NOTE: For SOME of these queries, you will have the opportunity to CHOOSE THE PROMPT you respond to. That is, among the handful of selections, you only have to select ONE prompt – look for the green highlights for more details.
Assignment #3…
PART 1: Levels of Processing Approach to Learning (Craik & Lockhart, 1972).
*WITHOUT* first reading TB pages 186-189 (or even looking at them!), please now watch VL1 for this week, which will ask you to immediately complete a task that will help you to “learn something about how you learn”.
(NOTE: If you already watched this video and completed the task in it as part of your work for the Discussion Forum this week, you do NOT need to watch the video again.
HOWEVER, ready the “data” you collected on yourself when you watched the video the first time, as you’ll now need it for this Assignment.)
(IMPORTANT: If you have NOT yet watched the video, please do so *now* before continuing to read on…)
YOUR DATA: In your submission, report your data from PART C of the VL. That is, what was your tally for…
B1 check mark items (# = ___)
B2 circled items (# = ___)
B3 underlined items (# = ___)
B4 arrow items (# = ___)
QUERY 1 (Answer in just 2-3 sentences) …
Now, after having read TB pages 186-189 (on Levels of Processing (LoP), given what you know to be true of Craik& Lockhart’s (1972) LoP approach to learning, do you think your data conforms to what would be predicted by their model of explicit learning? If so, explain how.
If not, why do you think this mini-experiment did not work for you? As you respond, demonstrate that you know the theoretical claims that characterize of LoP model, and that you also know the distinction between the differing characteristics of each of the conditions in the mini-experiment.
QUERY 2 (Answer in just 2-3 sentences) …
How might the principles of the LoP model translate into real-world action for you when it comes to studying for a test in which you must recall information from memory to demonstrate your knowledge. That is, what kinds of strategies does this model of explicit learning suggest might work BEST for you as you aim to commit content to memory in preparation for a test. What kinds of strategies might NOT work well, according to this model?
PART 2: Demonstrating awareness and understanding of the various memory systems specified in the traditional multiple-memories view of LTM.
Take a look at Figure 5.8 and the related TB descriptions of each of the LTM memory types that are outlined in the “tree-structure” of that figure. Now, as precisely and as accurately as you can, explain in full sentences what distinguishes each of the following memory types. (NOTE: Please offer your distinctions in your *own* words, refraining from copying any definitions directly from the TB!)
QUERY 3 (Answer in just 5-6 sentences) …
Short-term memory vs. Long-term memory (top level of Fig 5.8)
Declarative memory vs. Non-declarative memory (middle level of Fig 5.8)
Episodic memory vs. semantic memory (lower level, left, of Fig 5.8)
Procedural memory vs. Priming (lower level, right, of Fig 5.8)
QUERY 4 (Answer in just 2-3 sentences) …
Now, according to the traditional understanding of what amnesia is (see TB pages 198-203 for the section on “Amnesia”), for each of the 8 kinds of memory specified above, state which ones are those that amnesic patients are likely to have challenges with, and which ones would NOT be in deficit.
PART 3: Applying your understanding of LTM and all its sub-systems to help explain how humans learn to behave in AMAZING WAYS!
QUERY 5 (Answer in just 3-4 sentences) …
Choose to watch **JUST ONE** of the five (5) following videos – mostly for inspiration and to momentarily let yourself be in AWE of how our LTM can help facilitate such *amazing* and *creative* human behaviors! After you’re finished watching your favorite video, then do your best to explain from a cognitive perspective whether and how EACH ONE of the eight (8) memory systems above (those mentioned #2) is involved in the behavior that’s depicted in the video you choose.
https://www.youtube.com/watch?v=yFRPhi0jhGc – Learning to skateboard (Rodney Mullen and his “Impossible” trick)
https://www.youtube.com/watch?v=qk00gbDwGqM – Learning to dance (Slip: by PacMan Chbeeb & Renee Kester)
https://www.youtube.com/watch?v=3ZNTFNUKarQ – Learning to paint (Vilas Nayak: Speed Painting on Asia’s Got Talent)
https://www.youtube.com/watch?v=mYKLvYGqaC0 – Learning to play rock music (Kids *AWESOME* cover of 46 and 2 by Tool)
https://www.youtube.com/watch?v=BNkLxLk3kaM – Learning to create sand art (Kseniya Simonova’s “Love > War Story” on America’s Got Talent)
PART 4: Further solidifying your understanding of the characteristics of learning and LTM by critiquing HOLLYWOOD MOVIES!
QUERY 6 (Answer in just 3-4 sentences) …
Choose to watch **JUST ONE** of the three (3) following movie trailers / clips – and as you do, notice that the movies all feature a plot line where the main character has encountered some kind of MEMORY DEFICIT. Your task as you watch your movie clip of choice is to carefully evaluate whether Hollywood accurately (or inaccurately) depicts the nature of the supposed memory deficiency that’s featured. Did Hollywood get it right?!?
In particular, for your ONE clip, state what the **supposed** memory issue is (according to Hollywood) for the main character. Then, based on your new Ch4 and
Ch5 understanding of such a memory issue (or issues), describe the characteristics that OUGHT to be true of such a memory deficit, from a cognitive perspective. Then, describe what characteristics DO appear to be in deficit (vs. intact) for the main character. Do they match up?!? If not, how did Hollywood get it wrong, and how should they have written the script differently?!? And don’t forget about the different kinds of *LTM* there are, as well as the different kindsof *amnesia* there are.)
Memento Trailer:
Finding Dory Clips:
The Bourne Identity Trailer:
PART 5: Assessing the characteristics of LTM and FORGETTING from the perspective of famous AMNESIC PATIENT: Clive Wearing.
Watch 3 special segments (see below for times) of this medical documentary video that provides a striking and heart-wrenching account of a “man with a 7 second memory”. Clive Wearing has one of the worst cases of amnesia known to science – and this documentary gives you a vivid sense of what his life is like, and what his memory-related experiences are. And it also shows the stories of those who are in close relation to him.
For each individual query below (7, 8, and 9), offer a thoughtful reflection from a cognitive perspective about what **that particular segment** teaches you about Clive’s condition. Be a careful observer here – and then offer comments on what kinds of memory systems appear to be intact for him, and which ones are in deficit. Also offer comments on things you see as striking (his explanations for his mental experiences, his general demeanor, his perceptions of his wife, his knowledge, his humor, etc., etc.), and then state how these things help you even better understand what kinds of memory systems appear to be functional for him, and those which seem to be dysfunctional. And finally, perhaps offer your thoughts on things that still seem to be bizarre to you about his behavior / memory or not easily understood. That is, does watching each clip raise questions for you about his experiences or about amnesia, forgetting and our LTM? State them!
The Man with the Seven Second Memory: https://www.youtube.com/watch?v=k_P7Y0-wgos
QUERY 7 (Answer in just 3-4 sentences) … Segment 1: 0:00 – 7:00 (7 mins, 00 sec) … Offer your thoughtful reflections on the first 7 minutes of this medical documentary. (Be sure to abide by the instructions explained in the paragraph above here.)
QUERY 8 (Answer in just 3-4 sentences) … Segment 2: 13:50 – 22:40 (8 mins, 50 sec) … Offer **additional remarks** that you didn’t already mention above. Again, be sure to use the COGNITIVE terminology you’ve been learning about in the current and previous TB chapters.
