
  • levels of processing
  • long-term memory
  • long-term potentiation
  • match context and mood cues with when coded them
  • meaningful
  • memory
  • memory retrieval
  • misinformation effect
  • mnemonics
  • mood congruent
  • motivated forgetting
  • personally meaningful
  • priming
  • proactive interference
  • recall
  • recognition
  • reconsolidation
  • recovered memories
  • recovered with hypnosis
  • rehearse repeatedly
  • relearning
  • repression
  • retrieval
  • retrieval cues
  • retrieval failure
  • retroactive interference
  • retrograde amnesia
  • savings
  • semantic memory
  • sensory memories
  • serial position effect
  • shallow processing
  • short-term memory
  • sleep more
  • source amnesia
  • spaced practice
  • split brain
  • storage
  • storage decay
  • synaptic changes
  • technical mnemonics
  • test your knowledge
  • testing effect
  • tip of the tongue
  • unreliable memories
  • Wearing, Clive
  • working memory

Quiz

Interference theory was:

  • a. based on associationism
  • b. relatively atheoretical
  • c. introduced by McGeoch
  • d. all of the above

 

2. Ebbinghaus showed that verbal learning is:

  • a. protracted
  • b. stratified
  • c. linear
  • d. all of the above

3. Bahrick calls long-lasting memories:

  • a. sustained saturation
  • b. permastores
  • c. artifacts
  • d. hodos

4. Given a picture and asked to decide it if is a former classmate is:

  • a. picture recognition
  • b. picture registration
  • c. linear recognition
  • d. name recognition

5. Which is part of semantic memory

  • a. general information
  • b. nonsense syllables
  • c. foreign languages
  • d. all of the above

Answers

Interference theory was:

  • a. based on associationism
  • b. relatively atheoretical
  • c. introduced by McGeoch
  • d. all of the above

2. Ebbinghaus showed that verbal learning is:

  • a. protracted
  • b. stratified
  • c. linear
  • d. all of the above

3. Bahrick calls long-lasting memories:

  • a. sustained saturation
  • b. permastores
  • c. artifacts
  • d. hodos

4. Given a picture and asked to decide it if is a former classmate is:

  • a. picture recognition
  • b. picture registration
  • c. linear recognition
  • d. name recognition

5. Which is part of semantic memory

  • a. general information
  • b. nonsense syllables
  • c. foreign languages
  • d. all of the above

 

1. Forgetting Principles

  • Some things are easier to forget than others
  • How much you forget depends on the knowledge domain
  • store things in various memory systems
  • retrieve them with various levels of success
  • Ebbinghaus
    • Not good at remembering nonsense syllables or isolated words
      • verbal learning is linear
      • forgetting verbal learning is nonlinear
    • Learning is a function of time spent
      • longer you study the more you learn
    • Forget the majority of facts very quickly
      • within the first few hours
      • after the first day, decline is more gradual

2. Forgetting Theories

  • Predominant approach in N. America for 30 yrs
  • Based on associationism
    • learning = formation of associations between previously unrelated events
  • Developed in Chicago in the 1930s (Carr, Robinson and McGeoch)
    • relatively atheoretical
    • good research, not much theory
  • McGeoch (1932)
    • First to propose interference theory
    • Time-based decay theories not valid explanations
    • Iron rusts over time
      • time does not cause rust
      • oxidation causes rust
    • Memories are forgotten over time
      • time does not cause forgetting; caused by something else
    • 2 kinds of interference
    • Proactive interference
      • previous info impacts new
    • Retroactive interference
      • new info impacts old
      • retrieval errors occur because wrong memories found
    • Cue Dependent Theory (Retrieval Failure)
      • Forgetting is lack of retrieval cues, not overwriting existing info (Tulvig & Postka, 1971)
      • Ss given list of 24 words (4 items in six categories)
      • try to recall as many as possible
      • Learn 0, 1, 2, 3 or 5 further lists (3 trials), immediate free recall
      • Recall as many words from any lists
      • Clear evidence of RI
        • more lists in the middle, worse did
        • Ss tend to forget whole categories
        • 10 minute break
        • give categories, asked to recall
      • Performance as good as original free recall
        • no effect of interpolated lists
      • Can’t recall because $ is missing
        • present at time of encoding
        • not erased; not available
        • proper cue can retrieve it
        • like searching for a book in the library
        • no reference number
        • no subject
        • no author

      Good retrieval cue

      • consistent with encoding situation
      • If a word is emphasize during encoding
      • Should be emphasized at test time

      State Dependent Cues

      • retrieval depends on state of mind
      • at encoding & at testing
      • Memory triggered or facilitated by:
      • inebriated
      • anxious
      • happy

      Context Dependent Cues

      • retrieval depends on environment
      • at encoding & at testing
      • Memory triggered or facilitated by:
        • under water
        • weather
        • location
        • smell

      Trace Decay Theory

      • Learning causes neuro connection
        • trace degrades over time, recall is worse
        • except notice that if brain is injured, old memories more resistant than new ones (Brower, 1967)
        • crumbling into parts; loss of components
        • both interference and decay
      • Problem:
        • time has both decay & interference  (aren’t doing nothing over time)

      Consolidation

      • Learning is not complete when practice ends (Muller and Pilzecker (1900)
        • perseveration occurs for awhile afterward
        • perseveration = continued processing of an item after practice or rehearsal ends.
      • If anything interrupts perseveration
        • memory trace may not consolidated
        • recall not possible
        • storage problem
      • Longer perseveration continues, stronger the memory
        • if process is interrupted, no storage
      • Assumptions
        • mental inactivity helps consolidation (Ebbinghaus, 1885)
        • rate of forgetting is slowed when sleep between study & test (Jenkins & Dallenbach, 1924)
        • Ss can recall more after a period of sleep
      • Interference model would say the same thing
        • if interrupted, nothing stored
        • Ss with retrograde amnesia:
        • can’t remember events right before trauma
        • perseveration interrupted by the trauma
        • consolidation not completed
      • Rats with induced retrograde amnesia show better memory performance if allowed perseveration time
        • If prevented, no storage
      • No good studies with humans on the issue
        • Not easy to prevent unless remove hippocampus
3. Three Mechanisms
  1. Response competition
    • when 2+ potential responses to a memory query
    • Melton & Irwin (1940) showed errors could not be attributed solely to intrusion items
  2. Altered $ conditions (altered context)
    • performance declines because of changes in environment from study to test
    • functional $ is cue + environment
    • forget if entire functional $ not present
  3. Mental set
    • use an inappropriate mental set
    • search through wrong list

Part-set cuing

  • Ss recall list worse if some items (part of the set) are provided for them (Slamecka, 1968)
  • Ss hear a word twice
  • control Ss wrote as many words as could
  • experimental Ss were given a paper with some of the words on it
  • Ss who receive some words did worse
  • maybe the cues interrupt retrieval strategy
  • Predictor but not cause of forgetting
  • McGoeoch & McDonald (1931)
    • systematically vary similarity of interfering activity & recall material
    • learn list of adjectives
    • 10 min rest or learn new material
    • as similarity increases, recall drops
    • but even resting Ss forgot some too
  • (Slamecka, 1960): sentences
    • 2, 4, 8 trials
    • followed by rest or 4 or eight trials learning another literary genre
    • amount learned is a function of # of initial learning trials
    • amount of forgotten is function of number of interfering trials

4. Amnesia

  • forgetfulness; without memory
  • Caused by
    • brain damage
    • disease
    • drugs (sedatives & hypnotic)
  • can be either wholly or partially lost
  • Two main types (not mutually exclusive)
    • Retrograde amnesia
      • inability to retrieve info acquired before a particular date
      • loss can extend back decades
      • lose can last for months+
    • Anterograde amnesia
      • inability to transfer new info to long-term memory
      • can’t remember things for long periods of time
    • Post-traumatic amnesia
      • Major trauma
        • usually head injury (fall, football, boxing)
        • often transient but may be permanent
      • Mild trauma
        • car crash
        • no memory of moments before accident
      • Childhood amnesia (infantile amnesia)
        • can’t remember before age 2-3
        • brain not developed enough to hold cognitive structures
      • Transient global amnesia
        • unknown cause
        • memory loss for less than a day
        • reduced blood flow, seizure or migraine?
      • Source amnesia
        • can’t remember where learned information
        • poor source monitoring
        • source not encoded
      • Hyped but Non-Existent
        • Dissociative amnesia
          • can’t remember because of psychological trauma
        • Types:
        • Repressed memory (psychogenic amnesia)
          • inability to recall info about stressful or traumatic events
          • rare or doesn’t exit
        • Dissociate fugue (psychogenic fugue)
          • cannot recall some or all of past
          • extremely rare or doesn’t exist
        • Posthypnotic amnesia
          • failure to remember suggestions made under hypnosis
          • extremely rare or doesn’t exist

5. Memory Failures

  • Time-Gap
    • no conscious recollection of trip
    • driven home late at night
    • driving well-traveled route
    • highway hypnosis; driving long stretches
  • Cryptomnesia
    • unintended plagiarism
    • believe have made a novel creation but it’s based on earlier works
    • failure to recognize it as familiar
    • usually of others
    • Nietzsche, Freud, Helen Keller
    • George Harrison
      • My Sweet Lord by the Beatles
      • He’s So Fine by the Chiffons
    • How guard against it
    • can’t but can try to minimize by searching literature & peer review

 

 

 

Filed Under: Memory

March 28, 2023 by ktangen

Toastmasters

Filed Under: Learning

March 28, 2023 by ktangen

Learning Synthesis

The technical definition usually includes a statement about acquired knowledge or skills, a statement about it’s being semi-permanent (you can forget), and a statement about being caused by experience or training.

Some say it is practice that causes a relative permanent change in behavior. Others point out that it is a process more than a product. All definitions include something about acquiring new things but few include that you incorporate that new knowledge or skill into you existing structures. Learning is not independent. It’s interactive.

Learning doesn’t require effort. At least, it doesn’t always require effort. If I tell you that George Washington’s middle name was Clyde, you might well remember that without effort. It doesn’t matter that it’s not true (they had so few people they didn’t need to have middle names). It only matters that some things seem to stick and others don’t.

This is one of the things you know about learning: sometimes it is easy, sometimes it requires effort.

Another thing you already know is that less is easier to learn than more. This is an obvious truth. A short list is better than a long list.

In addition to varying in difficulty and length, you know that learning often include repetition. When you need to put in effort you usually start with repetition. It doesn’t always work. Repetition helps some things, sometimes, somewhat. You may know there are other things involved in learning than just practice. You may not know all of the factors that are important but you are aware that practice makes perfect, somewhat.

Obviously, thinking is hard work. Your brain uses about 25% of your daily caloric intake. It is working hard. Studying makes you tired, practicing makes you tired and writing a screenplay makes you tired. It doesn’t seem physical but learning is an active process of work.

In my view, there are only three things you can learn: facts, concepts and behaviors. Everything can be categorized into one of those three baskets. Each emphasizes a different part of the brain. Each has it’s own best approach.

 

 

 

Terms

  • aim higher
  • anxiety
  • attention
  • avoid
  • backward chain
  • bits
  • chaining
  • charting
  • chess positions
  • chunk
  • cluster or infographic
  • digit span
  • distributed practice
  • don’t forget
  • encoding specificity principle
  • expanded-retrieval strategy
  • faces 71%
  • facts, concepts and behaviors
  • flash cards
  • focus
  • forward chain
  • four score and seven years ago…
  • inkblots 48%
  • usefulness of a retrieval cue depends on the nature of the initial encoding
  • Jacobs, Joseph
  • keeping things in memory is easier than putting them in memory
  • Lincoln’s (Abraham) Gettysburg Address
  • live fire
  • magical number seven plus or minus two
  • match learning & recall conditions
  • Miller, George
  • mind-map
  • negative recognition
  • performance
  • practice with heavy bat
  • priming
  • proactive interference
  • quizzes
  • recallable words
  • recognition failure
  • recognition requires less brain activity than recall
  • reduce
  • release from proactive interference
  • retrieval cue
  • retrieving makes it easier to remember
  • retroactive interference
  • snowflakes 33%
  • state dependent learning
  • switch tasks when tired
  • The man lifted the piano
  • The man tuned the piano
  • tracking behavior
  • use external memory aids
  • warm up
  • write is down; look it up

Quiz

  1. Focus, Avoid & Reduce are components of:
  • a. Overlearning
  • b. Clustering
  • c. Chunking
  • d. Attention

2. We become confident before we are actually:

  • a. contralateral
  • b. consolidated
  • c. competent
  • d. chained

3. The best way to learn a long poem or speech is:

  • a. backward chaining
  • b. forward chaining
  • c. lateral chaining
  • d. recognition failure

 

4. Concepts include:

  • a. names
  • b. places
  • c. things
  • d. rules

 

5. George Miller suggested that working memory holds:

  • a. seven items (plus or minus two)
  • b. twelve items (plus or minus two)
  • c. six items (plus or minus three)
  • d. two items (plus or minus twelve)

 

Answers

  1. Focus, Avoid & Reduce are components of:
  • a. Overlearning
  • b. Clustering
  • c. Chunking
  • d. Attention

2. We become confident before we are actually:

  • a. contralateral
  • b. consolidated
  • c. competent
  • d. chained

3. The best way to learn a long poem or speech is:

  • a. backward chaining
  • b. forward chaining
  • c. lateral chaining
  • d. recognition failure

 

4. Concepts include:

  • a. names
  • b. places
  • c. things
  • d. rules

 

5. George Miller suggested that working memory holds:

  • a. seven items (plus or minus two)
  • b. twelve items (plus or minus two)
  • c. six items (plus or minus three)
  • d. two items (plus or minus twelve)

 

Want more?

  • Why Does Learning Matter?
  • There Are Only Three Things You Can Lean

Is

There are so many things we can and do learn. I don’t know if it is in the thousands, millions or billions. But there are a lot of items. Think of all the classes you’re had, all the books you’ve read, all the movies, documentaries and TV shows you’ve seen and all of the conversation you’ve heard. A lifetime of learning covers a lot of material.But there are only three things you can learn. Three categories. Three buckets.

You can only learn facts, concepts and behaviors.

That’s all there is. Facts are mall individual items such as names, dates, places, and things. Concepts are rules and ideas. Behaviors are all of the actions you take.

Learning is a complex process that works on facts, concepts and behaviors.

One mistake people make is to assume learning is a single process. They assume that learning the names of cities is the same as walking. Or that learning a life lesson is the same as learning a poem. Learning is more complicated than that. There are three processes you need to understand. There are three ways we process our environment, minimum. There are more than these three but  let’s stick with this simple model for the time being

There are only three things you can learn: facts, concepts and behaviors.

Here are 5 things we’ll cover:

  • Why this class matters
  • What is learning
  • Anxiety
  • Three things you can learn
  • Top Ten Tips

Notes

Notes

Preview

 

1. Why this class matters

2. What is Learning

3. Anxiety

  • What triggers it?
  • How to reduce it?
  • What causes it? Is it learned?

4. Three Things You Can Learn

1. Attention
    • Focus
      • When trying to learn, don’t multitask
    • Avoid
      • Use external memory aids
      • Write is down; look it up
    • Reduce
      • Less is easier to learn than more
      • If you have to carry an elephant, pick a small one
2. Bits
  • Joseph Jacob: schoolmaster; digit span, 1887
  • George Miller: Magical number seven plus or minus two
  •    Depends upon the type of material
  •    Digits, letters, nonsense syllables, etc.
  •    Chunk = any meaningful unit
  •    Digits, words, chess positions, or faces
  •    Chess positions
3. Chaining

Forward chain

    • Abraham Lincoln’s Gettysburg Address
    • November 19, 1863.
    • Four score and seven years ago…

Backward chain

    • That government of the people, by the people and for the people shall not perish from the earth.
4. Don’t Forget
  • Keeping things in memory is easier than putting them in memory
  • Which is harder canning things or storing them?
  • Retrieving makes it easier to remember
  • Store your memories
  • Expanded-retrieval strategy
5. Distributed Practice
6. Encoding Specificity Principle
  • Match learning & recall conditions. State dependent learning. Live fire.
  • Tulving & Thompson
    • Usefulness of a retrieval cue depends on the nature of the initial encoding
  • Barclay et al.
    • People got 1 of 2 sentences
    • “The man lifted the piano”
    • “The man tuned the piano”
    • Waited
    • Gave retrieval cue: “something heavy”
    • Helped “lifted piano” Ss recall (Ss stands for subjects)
    • Didn’t help “tuned piano” Ss recall
7. Switch tasks when tired
  • Release from Proactive Interference
  • Keppel and Underwoord (1962)
    • Learn several lists of words
    • Performance decreases
    • Switch categories, performance increases
8. Aim Higher

Recognition of photos

    • faces                  71%
      • inkblots            48%
      • snowflakes      33%
    • Tulving & Thomson (1973)
      • Recognition failure of recallable words
    • Tulving et al. (1997)
      • Recognition Memory Requires Less Brain Activity Than Recall
    • Brown, Lewis & Monk (1977
      • “negative recognition” = know not happen
    • Examples:
      • Teach someone else
      • Practice with heavy bat
9. Overlearn
    • Confidence precedes competence
10. Warm Up
    • Priming

 

Filed Under: Notes

 

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Filed Under: Learning

March 28, 2023 by ktangen

Learning Brain

Filed Under: BioPsych, Learning

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