declarative knowledge
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the facts, events and impressions that we consciously know and can
describe. it is acquired with organization and can be easily forgotten. Like
knowing what time your fav restaurant closes
repetition effect
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, visual/visual presentation:
- house - house
- recognition faster 2'nd time
- resting activation level
spreading activation model
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a connectionist theory proposing that people organize general knowledge
based on their individual experiences
auditory/visual presentation:
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- spoken "house" - visual "house"
- no repetition effect!
McCandliss & Schneider (1997)
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- set of logographic-looking words, containing hidden alphabetic system
- trained to read aloud: whole-word vs. phonics groups
Results
Initial trials:
- whole-word group better than the phonics group
Later trials:
, - whole-word group performance decreased
- phonics group performance increased
Cohen & Corkin (1982)
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- Compared normals vs. amnesics (like HM)
Task: "Tower of Hanoi puzzle"
Objective: move entire set of disks to another rod
- only one disk can be moved at a time
- disks must be move onto another rod
- no disk may be placed on top of a smaller disk
Results: Normals:
- learns set of procedures
- transfer to other tasks
- have episodic memory
Amnesics:
- can learn task!
- also show transfer!
- but no episodic memory
Shows: - a dissociation between explicit (episodic) memory & implicit
(procedural) knowledge
Cognitive Analysis of HUDS
HUDs and Attention
Give this one a try later!
Give this one a try later!
the facts, events and impressions that we consciously know and can
describe. it is acquired with organization and can be easily forgotten. Like
knowing what time your fav restaurant closes
repetition effect
Give this one a try later!
, visual/visual presentation:
- house - house
- recognition faster 2'nd time
- resting activation level
spreading activation model
Give this one a try later!
a connectionist theory proposing that people organize general knowledge
based on their individual experiences
auditory/visual presentation:
Give this one a try later!
- spoken "house" - visual "house"
- no repetition effect!
McCandliss & Schneider (1997)
Give this one a try later!
- set of logographic-looking words, containing hidden alphabetic system
- trained to read aloud: whole-word vs. phonics groups
Results
Initial trials:
- whole-word group better than the phonics group
Later trials:
, - whole-word group performance decreased
- phonics group performance increased
Cohen & Corkin (1982)
Give this one a try later!
- Compared normals vs. amnesics (like HM)
Task: "Tower of Hanoi puzzle"
Objective: move entire set of disks to another rod
- only one disk can be moved at a time
- disks must be move onto another rod
- no disk may be placed on top of a smaller disk
Results: Normals:
- learns set of procedures
- transfer to other tasks
- have episodic memory
Amnesics:
- can learn task!
- also show transfer!
- but no episodic memory
Shows: - a dissociation between explicit (episodic) memory & implicit
(procedural) knowledge
Cognitive Analysis of HUDS
HUDs and Attention
Give this one a try later!
